|Self Serve Rubric: Microcomputer Applications|
|QUALITY INDICATOR||Sufficiently Present||Minor||Moderate||Major||Not Applicable||ACTION PLAN||ACTIVATION|
|1/2 hour or less||1/2-2 hours||2+ hours|
|1||a||Course includes Welcome and Getting Started content.||x||Course homepage needs a welcome announcement with instructions on what to do first. Currently the homepage looks like the course syllabus, which is lengthy enough to push other 'nuggets' far down the screen. The syllabus is readily available in several different areas of the course.|
|2||a||Course includes a Course Information area that deconstructs the syllabus for learners in a clear and navigable way.||x||2.a Nice welcome video!|
Under the text for the video, after your sign-off, there's old text that refers to a structure that doesn't exist in the course along with references to "SLN."
If "Browser Security" is important enough to be at the top of the Learning Module list, perhaps it should be Step 1, with the others steps also reordered.
In "Learning Modules" a number of activities are listed to complete before the "Learning Activities" folder (step 7), but when I open "Learning Activities," there's an entire module for icebreaker/orientation activities. It might benefit students if all activities to complete before the graded content begins were collected in one folder.
After an extensive page with links to required software and readers, etc. ("Required Materials"), the student learns later that Voice Thread is also required.
"Course Information Documents" would benefit from pages "Grading Policies" and "How You'll be Evaluated."
In the "Course Syllabus" an attached course calendar is referenced under "course content and outline." You could link to the course schedule here.
|b||A printable syllabus is available to learners (PDF, HTML).||x|
|3||a||Course includes links to relevant campus policies on plagiarism, computer use, student grievances, accommodating disabilities, etc.||x||a. Links for academic integrity and disability services are provided; need to add links for grievances, computer use, privacy policies.|
|b||Course includes links to privacy policies for internal and external tools.||x|
|c||Course provides access to campus and Open SUNY resources (technical help, orientation, tutoring).||x|
|4||a||Course provides contact information for instructor, department, and program.||x||Contact for instructor is clear; need department/program contacts.|
|5||a||Course information states whether the course is fully online, blended, or web-enhanced.||x|
|b||Appropriate methods and devices for accessing and participating in the course are communicated (mobile, publisher websites, secure content, pop-ups, browser issue, microphone, webcam).||x|
|6||a||Requisite skills for using tools or third party software are clearly stated and supported with resources.||x||a. Instructions and links are provided, but it would be helpful to have them all in one place. |
b. Perhaps these could be more consolidated in terms of organization.
|b||Technical skills required for participation in course learning activities scaffold in a timely manner (orientation, practice, and application - where appropriate).||x|
|7||a||Students have an opportunity to get to know the instructor.||x|
|b||Course contains resources or activities intended to build a sense of class community, support open communication, and establish trust (at least one of the following - Ice-breaker, Bulletin Board, Meet Your Classmates, Ask a Question discussion forums).||x|
|8||a||Grading policies, including consequences of late submissions, are clearly stated in the course information area or syllabus.||x||Late submissions are not mentioned.|
|9||a||Expectations for timely and regular feedback from the instructor are clearly stated (questions, email, assignments).||x||Students will benefit if they know when they can expect feedback.|
|10||a||Expectations for interaction are clearly stated (netiquette, grade weighting, models/examples, and timing and frequency of contributions).|
|Expectations for interaction are clear, but the method of evaluation is not stated. Will posts be rated? If so, what criteria will be used?|
|11||a||Course is organized in a logical way and is easy to navigate; hyperlinks used where appropriate.||x||a. Some confusion in Mod 1 - Module at a Glance. It reads "As this is the 2nd content module but still the first discussion, you are larning how to participate appropriately." |
b. I'm finding some directions to be unclear. In Mod at a Glance in Mod 3, two "discussion" links take us back to Mod 2 discussion. Discussion 2 says it closes on 10/26, but in Mod at a Glance it says 10/25.
** "larning" spelling error that is repeated in all modules.
|b||Orientation or overview is provided for the course overall as well as in each module so students know how to navigate and what tasks are due.||x|
|12||a||Course objectives/outcomes are clearly defined, measurable, and aligned to student learning activities and assessments.||x||Course objectives are stated in the course syllabus, though not easily found. One measureable objective/expected learning outcome is mentioned at the bottom of "module at a glance," but these might be more noticeable if they were prominent at the top of each "module at a glance."|
|13||a||Instructions are provided and well written.||x||Instructions themselves are clear, but the organization of assignments is not entirely clear. For example, on the course home page, the list of discussion forums is not organized chronologically. |
Another example: On your page 'Your Next Steps' you list 4 steps, and the next line says
"When you have completed these first 5 "Icebreaking" steps, you will be ready to begin the first content module of the course."
|14||a||Course offers access to a variety of engaging internal and external resources that support course content.||x|
|b||Course uses a variety of technology tools and activities to appropriately facilitate communication and collaboration, deliver content, and support student learning and engagement.||x|
|15||a||Course offers opportunities for student to student interaction and constructive collaboration.||x||c. When asked to bring in knowledge from other sources, be sure they understand the need to cite the sources.|
|b||Course learning activities provide students with the opportunity to share resources (Wikis, Diigo, Google Bookmarks, etc.).||x|
|c||Students are encouraged to inject knowledge from diverse sources of information in their course interactions.||x|
|16||a||Course provides activities for students to develop higher-order thinking and problem-solving skills, such as critical reflection and analysis.||x|
|b||Course provides activities that emulate real world applications of the discipline, such as experiential learning, case studies, and problem-based activities.||x|
|17||a||Course content is current, free of bias, and represents multiple perspectives.||x||Not being the content expert, I can't comments on currency of materials.|
|b||Where available, low cost or free materials (Open Education Resources) are used.||x|
|18||a||Course includes frequent and appropriate methods to assess students’ mastery of content.||x||b. Your instructions for how many posts to make and who to respond to are very good; however, I'm not sure how I will be evaluated on discussion posts. In one place it says the discussions are worth 10 points (pass/fail), but how do I get 10 points? Does that mean I get a 0 or 10 and nothing in between? Do you have a rubric or examples of exemplary posts? Students would benefit from some detail about what makes a good post or what will get full credit. Sample rubrics are available in the Faculty Resources nuggest under Training Materials and Sample Documents.|
|b||Criteria for assessment are clearly articulated (rubrics, exemplary work).||x|
|19||a||Students have opportunities to review their performance and assess their own learning throughout the course (pre-tests, automated self-tests, reflective assignments, etc.).||x||See note below.|
|20||a||Students have easy access to a well designed and up-to-date gradebook.||x||I see that assignments are linked to the ANGEL gradebook, but students will need instructions on how to see their grades. Assignments that are to be submitted to the MyITLab site -- will these grades be posted there or manually posted in the ANGEL gradebook?|
|21||a||Students have multiple opportunities to provide descriptive feedback on course design, course content, course experience, and ease of online technology.||x||You have a survey on the Voice Thread app, but it's not anonymous. At minimum, an end-of-semester evaluation, set on 'anonymous' mode, would be beneficial to you. In addition, some online faculty use a midterm survey, to gauge the need for tweaking during the semester. |
I see the 'culminating activity now, at the end of module 8. Good! You'll probably get more honest, and therefore more useful, feedback if you make the survey anonymous and inform the students of that.
|22||a||Basic ADA accessibility is addressed (ALT tags are present for all images in this course, videos and narrated presentations are properly transcribed or captioned to meet this standard).||x||See comments in the Accessibility tab of this form.|
|23||a||There is consistency in design to present and communicate course information to improve readability, and course is free of grammatical and spelling errors.||x||Consistency: Several modules begin with a page "Module at a Glance" and others begin with a paragraph description of the module |
Typos do exist occasionally. Proofreading/spell-checking will fnd these errors.
|24||a||Course materials and resources include copyright and licensing status, clearly stating permission to share where applicable.||x|
|Once your students learn to use VoiceThread, you may want to use it for at least one other assignment, so the learning will have an opportunity to "take root" and prove useful for other situations. |
Will you be rating individual discussion posts? As mentioned, it would be helpful for students to get details about how discussion posts are rated or, if posts won't be rated, how their discussion grades will be determined.
In each discussion, in "settings --> interaction" you can uncheck some of the boxes that won't be used to avoid clutter and confusion. If students will not be rating each others' posts, for example, you can uncheck "enage peer rating" to remove that option from the thread.
In each of your "at a glance" pages, you have a section called Discussion/Interaction and one of the bullets here is: "Establish teaching presence: Develop cognitive presence. Make sure social presence has taken shape." This seems more like an instruction for the faculty member than instruction for the students. Unless teaching, cognitive and social presence concepts have been presented to the students, these lines may not make much sense to them.
I had a difficult time following the discussions through the course. It might help if the titles were shorter and didn't have similar or identical titles and 'parts.' For example, Graded Discussion 4, could be labeled "Employees and Social Networking" rather than GRADED DISCUSSION 4: Digital Citizenship and Use of Technology - PART 2. Another benefit of shorter titles is that titles are carried over to the grade book, and the space for the title text is small.
Double check the discussion end dates listed in your modules. In one place, for example, Discussion 4 is stated to end on 11/23 and in another place it states 12/14.
In each module you have 2 or 3 chapters worth of work. This is fine, but to avoid having students submit all work on the last day (help them with time management a bit), you might consider making the work for each chapter have its own due date spaced within the module dates. Also, having a "submit by" date (rather than 'due date'), could help give the message that there's not one single date for the work; they can submit earlier.
I'm at a slight disadvantage, not being able to see the textbook website and how it integrates into the course. One concern is how the gradebooks will integrate, so students can easily see their overall grade and progress on any given day.
Within your modules, the organization and structure are very standard and consistent. You have a lot of material to cover, and you have a good number of methods for presenting content and assessing learning. I don't see anything major here to repair, but a good number of small fixes to work on.