This course is being reviewed for CDE quality standards. Step One of this process is to contact the CDE Design Team to setup a Design Meeting. Prior to that meeting, please read through this document completely. At the meeting you’ll have opportunity to demonstrate how your course meets the criteria listed here. Payment for Development/Revision will not be made until this review has been completed and signed by the Instructor, Instructional Designer, and Course Manager.
Go here to download the complete checklist as a fill-able PDF form ---
COURSE DESIGN
I. Welcome | ||
| Course Feature | Examples | Helpful Links/Resources |
| Instructor welcomes students to the course.
__in announcement
__in welcome letter
__other location: ____________________
* Letter includes contact info, explanation of making contact exercise and required first assignment, expected deadlines, explanation of early withdrawal, pre-req check.
| Welcome Letter Examples | Items to include |
| Instructor provides clear directions for getting started.
__in announcement
__in welcome letter
__other location: ____________________
| Clear Direction Examples | |
| A mechanism is in place for instructor to check pre-requisites if not done automatically by banner. | UAOnline | |
II. Syllabus | ||
| Course Feature | Examples | Helpful Links/Resources |
| Syllabus includes required elements specified by UAF policy:
__course title, number, credits, prerequisites __instructor name, office hours, telephone, e-mail __complete list of course materials (required, recommended or supplemental) __course description (content of the course and how it fits into the broader curriculum; expected proficiencies required to undertake the course, if applicable. __course goals and student learning outcomes (provide examples) __description of instructional methods (describe the teaching technique eg: lecture, case study, small group discussion, games, journaling, blackboard, audio/video conference, etc.) __course schedule and/or pacing expectations __course policies, including participation, late work, plagiarism, academic integrity __grading policies (including use of +/– policy on final grades)
__information on support services __information on disability services | BA 151 Online Syllabus(PDF) | UAF Faculty Senate Syllabus Requirements
TVC Syllabus Compliant Suggestions |
| Syllabus includes a list of technical requirements (e.g., connection speed, hardware, software) and a list of expected technical competencies (e.g., e-mail or word processing). | CIOS 110 Online Technical Requirements | |
| Recommended: Regularly scheduled office hours (by phone, audio conference, elive, IM, etc. |
| |
| Recommended: Instructor provides brief biographical information and photo. | CIOS 146 Online Welcome Movie | |
III. Course Content | ||
| Course Feature | Examples | Helpful Links/Resources |
| Each lesson or module provides:
__learning objectives __introduction to the material __clear directions __learning activities __instructor insights (e.g., lecture notes) __clearly defined assignments | Suggested Course Organization
Advantages of using List-Complete Link and Assignment Feature in Blackboard | |
| Making Contact Assignment (due within first two weeks) (online only) | Assignment Suggestions | |
| First Content Assignment (due within first three weeks) (onine only) | ||
| Lecture Notes are sequenced and “chunked” to improve usability. | ||
| All links are currently functioning. Date evaluated: | ||
| Material has been checked for spelling and grammar. Date evaluated: | Grammar and Punctuation Checklist | |
| Learning activities are varied and target multiple learning styles. Please list examples: | multiple learning styles | |
| Textbooks and required materials are listed. Where are they listed? Have the adopted titles been provided to the Bookstore? | www.facultycenter.net/ | |
| Course abides by copyright and fair use laws. Have reprint requests been submitted to the Bookstore? | Copyright Terms | |
| Recommended: Additional resources are provided for students who want more information. | ||
IV. Interaction and Collaboration | ||
| Course Feature | Examples | Helpful Links/Resources |
| Expected student participation levels are clearly defined. What are they and where are they listed? | PSY 330 Online Participation Levels (page 1) | |
| Instructor response time is clearly defined for the students. What is it and where is it listed? | MATH 205 print-based Response Time on Returning Lessons | |
| Through what channel will assignment feedback be given? | TTCH 301 Online Feedback Form | Tutorial-Track Changes in MS Word |
| Identify the Communication/Collaboration/Interaction tools used in this course:
Discussion
Chat
Student Presentations
Peer Evaluations
Role Playing
Elluminate (E-live)
Email
Blog
Wiki
Other
Explicit instructions for using communication tools are explained? | Matrix of Interation types and their features | |
| Recommended: Group projects/activities are assigned to students. | ||
| Recommended: Students are introduced to the professional community of practice. | ||
V. Assessment | ||
| Course Feature | Examples | Helpful Links/Resources |
| Assignments encourage students to work at higher level of Bloom's Taxonomy or target multiple Facets of Understanding. Please cite examples:
Please cite examples: | Bloom’s Taxonomy | |
| Assignments include a variety of performance types. Please provide examples: | Assessment Types Matrix (partial list–not meant to be complete) | |
| Assignments are clearly communicated with expectations, including deliverables, due dates, and instructions for submitting. Where are they listed? | ART 200X Online Suggested Schedule | |
| Rubrics or examples are provided to clarify expectations and to explain grading criteria. | Assignments/Assessments |
Discussion Boards Example Discussion Board Rubric (will download automatically) Another Discussion Board Rubric Tools rubistar |
| Students are encouraged to reflect on their learning. Please explain: | ENGL 111 Online Journal Assignment | Journaling Options |
| A mechanism is in place for instructor to provide specific, detailed feedback to students on each lesson. Please explain: | ||
| Exams correspond with the stated learning objectives for the course. (Not all courses use exams for assessment. If exams will be used, they must match course content and goals.) | ||
| Recommended: Students are encouraged to utilize self-assessment materials. Please explain: | Blackboard Test Generators to help create quizzes | |
VI. Learner Support | ||
| Course Feature | Examples | Helpful Links/Resources |
| Appropriate instructor contact information is provided. (Providing an e-mail address is strongly suggested.) | ||
| Graded lesson (and exam if different) turnaround time is explicit. | ||
| Access to OIT Helpdesk and/or CDE Student Services is clearly defined. |
OIT Forward UA email to preferred email CDE Request for Extentions (year-long) and Request for Incompletes (semester-based) | |
| Access to UAF resources is clearly defined (e.g., library, tutoring services, labs). | Library Services for Distance Students | |
| Required tools such as plug-ins and players are clearly defined and links are provided for acquiring those tools. Please list required tools and location of information: | Adobe Acrobat Reader Plug-in
[[http://download.openoffice.org/|Open Office (free download)] | |
| For online courses, a gradebook is available for students to check their progress. | ||
| A mechanism is in place for instructor to contact students who are falling behind. Please explain: | ||
| Role of CDE Student Services is clearly defined. Please list (e.g., mail welcome letter, proctor exams): | ||
Course Completion Certificate (to be filled out by course developer and returned to CDE).
