Course Design
- Objectives: easily located within the course; clearly written at the appropriate level and reflect desired outcomes; measurable
- Content: organize in modules; navigation is intuitive and content flows in a logical progression; content is enhanced with visual and auditory elements; content is presented using a variety of appropriate mechanisms; supplementary resources are made available.
- Learner Engagement: instructional strategies are linked to course objectives; includes guidance for learners to work with content in meaningful ways; higher order thinking is expected; individualized instruction, remedial activities or resources for advanced learning activities are provided;
- Technology Use: tools to facilitate learning and reduce labor; tools to transcend traditional, teacher-center instruction; wide variety of delivery media;
- Communication Strategies: many opportunities for synchronous and/or asynchronous interaction; asynchronous communication strategies promote critical reflection; synchronous communication activities benefit from real-time interactions and facilitate "rapid response" communication.
- Developing Learning Communities: student to student interactions are required; students encouraged to initiate communication with instructor; collaboration activities reinforce course content and learning outcomes, while building skills such as teamwork, cooperation, and negotiation.
- Interaction Expectations: participation guidelines are provided; expectations for quality of communications are clearly defined; a rubric used to evaluate participation is included; instructor actively participates in communication activities; instructor used communication tools to provide course updates, reminders, etc.
- Assessment: match objectives; rubrics or descriptive criteria for desired outcomes are provided; multiple types of assessment are used; many opportunities for self-assessment are provided.
Last modified: Monday, July 5, 2010, 9:26 AM