Category 1 – Learner Support and Resources

A. Student Support Resources.

Each course should include links or information concerning each of the items below, as appropriate to the course content. Check the box if your course includes this element.

Academic Support

      Information about Academic Resource Centers and student disability resources

      Link(s) to web sites with supporting information relevant to course content

      Link(s) to web sites of organizations or associations related to course content

      Glossary of terms or links to definitions of new vocabulary

      Link(s) to learning objects (external to course, such as MERLOT)

Writing Papers or Essays, Research Support

      Link to Library

      Instructions for how to conduct online research

      Suggestions for using “search engines.”

      Guidance for evaluating bias and integrity of web sites

      Instructions on how to write a research paper

      Guidelines for APA/MLA or other approved style for papers and/or citations

Software Support Specific to Class

      Information/tutorials on how to use software required by class assignments

      Sources for any required plug-ins

General Technical Support

      Contact information for University Technical Assistance Center

      Checklist or procedures for common troubleshooting problems

      Minimum computer hardware and software requirements

      Tips for avoiding and dealing with computer viruses  (Plus reminder that dorm network access will be lost if virus is detected on student computer)

      Blackboard Manual for Students

B. Syllabus.

Each course should include a syllabus with the following information. Check the corresponding box if your syllabus includes this element.

      Contact information for academic department or advisor

      Contact information for the instructor and office hours (Online or phone-in office hours are suggested for fully online classes)

      Course Pre-requisites

      Course Objectives

      Course completion requirements

      List of required textbooks or other instructional materials

      Link to FDU-Follett Bookstore website or ordering information for textbooks or other materials

      Complete course meeting schedule – especially important for blended classes that may meet irregularly

      Link to FAQ site on course information

      Estimated amount of time needed for completing course requirements

      Any additional information as required by your college, school, or department

C. Faculty Information area

      This area in Blackboard should be filled out for each instructor in the course.

D. Policy Document.

Each course should include thoroughly spelled-out course policies. Your policy document should include policies on the following topics. Check the corresponding box if your course policies document includes this element.

Links to relevant University policies

      Link to OIRT Acceptable Use Policy ( http://isweb.fdu.edu/policies/accept_policy.html )

      Link to Educational Technology Policies (http://view.fdu.edu/default.aspx?id=1515)

      Link to Academic Integrity Policy for the University or your college

Course attendance

      How frequently students are to visit course in Webcampus, and how much time they are expected to spend on the course each week

      Attendance policy for blended classes

E-mail Policies

      Requirement to read FDU webmail account frequently, preferably daily

      Requirement to keep e-mail account cleaned up, so that they receive all relevant messages

      Policy about the kinds of e-mails you will and will not respond to.

      Policy about how soon after sending e-mail students should reasonably expect a response from you.

Discussion Policies

      Frequency – how frequently students are expected to participate

      Content – explanation of acceptable content

      Netiquette – consequences of unacceptable behavior

      Grading – how discussion board participation will be graded

Assignment Policies

      How are assignments to be submitted – using the Assignment Manager, Digital Drop Box, e-mail, paper, or some other method. Provide a  “backup”      method in case of technical problems, e.g. e-mail instead of webcampus, paper if all else fails.

      Policy concerning technical problems. e.g., “You are expected to have reliable computer access to participate in this class. Technical problems are not an excuse for failing to submit assignments on time. Such problems may be taken into consideration if and only if you can provide evidence that you began the assignment in a timely fashion, contacted the University Technical Assistance Center for help, and did not receive timely assistance.”

      List acceptable file formats for assignments (e.g. Microsoft Word, html, rtf, or others you will accept). Explain that other file formats will not be accepted.

      Policy that assignments submitted electronically must be virus-free

      Students must keep a backup of all submitted assignments. It is a good idea to keep both an electronic and paper backup.

      How soon students should expect grades returned

      How you will post grades (webcampus, e-mail, other)

      How you will deal with grade challenges and requests for additional feedback

      Guidelines for forming and working with groups (if applicable)

Academic Integrity

      Link to University or College academic integrity policy

      If you expect to use Turnitin.com for investigating plagiarism, you must include the Turnitin statement in your policy document

      Any additional policies that you will enforce concerning academic integrity

      Link to resources explaining plagiarism and academic dishonesty, so that students may avoid inadvertent abuses

Category 2 – Instructional Design and Delivery

The course should employ instructional design and delivery techniques that encourage student interaction, achieve the course learning objectives to the best degree possible, and facilitate student learning. Check the corresponding box if your course meets this criterion, in your opinion.

A. Learning objectives and learning activities

      Behavioral learning objectives are stated for each course unit (e.g., “At the end of this unit the student will be able to calculate and explain basic measures of central tendency.”)

      Readings and assignments support learning objectives

      Activities lead to learning desired concepts

      Activities are varied and address multiple learning styles (e.g. using multimedia, simulations, games, online scavenger hunts, annotated bibliographies, guest speakers, experiential learning)

      Activities help develop student critical thinking abilities (e.g. compare and contrast exercises, case studies or “real world” scenarios, peer review)

      Reading and writing requirements are consistent with student abilities and course unit load

      Material is motivated by real-world examples, when appropriate

      Summary provided frequently, particularly at the end of topics, to reinforce learning

      Pace of delivery of course content is managed

B. Assessments

      Students are encouraged to reflect on their learning in the course via journaling, self-tests, applying rubrics to own or others’ work, creating a portfolio

      Quantity and scope of graded assignments is reasonable

      Assignments are clearly aligned with unit and course learning objectives

      Exam study questions identify core concepts

      Grading criteria are clear and explicit, and known to students prior to submitting work

      Rubrics are used to evaluate participation in online discussion groups

      Rubrics are used to evaluate papers, essays, or other written work

      Students are not assessed solely on tests/quizzes but are provided ample opportunity to demonstrate proficiency in different ways

      When possible, options among assignments are provided to allow for different interests, backgrounds, and personal learning styles

C. Promote interaction in the learning community

      Introductory announcement welcomes students to class

      Introductory exercise in which students introduce themselves and are encouraged to respond to classmate introductions

      “Ice-breaker” activity is incorporated to help students get acquainted

      Instructor introduces himself/herself to model interaction

      Students are required to post their own assignments and respond to others’ posts

      Student participation will be tracked; plan to draw “wallflowers” in to the discussions

      Students understand that facilitator may play “devil’s advocate” in discussions

      Provide a virtual meeting place for casual off-topic communications

      Assign a “study buddy” as a learning support partner.

D. Faculty Use of Student Feedback

      Student input regarding the course and course delivery is sought at regular intervals

      Instructor has an open door to students to point out flaws of delivery of instruction using technology

Category 3 – Online Organization and Design

Courses should have a consistent organizational structure, and information should be easy to locate. Courses should also have an attractive look and feel, to the best extent possible. Check the box if your course meets the criterion, in your opinion.

A. Course navigability and organization

      Syllabus and required instructional materials are easily located

      Navigability is clear, simple and user friendly

      Layout of course is visually and functionally consistent

      Course organization and sequencing is logical and clear--students know “what to do next”

      Resources are separated into “required” and “optional” categories

      Folders have descriptions before opening them

      Top level links have no files that increase load time (e.g., audio files or animations)

      Nothing should be more than three clicks from the top level

      Topics are clearly identified and subtopics are related to topics

      Numbers identify sequenced steps; bullets list items that are not prioritized or sequential

      Links to other parts of the course or external sources are accurate and up-to-date

      Links to outside web sites open in a new browser window (this is required for copyright compliance)

      Course schedule is available in a printer-friendly format for student convenience

      The Blackboard Calendar function or other device is used to inform students of due dates and other time-sensitive information

B. Written materials

      Spelling and grammar are accurate, and a consistent writing style is used throughout

      Written material is concise, sentences and paragraphs brief

      Language of written material is friendly and supportive

      Clear directions are given for each task or assignment

C. Universal accessibility.

Please contact the Office of Educational Technology if you have specific concerns about the accessibility of your course materials. We suggest http://www.webaim.org/techniques/ for a layperson’s description of various disabilities and techniques that you can use to make your class more usable by people with disabilities.

      Transcripts of any audio or video are provided

      Images are optimized for speedy display and include alt-tag text

      Alternative formats of materials are provided, when possible (e.g., optional print packet of extensive reading materials available, CD of audio clips used in course, low bandwidth alternative for multimedia elements, PDF for a print option, etc.)

      Use of color adds interest but does not disadvantage those with color blindness (e.g., color of text does not impart meaning)

      Use of background images is avoided, as these are distracting to some students with learning disabilities