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3
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4
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Goals and Objectives
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- Goals and objectives
are not easily located within the course - Some are
missing and others poorly written - The level does
not match the desired learning outcomes
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Goals and objectives
are not easily located within the course - Goals and
objective are not clearly written in measurable learning
outcomes - Students may be unsure of what they are
expected to be able to do - The level does not match
the desired outcomes
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- Goals and objectives
are located within the course syllabus or the individual
learning units - Objectives are written to reflect desired
learning outcomes, although not all are written as measurable
outcomes - Students have some understanding of what
is expected of them
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- Goals and objectives
are easily located within the course - Goals and objectives
are clearly written at the appropriate level and reflect
desired outcomes - Goals and objectives are written
in measurable outcomes (students know what they are
expected to be able to do) - Goals and objectives are
made available in a variety of areas in the course (within
the syllabus and each individual learning unit)
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Content Presentation
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- Content is not "chunked"�
into manageable segments; - Navigation is not intuitive
and the flow of content is unclear - The design does
not avail of the content presentation tools (content
modules, single pages, links) - No visual or auditory
elements are used to enhance the content; - Supplementary
resources are not made available (course CDs, textbooks,
core
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Some content segments
are overly large (or possibly too small) for the specified
objectives - Navigation is only occasionally intuitive,
thus the flow of content is sometimes not easily determined
- The design does not avail of the content presentation
tools (content modules, single pages, links) - Few
or no visual and/ or auditory elements are used to enhance
the content - Supplementary resources may be made
available (course CDs, textbooks, course manuals, etc.)
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Content is made available
or "chunked"� in manageable segments (i.e., presented
in distinct learning units or modules) - Navigation
is somewhat intuitive, but some "exploring"
is required to determine the flow of content - Content
is presented using a variety of mechanisms (content
modules, single pages, links to external resources,
RSS Feeds, print material) - Visual and/or auditory
elements occasionally enhance the content; supplementary
resources are made available (course CDs, textbooks,
course manuals, etc.)
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- Content is made
available or "chunked"� in manageable segments (i.e.,
presented in distinct learning units or modules) -
Navigation is intuitive - Content flows in a logical
progression - Content is presented using a variety
of appropriate mechanisms (content modules, single pages,
links to external resources,) - Content is enhanced
with visual and auditory elements; supplementary resources
are made available and are well-integrated with other
course materials (integrated publisher resources, e-textbooks,
course manuals, etc.)
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Learner Engagement
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Instructional strategies
do not provide students with skills needed to achieve
course goals and objectives - Content is provided
but it is not clear what students are expected to do
with it - Higher order thinking is not expected from
students - No supplementary resources or activities
are provided for remediation or advanced study
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- It is not clear
how the instructional strategies will help learners
achieve course goals and objectives - Guidance in
using content materials may only be provided on a limited
basis - Higher order thinking is not required or encouraged
- Differentiated instructional opportunities are not
provided, although there may be supplementary content
resources available
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- Instructional strategies
are designed to help students to reach course goals
and objectives, although this relationship may not be
obvious to learners - Guidance is provided, but could
be improved with greater detail or depth - Higher order
thinking is required for some activities but is not
well-explained or supported (e.g., by providing examples
of "good answers"�) - Differentiated instruction
(such as remediation) may be available on a limited
basis
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- It is clear how
the instructional strategies will enable students to
reach course goals and objectives - Course design
includes guidance for learners to work with content
in meaningful ways - Higher order thinking (e.g.,
analysis, problem solving, or critical reflection) is
expected of learners and explained with examples or
models - Individualized instruction, remedial activities,
or resources for advanced learning activities, such
as integrated publisher resources, are provided
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Technology Use
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- Technologies used
within the LMS do not engage students with learning
- Tools that could reduce the labor intensity of online
instruction are not utilized - Students are not expected
to use technologies available within the LMS - Only
a few technologies available within the LMS are used
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- Tools available within
the LMS are not used to their full extent or not used
when it would be appropriate to do so - Only a few tools
(of those available within the LMS) are used in a way
that streamlines access to materials and activities
for students - Technologies within the LMS are used
primarily by instructors and not students ("students
as recipients of content"� model) - There is little
variety in use of technologies within the LMS
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- Tools available
within the LMS could be utilized more (or more creatively)
to engage learners with course content - LMS tools
are made available to assist students, but could be
organized or arranged for even greater usefulness -
Technologies within the course are used in many cases
merely to replicate traditional face-to-face instruction
- There is some variety in the tools used to deliver
instruction
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- Tools available
within the LMS are used to facilitate learning by engaging
students with course content - LMS tools are used
to reduce the labor-intensity of learning (e.g., providing
links to needed resources where they will be used in
the course, integrating publisher resources that are
tailored to the course materials, and providing streamlined
access to supplementary materials) - Technologies
are used creatively in ways that transcend traditional,
teacher-centered instruction - A wide variety of delivery
media are incorporated into the course - An effort
has been made to use low-cost or no-cost materials when
available
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Communication Strategies
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- Little to no attention
has been devoted to communication strategies - Interaction
activities that are included do not invoke critical
thinking, reinforce learning, or take advantage of the
specific strengths of the communication tools used
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- Communication strategies
are included, however, they may not consistently reinforce
desired learning outcomes - Asynchronous communications
are focused primarily on lower levels of thinking (e.g.,
summarizing, describing, interpreting, etc.) - Synchronous
interactions are used mostly for instructor explanation
or clarification of content, or other instructor-focused
activities
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Several communication
activities are included to reinforce the desired learning
outcomes - Asynchronous communications sometimes require
reflection or other higher order thinking - Synchronous
interactions are meaningful but may not take full advantage
of the real-time presence
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- There are plentiful
opportunities for synchronous and/or asynchronous interaction,
as appropriate - Asynchronous communication strategies
promote critical reflection or other higher order thinking
aligned with learning objectives - Synchronous communication
activities benefit from real-time interactions and facilitate
"rapid response"� communication (i.e., students
gain practice discussing course content extemporaneously
without looking up basic, declarative information)
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Total---->
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