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Blackboard Exemplary Course Program Review
By the end of this session, faculty will be able
to:
Understand the Bb Exemplary Course Rubric
Examine what makes a course exemplary
Identify areas of improvement in their
course(s)
Explore examples of Bb Exemplary Courses
Learning Objectives
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What is the Blackboard Exemplary Course Program?
The Blackboard Exemplary Course Program is an
initiative designed to identify and disseminate best
practices for designing engaging online and hybrid
courses
Benefits:
Anyone can submit a course for consideration
Opportunity to reflect on your own course design
Detailed feedback provided from group of Bb peers
Recognition from Bb community for accomplishment
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What is Needed in a Course to be Considered Exemplary?
Interaction and
Collaboration
AssessmentLearner Support
Course Design
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What is the Blackboard Exemplary Course Rubric?
The Exemplary Course Rubric details a range of criteria to rate performance in each component of a course
Detailed feedback is provided to achieve a specific rating in each area of the course. Courses are rated as either: Exemplary Accomplished Promising IncompleteThe rubric allows for more objective assessment of a course, better self-assessment, and saves time during evaluation
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Course Design
This element of the Exemplary Course Rubric
addresses the instructional design of a course,
which consists of the following components
Goals and Objectives
Content Presentation
Learner Engagement
Technology Use
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Course Design: Goals and ObjectivesExemplary Criteria
Are easily located within the course
Are clearly written and explained thoroughly
Are provided for specific lessons within
course
Are measurable so students know what to do
Reflect desired learning outcomes
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Course Design: Content PresentationExemplary Criteria
Is “chunked” in manageable segments
Is enhanced with visual and auditory
elements
Flows in a logical progression
Navigation is intuitive
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Course Design: Learner EngagementExemplary Criteria Clear how instructional strategies will enable
students to reach course goals/objectives
Guidance for learners to work with content
Higher-order thinking is expected of students
Individualized instruction, remedial, and
advanced learning activities are provided for
various students
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Course Design: Technology UseExemplary Criteria
LMS tools used to engage students w/ content
Tools are used to reduce labor-intensity of
learning
Wide variety of delivery media is incorporated
Technologies are used creatively in ways that
transcend traditional teacher-centered instruction
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Interaction and Collaboration
This element of the Exemplary Course Rubric addresses the type and amount of interaction and collaboration within an online environment
Communication Strategies
Development of Learning Community
Interaction Logistics
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Interaction and Collaboration:Communication StrategiesExemplary Criteria
Opportunities for synchronous / asynchronous
interaction
Asynchronous strategies promote critical reflection and
higher order thinking aligned with learning objectives
Synchronous communication activities benefit from
real-time interactions and facilitate “rapid response”
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Interaction and Collaboration:Dev. of Learning CommunityExemplary Criteria
Communication designed to build a sense of community
among learners
Student-to-student interactions are required and students
encouraged to engage w/ faculty
Collaboration reinforces course content and learning
outcomes while building skills that can be applied to a
workplace such as teamwork, cooperation, negotiation,
and consensus-building
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Interaction and Collaboration:Interaction LogisticsExemplary Criteria
Required levels of participation are provided via rubric
Required quality of communication is defined by rubric
Faculty actively participates in communication activities
including giving feedback to students
Faculty uses communication tools to provide course
updates, reminders, and special announcements
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Assessment
This element of the Exemplary Course Rubric focuses on instructional activities designed to measure progress towards learning outcomes
Expectations
Assessment Design
Self-Assessment
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Assessment:ExpectationsExemplary Criteria
Assessments match the goals and objectives
Learners are directed to the appropriate
objectives for each assessment
Rubrics for desired outcomes are provided
Instructions are written clearly
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Assessment:Assessment DesignExemplary Criteria
Assessments measure the performance they claim
Higher order thinking is required
Assessment activities occur frequently
Multiple types of both formative and summative
assessment are used regularly throughout the
class
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Assessment:Self-AssessmentExemplary Criteria
Many opportunities for self-assessment are
provided to students
Self-assessments provide constructive,
meaningful feedback to student
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Learner Support
This element of the Exemplary Course Rubric addresses the support resources made available to students taking the course.
Orientation to Course and LMS
Supportive Software
Instructor Role and Information
Course/Institutional Policies and Support
Technical Accessibility Issues
Accommodations for Disabilities
Feedback
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Learner Support:Orientation to Course/LMSExemplary Criteria
Clearly labeled instructions and tutorials are
given
Instructions are found easily within the course
Tutorial materials support multiple learning
modalities: audio, video, and text-based
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Learner Support:Supportive SoftwareExemplary Criteria
Clear expectations or optional and required software
including additional costs are provided within the course
Software required to use course materials is listed with
links to where it can be downloaded and installed
Links are located within the courses where learners will
use the software (i.e. near the materials requiring its use)
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Learner Support:Instructor Role and InformationExemplary Criteria
Contact information for faculty is easy to find and
includes multiple forms or communication
Expected response time for email replies is included
Instructor’s role within the course is explained
Instructor’s methods of collecting and returning
work are clearly explained
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Learner Support:Policies and SupportExemplary Criteria Links to institutional policies, materials, forms, etc.
necessary are clearly labeled and easy to find
Links allow easy navigation from the course to
outside information and back
Course policies regarding decorum, behavior, and
netiquette are written clearly to avoid confusion
Links to institutional services such as the library or
writing center are clearly labeled and easy to find
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Learner Support:Technical Accessibility IssuesExemplary Criteria
Course materials use standard digital formats
Large files are identified to help learners consider
download times
Alternative (smaller) files are provided where
appropriate
Videos are streamed whenever possible; graphics are
optimized for web delivery
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Learner Support:Accommodation of DisabilitiesExemplary Criteria
Supportive mechanisms allow learners with disabilities to
participate fully in the online community
The design and delivery of content integrate alternative
resources (e.g. text transcripts) or enable assistive
processes (e.g. voice recognition) for those in need
Design factors such as color, text size, contrast, as well
as multimedia take into consideration universal
accessibility
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