Online+Course+Standards

• Instructional Design • Student Assessment • Technology • Course Evaluation & Management • 21st Century Skills || • Overview and Introduction • Learning Objectives • Assessment • Resources & Materials • Engagement • Technology • Support • Accessibility || • Learner Support & Resources • Online Organization & Design • Instructional Design & Delivery • Assessment & Evaluation of Student Learning • Innovative Teaching with Technology • Faculty Uses of Student Feedback ||
 * ==NACOL== || ==Quality Matters== || ==Rubric of Online Instruction== ||
 * • Content

[|NACOL Standards for Quality Online Courses](pdf)
will know or be able to do at the end of the course. • 1.2 The course content and assignments are aligned with state’s content standards or nationally accepted content standards set for Advanced Placement courses, technology, computer science, or other courses whose content is not included in state standards. • 1.3 Course tasks and assessments align with the required local, state, and national assessments that are associated with the course. • 1.4 The course content and assignments are of sufficient rigor, depth, and breadth to teach the standards being addressed. • 1.5 Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. • 1.6 Sufficient learning resources and materials to increase student success are available to students before the course begins. • 1.7 A clear, complete course overview and syllabus are included in the course. • 1.8 Course requirements are consistent with course goals, representative of the scope of the course, and clearly stated. • 1.9 Information is provided to students, parents and mentors on how to communicate with the online teacher and course provider, including information on the process for these communications. • 1.10 Issues associated with the use of copyrighted materials are addressed. • 1.11 Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are clearly stated. • 1.12 Privacy policies are clearly stated. • 1.13 Instructor resources and notes are included. • 1.14 Assessment and assignment answers and explanations are included. || ways to learn and multiple levels of mastery of the curriculum. • 2.2 The course is organized into units and lessons. • 2.3 The course unit overview describes the objectives, activities and resources that frame the unit. It includes a description of the activities and assignments that are central to the unit. • 2.4 Each lesson includes a lesson overview, content and activities, assignments, and assessments to provide multiple learning opportunities for students to master the content. • 2.5 The course is designed to teach concepts and skills that students will retain over time. • 2.6 The course instruction includes activities that engage students in active learning. • 2.7 Instruction provides students with multiple learning paths to master the content, based on student needs. • 2.8 The teacher engages students in learning activities that address a variety of learning styles and preferences. • 2.9 The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways. • 2.10 The course reflects multicultural education and is accurate, current and free of bias. • 2.11 The teacher can adapt learning activities to accommodate students’ needs. • 2.12 Readability levels, written language assignments and mathematical requirements are appropriate for the course content and the students. • 2.13 The course design provides opportunities for appropriate instructor-student interaction, including timely and frequent feedback about student progress. • 2.14 The course provides opportunities for appropriate instructor-student and studentstudent interaction to foster mastery and application of the material and a plan for monitoring that interaction. • 2.15 The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material. • 2.16 Students have access to resources that enrich the course content. || representative of the scope of the course and clearly stated. • 3.2 The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. • 3.3 Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson. • 3.4 Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content beyond letter grades. • 3.5 Assessment materials provide the teacher with the flexibility to assess students in a variety of ways. • 3.6 Grading rubrics and models of partially to fully completed assignments are provided to the teacher. • 3.7 Grading policy and practices are easy to understand. || assessments to extend learning opportunities. • 4.2 The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules • 4.3 The course is easy to navigate. • 4.4 The course makes maximum use of the capabilities of the online medium and makes resources available by alternative means; e.g., video, CDs and pod casts. • 4.5 Hardware, Web browser and software requirements are specified. • 4.6 Prerequisite skills in the use of technology are identified. • 4.7 The course utilizes appropriate content-specific tools and software. • 4.8 Interoperability technical standards allow sharing content among different learning management systems. • 4.9 Interoperability technical standards ensure sharing of questions, assessments and results with others. • 4.10 The course meets universal design principles, Section 508 standards and W3C guidelines to ensure access for all students. • 4.11 Online textbooks used in a course meet nationally endorsed standards (NIMAS) for publishers to ensure distribution of accessible, alternative versions of textbooks and other instructional materials. • 4.12 The course provider offers the course teacher, school coordinator assistance with technical support and course management. • 4.13 The course provider offers orientation training. || • 5.2 Course provider uses multiple ways of assessing course effectiveness. • 5.3 The course is evaluated regularly for effectiveness, and the findings are used as a basis for improvement. • 5.4 The course is updated periodically to ensure timeliness. • 5.5 The course provider is authorized to operate in the state in which the course is offered. • 5.6 The teacher meets the professional teaching standard established by a state licensing agency or the teacher has academic credentials in the field in which he or she is teaching and has been trained to teach online and to use the course. • 5.7 Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). || • using 21st century skills in the core subjects • 21st century content • learning and thinking skills • ICT literacy • self-directed learning • global awareness
 * == Content == ||
 * • 1.1 The course goals and objectives are measurable and clearly state what the participants
 * == Instructional Design == ||
 * • 2.1 Course design reflects a clear understanding of student needs, and incorporates varied
 * == Student Assessment == ||
 * • 3.1 Student evaluation strategies are consistent with course goals and objectives,
 * == Technology == ||
 * • 4.1 The course architecture permits the online teacher to add content, activities and
 * == **Course Evaluation and Management** == ||
 * • 5.1 The results of peer review and student evaluations of courses are available.
 * == 21st Century Skills == ||
 * 6.1 The course intentionally emphasizes 21st century skills in the course, including:

6.2 Includes 21st century assessments, as identified by the [| Partnership for 21st Century Skills] ||

**[|Quality Matters Course Evaluation Standards]**
• 1.2 A statement introduces the student to the purpose of the course and to its components; in the case of a hybrid course, the statement clarifies the relationship between the face-to-face and online components. • 1.3 Etiquette expectations (sometimes called “netiquette” for online discussions, email, and other forms of communication are stated clearly. • 1.4 The self-introduction by the instructor is appropriate and available online.  • 1.5 Students are asked to introduce themselves to the class.  • 1.6 Minimum student preparation, and, if applicable, prerequisite knowledge in the discipline are clearly stated.  • 1.7 Minimum technical skills expected of the student are clearly stated. || • 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives.  • 2.3 All learning objectives are stated clearly and written from the students’ perspective.  • 2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly.  • 2.5 The learning objectives are appropriately designed for the level of the course. || • 3.2 The course grading policy is stated clearly. • 3.3 Specific and descriptive criteria are provided for the evaluation of students’ work and participation. • 3.4 The assessment instruments selected are sequenced, varied, and appropriate to the content being assessed. • 3.5 “Self-check” or practice assignments are provided, with timely feedback to students. || • 4.2 The relationship between the instructional materials and the learning activities is clearly explained to the student. • 4.3 The instructional materials have sufficient breadth, depth, and currency for the student to learn the subject. • 4.4. All resources and materials used in the course are appropriately cited. || • 5.2 Learning activities foster instructor-student, content-student, and if appropriate to the course, student-student interaction. • 5.3 Clear standards are set for instructor responsiveness and availability (turn-around time for email, grade posting, etc.) • 5.4 The requirements for student interaction are clearly articulated. || • 6.2 The tools and media support student engagement and guide the student to become an active learner. • 6.3 Navigation throughout the online components of the course is logical, consistent, and efficient. • 6.4 Students have ready access to the technologies required in the course. • 6.5 The course components are compatible with current standards for delivery modes. • 6.6 Instructions on how to access resources at a distance are sufficient and easy to understand. • 6.7 The course design takes full advantage of available tools and media. || • 7.2 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. • 7.3 Course instructions articulate or link to an explanation of how the institution’s student support services can help students reach their educational goals. • 7.4 Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information. || • 8.2 Course pages and course materials provide equivalent alternatives to auditory and visual content. • 8.3 Course pages have links that are self-describing and meaningful. • 8.4 The course ensures screen readability. ||
 * [|Scoring Rubric]**
 * ==1. The overall design of the course is made clear to the student at the beginning of the course**. (Overview and Introduction) **== ||
 * • 1.1 Instructions make clear how to get started and where to find various course components.
 * ==2. Learning objectives are clearly stated and explained. They assist students in focusing their effort in the course. **(Learning Objectives)** == ||
 * • 2.1 The course learning objectives describe outcomes that are measurable.
 * ==3. Assessment strategies use established ways to measure effective learning, evaluate student progress by reference to stated learning objectives, and are designed to be integral to the learning process. (Assessment) == ||
 * • 3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.
 * ==4. Instructional materials are sufficiently comprehensive to achieve stated course objectives and learning outcomes and are prepared by qualified persons competent in their fields. **(Resources and Materials)** == ||
 * • 4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives.
 * ==5. Meaningful interaction between the instructor and students, among students, and between students and course materials is employed to motivate students and foster intellectual commitment and personal development. (Engagement) == ||
 * • 5.1 The learning activities promote the achievement of the stated learning objectives.
 * ==6. Course navigation and the technology employed in the course foster student engagement and ensure access to instructional materials and resources. (Technology) == ||
 * • 6.1 The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course.
 * ==7. The course facilitates student access to institutional services essential to student success. ** (Support) **== ||
 * • 7.1 The course instructions articulate or link to clear description of the technical support offered.
 * ==8. The face-to-face and online course components are accessible to all students. ** (Accessibility) **== ||
 * • 8.1 The course incorporates ADA standards and reflect conformance with institutional policy regarding accessibility in online and hybrid courses.

[|Rubric for Online Instruction]

 * == Learner Support & Resources == ||
 * # Course contains extensive information about being an online learner and links to campus resources.
 * 1) Course provides a variety of course-specific resources, contact information for instructor, department and program.
 * 2) Course offers access to a wide range of resources supporting course content. ||
 * == Online Organization & Design == ||
 * # Course is well-organized and easy to navigate. Students can clearly understand all components and structure of the course.
 * 1) Course syllabus identifies and clearly delineates the role the online environment will play in the total course.
 * 2) Aesthetic design presents and communicates course information clearly throughout the course.
 * 3) All web pages are visually and functionally consistent throughout the course.
 * 4) Accessibility issues are addressed throughout the course. ||
 * == Instructional Design & Delivery == ||
 * # Course offers ample opportunities for interaction and communication student to student, student to instructor and student to content.
 * 1) Course goals are clearly defined and aligned to learning objectives.
 * 2) Learning objectives are identified and learning activities are clearly integrated.
 * 3) Course provides multiple visual, textual, kinesthetic and/or auditory activities to enhance student learning.
 * 4) Course provides multiple activities that help students develop critical thinking and problem-solving skills. ||
 * == Assessment & Evaluation of Student Learning == ||
 * # Course has multiple timely and appropriate activities to assess student readiness for course content and mode of delivery.
 * 1) Learning objectives, instructional and assessment activities are closely aligned.
 * 2) Ongoing multiple assessment strategies are used to measure content knowledge, attitudes and skills.
 * 3) Regular feedback about student performance is provided in a timely manner throughout the course.
 * 4) Students' self-assessments and peer feedback opportunities exist throughout the course. ||
 * == Innovative Teaching with Technology == ||
 * # Course uses a variety of technology tools to appropriately facilitate communication and learning.
 * 1) New teaching methods are applied and innovatively enhance student learning, and interactively engage students.
 * 2) A variety of multimedia elements and/or learning objects are used and are relevant to student learning throughout the course.
 * 3) Course optimizes Internet access and effectively engages students in the learning process in a variety of ways throughout the course. ||
 * == Faculty Use of Student Feedback == ||
 * # Instructor offers multiple opportunities for students to give feedback on course content.
 * 1) Instructor offers multiple opportunities for students to give feedback on ease of online technology in course.
 * 2) Instructor uses formal and informal student feedback in an ongoing basis to help plan instruction and assessment of student learning throughout the semester. ||