Message-ID: <813244632.48898.1596751232913.JavaMail.sakai@dfw-app-9.wush.net> Subject: Exported From Confluence MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_Part_48897_1509605215.1596751232876" ------=_Part_48897_1509605215.1596751232876 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/exported.html Criteria for Application

=20

# Approaches to Criteria for Applicatio= n and Evaluation of Exemplary courses (Maggie Lynch)

=20

From the literature, and a review of several different rubrics and cours= e evaluation instruments used in evaluating online courses, I've divided th= e elements into 6 primary categories and an "other important" category.

= =20 =20

<= /span>

=20

### I. Online Learning Community/Collaborative Presence

=20
=20
1. Communication variety
2. =20
3. Opportunities for sharing and helping each other
4. =20
5. Options for going beyond the set assignment/incorporating real life exp= erience
6. =20
7. Interaction (among learners, learner-instructor, learner-materials)=20
8. Electronic collaboration mechanisms
9. =20
=20

=20

=

=20

### I= I. Cognitive Presence (knowledge/content)

=20
=20
1. Clear learning outcomes/objectives/competencies/benchmarks
2. =20
3. Module progression (logical flow, reasonable size)
4. =20
5. Prompt feedback
6. =20
8. =20
9. Active learning techniques
10. =20
11. Communication of high expectations
12. =20
13. Respect for diverse talents and ways of learning
14. =20
15. Course goals/objectives/competencies/outcomes
16. =20
17. Instructional Activities integrated with content
18. =20
=20

=20

=20

### = III. Teaching Presence (teacher/assessment)

=20
=20
1. Clear contact information
2. =20
3. Course specific resources
4. =20
5. Audience analysis
6. =20
7. Teaching strategies
8. =20
9. Feedback systems
10. =20
11. Pacing control
12. =20
13. Communication variations (synchronous/asynchronous)
14. =20
15. Connections between offline and online work are clear
16. =20
17. Progress tracking/student evaluation is clear
18. =20
19. Assignment feedback/grading enhances learning/improves performance
20. = =20
21. Expectation communication
22. =20
23. Overall course management
24. =20
=20

=20

=

=20

### IV. S= ocial Presence (learner-centered)

=20
=20
1. Opportunities to build social rapport
2. =20
3. Instructional activities engage students based on their background &= ; experience
4. =20
5. Opportunities for students to showcase application of theory to their r= eal-world
6. =20
7. Students impact course design/assignments
8. =20
=20

=20

<= /span>

=20

### V. Media Design Pre= sence

=20
=20
1. Information presentation
2. =20
4. =20
5. Multimedia elements
6. =20
7. Aesthetically pleasing
8. =20
9. Appropriate use of /integration with third-party software tools
10. =20
=20

=20

=

=20

### VI. Innovative Pres= ence

=20
=20
1. A variety of technology tools used to facilitate communication and lear= ning
2. =20
3. New teaching methods applied to enhance student learning
4. =20
5. New means for interactive engagement developed
6. =20
7. A variety of multimedia elements and/or learning objects relevant to le= arning are used
8. =20
=20

=20

=20

### VII. Other Imp= ortant Measures

=20
=20
1. Accessibility
2. =20
3. Course Evaluation
4. =20
=20

=20

=20

## Questions to Consider in Establishing Criteria

=20
=20
1. The selection of criteria will define a pedagogical model, are we okay = with that? (i.e., lean toward constructivism vs instructivism)
2. =20
3. Do we like the category designations?
4. =20
5. Are there other elements to include within the categories?
6. =20
7. Shall we use a rubric format both for self-evaluation in the applicatio= n and for judging?
8. =20
9. If we use a rubric, how many options do we want?=20
=20
• a. WebCT had 6 options: Exemplary, Accomplished, Promising, Incomp= lete, Not evident, and Not Appropriate
• =20
• b. Chico uses Baseline, Effective, and Exemplary
• =20
• c. Others use a typical Likert scale of qualities such as few, min= imum, moderate, above average, and high level
• =20
10. =20
11. Is there a certain percentage of Exemplary ratings that is required to = be a finalist?
12. =20
13. Does one category (i.e., innovation or collaboration) outweigh other ca= tegories?
14. =20
15. Do all categories have to be present for a course to be exemplary?
16. = =20
=20

=20

=20

=20
=20
• Janet and Kate are concerned about the "course as a whole approach" ver= sus "blended" or "activity" approach.
• =20
• Let's not require people to submit a whole course. Josh
• =20
• John: classes are hybrid. How does a specific practice enhances the who= le course?
• =20
• These are the things we are looking for and you should fit in one categ= ory.
• =20
• Are we looking for innovation or examples?
• =20
• Demonstrate a shift in teaching and learning? (Josh)
• =20
• Janet: We can collect practices in other ways.
• =20
• Robin: we don't need examplars, nothing shiny. Good practices are = the most significant.
• =20
• Maggie: must be integrated with the whole course.
• =20
• Josh: Small usages belong to the repository.
• =20
• Have multiple Honor roll mentions (runner-up).
• =20
• Eddy: Get Apple involved to find more goodies.
• =20
• Include travel for runner-ups.
• =20
• Some work tweaking could do the trick.
• =20
• Use simple language: http://www.campustechnology.= com/innovators/
• =20
• Add: Syllabus, Instructional Goals, Assessment of outcomes.
• =20
• Assessment is very large in itself... Find a way to present it in an ea= sy way.
• =20
• Breaking Teaching Presence in two. Much tweak that term to make it more= broad.
• =20
• Maggie would like to write down the rubrics and send them to the group&= nbsp;(Sue, Kate, Matt).
• =20
• Be aware of international terms.
• =20
• Show our work to faculty members.
• =20
• Have people be able to submit in their own language. Suggested in Engli= sh (form only).
• =20
• Susan Roig and Melissa Zhuo, Learning Styles and the Online Environment - Is This = Possible in Sakai? (From the Amsterdam Sakai Conference)
• = =20
=20
{"ft_lang_label":"__label__en","ft_lang_prob":0.7914277,"math_prob":0.6095678,"size":6007,"snap":"2020-34-2020-40","text_gpt3_token_len":1674,"char_repetition_ratio":0.1472597,"word_repetition_ratio":0.044823907,"special_character_ratio":0.30014983,"punctuation_ratio":0.11306043,"nsfw_num_words":0,"has_unicode_error":false,"math_prob_llama3":0.9772563,"pos_list":[0],"im_url_duplicate_count":[null],"WARC_HEADER":"{\"WARC-Type\":\"response\",\"WARC-Date\":\"2020-08-06T22:00:32Z\",\"WARC-Record-ID\":\"<urn:uuid:4e1f2d6f-efaf-4426-aec8-3bc8f53ac6e9>\",\"Content-Length\":\"16029\",\"Content-Type\":\"application/http; msgtype=response\",\"WARC-Warcinfo-ID\":\"<urn:uuid:746b91c2-e35c-4471-bcd8-676c85333175>\",\"WARC-Concurrent-To\":\"<urn:uuid:9696c166-7d8e-444a-ac7c-c2a7237e697a>\",\"WARC-IP-Address\":\"72.249.101.32\",\"WARC-Target-URI\":\"https://confluence.sakaiproject.org/exportword?pageId=21954562\",\"WARC-Payload-Digest\":\"sha1:63HMMLL4X3PMDADB76L6SBJM4IWQ673N\",\"WARC-Block-Digest\":\"sha1:B4IUNXMW5FOMYHGRVFRF5NV7NVUBWSHG\",\"WARC-Identified-Payload-Type\":\"message/rfc822\",\"warc_filename\":\"/cc_download/warc_2020/CC-MAIN-2020-34/CC-MAIN-2020-34_segments_1596439737039.58_warc_CC-MAIN-20200806210649-20200807000649-00489.warc.gz\"}"}