Elements of an Online Syllabus Contact: Melody Buckner Instructional Designer

Objectives of this presentation Define the purpose of a syllabus Explain difference between an on-campus syllabus and online line syllabus Identify critical components of an effective online syllabus Convert a traditional syllabus into an effective online syllabus Identify some best practices to use in the design of an online syllabus

The Purpose of a Syllabus The basic elements and guidelines for the course Outline the expectations of the faculty and the students Foundation for measuring the learning experience in the course A contract or agreement between the faculty and the student

On Campus vs. Online On-campus syllabus abbreviated because there is verbal explanation. can be clarified in class. the faculty sets the tone in person Online syllabus requires no verbal explanation. must stand alone and serve as a guide for the student. the syllabus set the tone electronically

Similarities of On-Campus/Online Syllabus Course Description Goals and Objectives Required Texts Grading Policies Academic Policies Contract between faculty and student

Difference of On-Campus/ Online Syllabus Outline time commitment Explain instructor availability Describe the pace of the course Due dates must account for time zones Explain how to submit assignments

More Difference of Online Campus/ Online Syllabus Links can be placed into syllabus for more explanation Navigation of course management system Define the responsibilities and expectations of student and faculty Role of faculty is: facilitator, evaluator, etc. Role of student is: active learner, peer reviewer, facilitator, etc.

Features of an online syllabus Welcome Faculty information Course description Course goals/objectives Required text/ materials Course requirements Student expectations Student evaluations Technical support Technical requirements Calendar of events

The Welcome students the week before class begins Describe the map or flow of the online course Emphasize the importance of reading the syllabus State that the syllabus is a contract Conduct a quiz over the syllabus Post a discussion area for questions about the syllabus

Faculty Information Photo Contact information address Phone number (office, cell, Skype) Office hours Both synchronous and asynchronous State how often you will be checking in on the course Biography information Professional Personal (if desired)

Course Description Catalog description Course goals or objectives What am I going to learn Why is this important to me Outline course expectations What the course is not… Self-pace Independent Study Easier or less time than a face-to-face course Any other specific course information Pre-requisites

Require Text and Materials Supply the ISBN with title and edition of any text Recommend where to purchase Give links, if possible Supply information about accessing published material on the library database List any Internet resources with links

Course Requirements Describe all activities required of the students during the course including: Readings Assignments Projects Research Group work Assessments Etc. State again the objective/goal/reason behind the requirements State the flow of the course Weekly or by unit or self pace

Student Expectation Define participation Is it part of the grade? Responsibilities As an individual As a group member Time commitment Due dates time zones Discussions (asynchronous/synch ronous) Rubrics help define expectations Describe the pace and flow of the course Policy on plagiarism, academic integrity, and ADA compliance

Student Evaluation Explain grade criteria List the components of the total course grading system Describe the grading percentages, points or scale Explain the criteria for passing the course or obtaining the various levels of grades Explain late policies Describe objective and subjective assessment Supply students with a Rubric!

Objective vs. Subjective Objective assessment is when there is only one answer. Examples include: Multiple Choice True/False questions Matching Subjective assessment is when there may be more than one way to answer. Examples include: Extended response Essay Project based Peer reviews Reflections or self-review Good idea – Supply students with a Rubric!

Example of a Standard Grading Rubric

Example of a Peer Review Rubric

Technical Support List the University technical support 24/7 phone number If available supply the course management systems (CMS) technical support website or helpline Contact information for any other resources

Technical Requirements Include hardware and software requirements List any software or plug-ins requires and where to obtain them List required auxiliary devices Head sets Web cam Microphones

Calendar of Events Visual representation of: Assignment due dates Assessments Discussion posts Group work Availability of faculty (or unavailability) This can be done in several forms: Calendar List or Table Spreadsheet Timeline

Example of Calendar of Events

Best Practices in an Online course Objectives in each module Create the first assignment to orientate the student to the online environment Explain how the online environment is different from the on campus environment Student centered (the learner must be proactive) High level of learning involving: Critical thinking skills Reflective assignments (writing skills) Cumulative assignments (organization skills)

Additional Resources Maryland Online Training of Faculty New to teaching online: