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AAMU e-COURSE CERTIFICATION RUBRIC

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(faculty-developed and contributed by East TN State University)

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I. The overall design of the course, navigational information, as well as course, instructor and student information are made transparent to the student at the beginning of the course.

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I.1 Navigational instructions make the organization of the course easy to understand.

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I.2 A statement introduces the student to the course and to the structure of the student learning.

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I.3 Netiquette expectations with regard to discussions and email communication are clearly stated.

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I.4 The self-introduction by the instructor is appropriate.

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I.5 Students are requested to introduce themselves to the class.

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I.6 Minimum technology requirements, minimum student skills, and, if applicable, prerequisite knowledge in the discipline, are clearly stated.

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II. Learning objectives are clearly defined and explained. They assist the student to focus learning activities.

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II.1 The learning objectives of the course describe outcomes that are measurable.

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II.2 The learning objectives address content mastery, critical thinking skills, and core learning skills.

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II.3 The learning objectives of the course are clearly stated and understandable to the student.

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II.4 Instructions to students on how to meet the learning objectives are adequate and easy to understand.

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II.5 The learning objectives of the course are articulated and specified on the module/unit level.

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III. Assessment strategies use established ways to measure effective learning, assess student progress by reference to stated learning objectives, and are designed as essential to the learning process.

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III.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.

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III.2 The grading policy is transparent and easy to understand.

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III.3 Assessment and measurement strategies provide feedback to the student.

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III.4 The types of assessments selected and the methods used for submitting assessments are appropriate for the distance learning environment.

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III.5 "Self-check" or practice types of assignments are provided for quick student feedback.

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IV. Instructional materials are sufficiently comprehensive to achieve announced objectives and learning outcomes and are prepared by qualified persons competent in their fields.

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IV.1 The instructional materials support the stated learning objectives and have sufficient breadth and depth for the student to learn the subject.

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IV.2 Instructional materials are presented in a format appropriate to the online environment, and are easily accessible to and usable by the student.

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IV.3 The instructional materials, including supporting materials - such as manuals, videos, CD ROMs, and computer software - are consistent in organization.

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IV.4 All resources and materials used in the online course are appropriately cited.

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V. The effective design of instructor-student interaction, meaningful student cooperation, and student-content interaction is essential to student motivation, intellectual commitment and personal development.

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V.1 The learning activities promote the achievement of stated objectives and learning outcomes.

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V.2 Learning activities foster instructor-student, content-student, and if appropriate to this course, student-student interaction.

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V.3 Clear standards are set for instructor response and availability (turn-around time for email, grade posting, etc.)

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V.4 The requirements for course interaction are clearly articulated.

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V.5 The course design prompts the instructor to be present, active, and engaged with the students.

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VI. To enhance student learning, course technology enriches instruction and fosters student interactivity.

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VI.1 The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments.

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VI.2 The tools and media enhance student interactivity and guide the student to become a more active learner.

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VI.3 Technologies required for this course are either provided or easily downloadable.

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VI.4 The tools and media are compatible with existing standards of delivery modes.

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VI.5 Instructions on how to access resources at a distance are sufficient and easy to understand.

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VI.6 Course technologies take advantage of existing economies and efficiencies of delivery.

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VII. Courses are effectively supported for students through fully accessible modes of delivery, resources, and student support.

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VII.1 The course instructions articulate or link to a clear description of the technical support offered.

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VII.2 Course instructions articulate or link to an explanation of how the institution's academic support system can assist the student in effectively using the resources provided.

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VII.3 Course instructions articulate or link to an explanation of how the institution's student support services can assist the student in effectively using the resources provided.

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VII.4 Course instructions articulate or link to tutorials and resources that answer basic questions related to research, writing, technology etc.

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VIII. The course is accessible to all students.

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VIII.1 The course acknowledges the importance of ADA requirements.

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VIII.2 Web pages provide equivalent alternatives to auditory and visual content.

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VIII.3 Web pages have links that are self-describing and meaningful.

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VIII.4 The course demonstrates sensitivity to readability issues.

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