![]() An introductory course module engages students so they get to know each other and the instructor while practicing the use of the communication mechanisms that help them succeed in the course.Navigation through course content is intuitive and/or clearly organized/explained e.g., built into the course structure.Content Presentation and Learner Engagement Objectives presented meet a level of rigor appropriate for the course e.g., at the “comprehension” or “analysis” levels of Bloom’s Taxonomy.Ĭ.Course includes a well-defined set of module/unit level objectives that are measurable and aligned with the course-level objectives.Course includes a well-defined set of course-level learning objectives that map clearly to multiple learner competencies, most of which are measurable.A detailed explanation of the course requirements, including participation standards, is clearly presented to the students with examples and/or associated evaluative criteria, where appropriate.Students are asked to introduce themselves.The self-introduction by the instructor is included.Expectations about online etiquette or “netiquette” are explained. ![]() Minimum required technical skills are clearly stated.Prerequisite knowledge or competencies are clearly stated.Course and institutional policies are linked to or clearly stated.Students are introduced to the purpose of the course and how it fits into a larger field of study.Course contains an introductory module with clear information about how to get started and how to navigate the course components.These guidelines have been adapted from the The Quality Matters Rubric: a set of 8 general standards and 41 specific standards used to evaluate the design of online and blended courses.
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