Recent Changes

Wednesday, April 24

  1. page home edited ... Please enter into discussions available on each page (accessed by using the discussion tab on …
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    Please enter into discussions available on each page (accessed by using the discussion tab on each page) if you have thoughts to contribute that might not be appropriate to add (at least not yet) as actual edits to the document.
    Acknowledgements
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    These include Keith Williams and Manish Wadhwa
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    and Vincent Verassi inVerassi, formerly with the Regional
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    Universal Design. All of these people are faculty and staff at Fairleigh Dickinson University.
    How to Use the Guide
    This guide is intended as a means to encourage and support the development of effective online and blended courses at Fairleigh Dickinson University. As such, it has been developed with many applications in mind. First, faculty developing a new online or blended course can use it as a reference source for the principles that should be apparent in any quality course. In this sense the Guide is more like a blueprint for a building, rather than like a step-by-step manual outlining construction methods. Second, faculty who are improving their existing online or blended courses may use the Guide as a reference for analyzing the strengths and weaknesses of their courses, and consider the benefits of potential revisions. Third, the Center for Teaching and Learning with Technology would like to work with the faculty to establish a voluntary Quality Assurance certification program here at FDU, in the spirit of the very influential Quality Matters approach developed by the Maryland Online program. The Guide is a starting point for developing such a process. As such, the Guide should be considered a living document, and your input is not just welcome, but enthusiastically requested. This wiki allows you to make edits wherever you like. Through the power of collaborative editing, we hope that this wiki enables the community to provide ideas and feedback. For now, only those with permission can edit the document.
    (view changes)
    10:42 am

Tuesday, February 5

  1. page I.A.1 edited ... Organize using a modular structure. Students also expect a modular structure to conclude with …
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    Organize using a modular structure. Students also expect a modular structure to conclude with an assessment (and we encourage this). The modules therefore serve to guide the students’ time management and help moderate the flow and pacing of the course.
    Resources
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    available from Dartmouth College atPortland State University on their “Web Teaching"Center for Academic Excellence site:
    http://www.dartmouth.edu/~webteach/
    Specific advice

    http://www.pdx.edu/cae/planning-your-online-course
    A short video presentation
    on defining one’s purpose and approach (goals and objectives) inPlanning Online Instruction by Professor Curt Bonk is available from the broader contextInstructional Systems Technology Department at the School of what Web sites may offer:
    http://www.dartmouth.edu/~webteach/articles/objectives.html
    Education at Indiana University (requires QuickTime):
    http://www.indiana.edu/~icy/media/de_series/planning.html

    (view changes)
    6:34 am

Tuesday, December 11

  1. page Checklist Rubric edited Overview This checklist rubric has of course evolved over time, based on our experience, but al…

    Overview
    This checklist rubric has of course evolved over time, based on our experience, but also as a result of learning about standards and rubrics used by other institutions.
    Some items were originally from the Cal State Chico rubric, some from the Quality Matters project developed at Maryland Online, some from an article that Shirley Waterhouse wrote for Educause Review, and some are entirely our own, with particular emphasis on issues and policies specific to FDU.
    Other sets of standards, checklists or rubrics are available. Among them, we find the following of particular interest:
    From Northern Arizona University
    http://www2.nau.edu/~d-elearn/support/course_support/checklists.php
    http://www2.nau.edu/~d-elearn/support/course_support/steps.php
    From Utah State University - USU Quality Course Standards
    http://distance.usu.edu/files/Rubric_Summary-2011.pdf
    See also: Blackboard's Exemplary Course Program
    http://kb.blackboard.com/display/EXEMPLARY/Exemplary+Course+Program

    Organization and Design Elements
    Criterion Met
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    8:18 am
  2. page Checklist Rubric edited Overview Organization and Design Elements Criterion Met

    Overview

    Organization and Design Elements
    Criterion Met
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    7:43 am
  3. page Checklist Rubric Overview edited The use of a checklist rubric.
    The use of a checklist rubric.
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    7:37 am
  4. page II.C.1 edited ... Technology Overview ... less well-equipped. Note also that more and more students will wa…
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    Technology
    Overview
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    less well-equipped. Note also that more and more students will want to access course materials using mobile devices (such as smart phones and tablets).
    This element supports Technology because it acknowledges that different users may have access to different technological resources, and that some of these resources may have limitations that have an effect on students’ experience of the course.
    Practice
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    7:19 am
  5. page II.A.3 edited II. Technical Design Standards > A. Legal Standards II.A.3 Course materials are aligned wit…

    II. Technical Design Standards > A. Legal Standards
    II.A.3 Course materials are aligned with ADA technical standards for accessibility.
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    Technology
    Overview
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    your students. Ideally, even multimedia resources should be provided in ADA compliant form; for example, any video clips (such as from YouTube) should have captioning available.
    The value this elements supports is Universal Design, because accessibility is part of universal design. It also supports Technology, because appropriate use of technology includes the factor of making Web resources available as universally as possible.
    Practice
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    7:11 am
  6. page III.2 edited III. Required Structural Elements III.2 The The “Course Information” Values Supported Tra…
    III. Required Structural Elements
    III.2 TheThe “Course Information”
    Values Supported
    Transparency
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    Technology
    Overview
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    include your syllabus,syllabus (ideally with a separate course schedule, for ease of updating), contact information
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    7:04 am
  7. page I. Course Design Principles edited ... AssessmentsC. Assessments Assessment of student performance has greater validity when assessm…
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    AssessmentsC. Assessments
    Assessment of student performance has greater validity when assessment tasks are aligned with learning objectives. Further, appropriate assessment methods will take into account the particulars of the teaching modality (fully online or blended) for each course, and make adjustments for specific environments. Ideally, when assessment is conducted in appropriate ways it provides effective feedback for students, and encourages them to reflect on the strengths and weaknesses of their own approaches to learning.
    General Resources
    Authentic Assessments:
    http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
    9 Principles of Good Practice for Assessing Student Learning :
    http://www.higher-ed.org/resources/assessment-AAHE.htm
    Evidence of Learning Online: Assessment Beyond The Paper:
    http://campustechnology.com/Articles/2011/02/23/Assessment-Beyond-The-Paper.aspx?Page=1
    Online Course Assessment Part I:
    http://www.slideshare.net/drpmcgee/online-course-assessment-part-1
    Online Course Assessment Part II:
    http://www.slideshare.net/drpmcgee/online-course-assessment-part-2

    Underlying Values
    Assessments
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    7:01 am
  8. page II.A.4 edited ... Accommodating the way screen readers function supports both the values of Universal Design and…
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    Accommodating the way screen readers function supports both the values of Universal Design and the appropriate use of Technology.
    Practice
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    use of thethe “Alt tag”
    Resources
    AlternativeAccessibility and Web Browsing
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    (W3) for more information:
    http://www.w3.org/WAI/References/Browsing

    http://www.w3.org/WAI/intro/people-use-web/principles

    AHEAD –
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    site, “AHEAD isis the premiere
    http://www.ahead.org/
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    6:38 am

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