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A Discussion of Principles Based On The Rubric for Developing Online Courses

Teaching Resource Center

Building An Online Course: A Discussion of Principles Based On the Online Course Rubric
This document is based on an adaptation of a Quality Matters™ rubric.The Quality Matters™ program (http://www.qualitymatters.org) is sponsored by MarylandOnline, and was supported in part by the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education. An annotated version of this rubric and the research literature and standards set are available to review in the TRC public folders area (O:/TRC/DistanceLearning/Quality Matters™ Peer Review).
Section Shortcuts
I: Course Overview	II: Learning Objectives	III: Assessment & Measures	IV: Resources & Materials	V: Learner Interaction	VI: Course Technology	VII: Learner Support	VIII: Accessibility

I. Course Overview and Introduction							[TOP]
General Review Standard: The overall design of the course, navigational information, as well as course, instructor and student information are made transparent to the student at the beginning of the course.
Ideas to get you started			A way to organize a course is to present answers to these questions: Who? Who is the instructor, who should be taking this course, who am I (as a student) What? What is the name of this course, what is the course number and section Where? Where do I go to find... the course syllabus, assignments, the calendar When? When are readings, assignments, quizzes and exams due Why? Why should I take this course, what requirement does it fulfill, what can I learn How? How do I... email the instructor, post a discussion item, take a quiz, find out my grades Not everything has to be on the Start Page, but should be found in easily accessible places such as: on the Course Syllabus, Course Information section, or Instructions for Students section. As you organize the directions and materials of the course, try to think like a student. Use your student account and log in to your class to see what it looks like from that perspective. As a designer, you are familiar with the location of all the directions and content of the course. However, someone new to your course is completely unfamiliar with the location of items. If you've ever had the frustration of trying to find something in a friend's kitchen, now is the time to recall that experience. What helped you the most? To know that it was in the cupboard? Or to know that it was in the cupboard above the stove on the second shelf?
Section I, Point 1 Navigational instructions make the organization of the course easy to understand.			SHOW AND TELL! If this is the first time a student has been to your course site, be explicit about where to go and how to get started. Visually, the viewing area is constricted. Several things influence how much information can be seen without scrolling: >Small monitor screen >>The design of the Web browser window >>>One or more toolbars in the browser >>>>The WebCT toolbar inside the Web browser >>>>>The BCC logo in WebCT and/or >>>>>>The Course title and instructor name Because there's only a small space in which to put important information, consider using the upper text block to capture the learner's attention. At the very least, the most important elements should be in the upper third of the viewable page. Another way to capture student attention is to use the Newsflash. It can serve as the place for announcements, important information, or the way to center attention getting started in the course. Used consistently, students will become accustomed to checking it first. Add dates (and times if appropriate) to Newsflash items to help students track timely information about the course. This is important if you think students may not be checking on the course every day.
Section I, Point 2 A statement introduces the student to the course and to the structure of the student learning.			Often found in the course syllabus, an introductory statement communicates the expectation of knowledge and/or skills the student is expected to perform. This helps the student focus on the skill(s) to be learned. It may also help prevent miscommunication by providing the expectations so students won't establish their own objectives which may not be in alignment with the instructor's intention. It can also keep the student and the instructor on track. [1]
Section I, Point 3 Netiquette expectations with regard to discussions and email communication are clearly stated.			Consider what learning objective can be accomplished through using this communication tool - what can the student learn? Consider what the individual might learn about themselves, about classmates, about the world. Consider how communications might be part of a team grade if you are using collaborative project work. If you are going to use discussion postings as a part of a student's grade, it is important to give shape to how you assess postings. This is a reasonable student expectation - you would likely provide detail about how you derive other grades from other types of assessment - discussions are no different. While it may seem like grading something as "social" as a discussion is difficult, there are several resources which provide suggestions and tips for assessing both quality and quantity of online discussions. Click here for links to those resources. The number or amount of postings and their timeliness are easy to track and can be part (or all of) the discussion grade. However, quantity and quality can also be two distinct grading points with distinct criteria. You need to consider the balance you want and how these reflect the learning objectives of the course. Another side of the expectation coin is how timely is the instructor in answering email questions? Many instructors (and sometimes departments and/or colleges) set a policy that student email will be answered by a fixed amount of time. It is better to set a policy than to have one set for you by default - in an age of instant access, instant information, and instant coffee, the expectation is that you will respond instantly too. If you are sitting at your desk during work hours, this might seem reasonable, but what about the student who sends you an email at 2 am on Monday morning? Are you capable or willing to respond instantly? This is something you need to figure out. Don't assume that reasonable response times for you are what students find reasonable or even understandable - remember that as difficult as it is for you to get into their heads, they can't get into yours. They may not understand that you have a personal life outside of the class. Better to put expectations out there in visual form than to have someone make the wrong assumptions about your availability. An example policy: "I will respond to emails within 48 hours, except on weekends when the timeframe will be 60 hours."
Section I, Point 4 The self-introduction by the instructor is appropriate.
Section I, Point 5 Students are requested to introduce themselves to the class.
Section I, Point 6 Minimum technology requirements, minimum student skills, and, if applicable, prerequisite knowledge in the discipline, are clearly stated.
II. Learning Objectives (Competencies)							[TOP]
General Review Standard: Learning objectives are clearly defined and explained. They assist the student to focus learning activities.
Ideas to get you started
Section II, Point 1 The learning objectives of the course describe outcomes that are measurable.
Section II, Point 2 The learning objectives address content mastery, critical thinking skills, and core learning skills.
Section II, Point 3 The learning objectives of the course are clearly stated and understandable to the student.
Section II, Point 4 Instructions to students on how to meet the learning objectives are adequate and easy to understand.
Section II, Point 5 The learning objectives of the course are articulated and specified on the module/unit level.
III. Assessment and Measurement							[TOP]
General Review Standard: Assessment strategies use established ways to measure effective learning, assess student progress by reference to stated learning objectives, and are designed as essential to the learning process.
Ideas to get you started
Section III, Point 1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.
Section III, Point 2 The grading/attendance policy is stated.
Section III, Point 3 Assessment and measurement strategies provide feedback to the student.
Section III, Point 4 The types of assessments selected and the methods used for submitting assessments are appropriate for the distance learning environment.
Section III, Point 5 “Self-check” or practice types of assignments are provided for quick student feedback.
IV. Resources and Materials							[TOP]
General Review Standard: Instructional materials are sufficiently comprehensive to achieve announced objectives and learning outcomes and are prepared by qualified persons competent in their fields. (Materials, other than standard textbooks produced by recognized publishers, are prepared by the instructor or distance educators skilled in preparing materials for distance learning.)
Ideas to get you started
Section IV, Point 1 The instructional materials support the stated learning objectives and have sufficient breadth and depth for the student to learn the subject.
Section IV, Point 2 Instructional materials are presented in a format appropriate to the online environment, and are easily accessible to and usable by the student.
Section IV, Point 3 The purpose of the course elements (content, instructional methods, technologies, and course materials) is evident.
Section IV, Point 4 The instructional materials, including supporting materials - such as manuals, videos, CD ROMs, and computer software – are consistent in organization.
Section IV, Point 5 All resources and materials used in the online course are appropriately cited.
V. Learner Interaction							[TOP]
General Review Standard: The effective design of instructor-student interaction, meaningful student cooperation, and student-content interaction is essential to student motivation, intellectual commitment and personal development.
Ideas to get you started
Section V, Point 1 The learning activities promote the achievement of stated objectives and learning outcomes.
Section V, Point 2 Learning activities include: a) Instructor-student interaction b) Content-student interaction c) Student-student interaction
Section V, Point 3 Clear standards are stated for instructor response and availability (turn-around time for email, grade posting, etc).
Section V, Point 4 The requirements for course interaction are stated.
Section V, Point 5 The course design prompts the instructor to be present, active, and engaged with the students.
VI. Course Technology							[TOP]
General Review Standard: To enhance student learning, course technology enriches instruction and fosters student interactivity.
Ideas to get you started
Section VI, Point 1 The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments.
Section VI, Point 2 The tools and media enhance student interactivity and guide the student to become a more active learner.
Section VI, Point 3 Technologies required for this course are either provided or easily downloadable.
Section VI, Point 4 The tools and media are compatible with existing standards of delivery modes.
Section VI, Point 5 Instructions on how to access resources at a distance are sufficient and easy to understand.
Section VI, Point 6 Course technologies take advantage of existing economies and efficiencies of delivery.
VII. Learner Support							[TOP]
General Review Standard: Courses are effectively supported for students through fully accessible modes of delivery, resources, and student support.
Ideas to get you started
Section VII, Point 1 The course instructions articulate or link to a clear description of the technical support offered.
Section VII, Point 2 Course instructions articulate or link to an explanation of how the institution's academic support system can assist the student in effectively using the resources provided.
Section VII, Point 3 Course instructions articulate or link to an explanation of how the institution's student support services can assist the student in effectively using the resources provided.
Section VII, Point 4 Course instructions articulate or link to tutorials and resources that answer basic questions related to research, writing, technology etc.
VIII. Accessibility (ADA: Section 508 Compliance)							[TOP]
General Review Standard: The course is accessible to all students.
Ideas to get you started
Section VIII, Point 1 The course acknowledges the importance of ADA requirements.
Section VIII, Point 2 Web pages provide equivalent alternatives to auditory and visual content.
Section VIII, Point 3 Web pages have links that are self-describing and meaningful.
Section VIII, Point 4 The course demonstrates sensitivity to readability issues.
Works Cited & Information Sources
1 Entire section attributed to: Gagne, Robert. Principles of Instructional Design. Belmont, CA: Wadsworth. 2005. Pg. 196. [BACK]