session:3

Online Instruction Evaluation

1. Select one of the rubrics or use one of the standards identified by the Quality Matters Program to evaluate one existing online courses of your choice. The course may be an online course you have taken as a student or a free online course available on the web.

Developed by Blackboard Exemplary Course Program (ECP)

2. Explain why you chose the specific rubric/standards/elements and the particular online course.

Last week when I write the report about the three of the rubric I found the Blackboard Exemplary Course Program (ECP) is the most one that have a lot of information and details. The way that (ECP) explains each main points was grate and clear.

The course I chose to evaluate is ETEC676. I chose this course because the topic if the course was interesting to me. And I want to learn how to evaluate like this topic in the future.

3. Post your evaluation results?

Course Design

1- Goals and Objectives: (exemplary)

Goals and objectives are easily located in the syllabus.

Course goals and objectives are explained clearly in the syllabus.

Students can find what they need to do in each week under the schedule.

Schedule has links to each session page

Session page has all the required assignment and the did line in each session.

2-Content Presentation: (exemplary)

The content present clearly, student can view the schedule and find all the sessions in this course organized by week in each week there is the assignment that is required to do it before the did line.

Each session have like to the content include WebPages, links prodcast, etc.

3. Learner Engagement: (exemplary)

Instructional strategies are designed to help the student in reaching the course goals. And objectives.

4. Technology Use: (exemplary)

This course has a servile of good technology tools.

Students will learn new tools and will improve their learning experiences.

Interaction and Collaboration

1. Communication Strategies: (exemplary)

Both synchronous (blogs, discussion) and asynchronous (videoconferencing) are using in this course.

2. Development of Learning Community: (exemplary)

Communication activates are used to improve student learning and skills.

Student-to-student: it’s required to comment on each other’s blog weekly.

Student-to-instructor: students send email to the instructor if he faces any problem or misunderstand the assignment.

3. Interaction Logistics: (exemplary)

in each session there is a link to what is required. Students can clearly find the details of the assignment for example the didline.

The instructor takes an active role in help the discussion in the course. Also he give the feedback weekly.

Assessment

1. Expectations: (exemplary)

Assignments and Assessments are aligned with stated goals and objectives

Instructions offer clearly detail to ensure learner understanding. Post them like step by step.

2. Assessment Design: (exemplary)

Assessments require the use of higher thinking skills.

Multiple types of assessment are provided in this course.

3. Self-assessment: (exemplary)

Students should post comments in each other’s blog weekly.

Learner Support

1. Orientation to Course and CMS: (exemplary)

a course orientation is available for students.

Publisher produced materials and content tools external to the course environment provide support for their use.

2. Supportive Software: (exemplary)

The Instructor in this course post many links to necessary software and students need to download. For example: skype.

3. Instructor Role and Information: (exemplary)

The instructor has a special web page he post it in his syllabus

the page have information about the instructor such as, Instructor name and photo,

Email, phone, skype ID, the office location and his office hours.

4. Course/Institutional Policies and Support: (exemplary)

in the syllabus you can find all the course and institutional policies.

5. Technical Accessibility Issues: (exemplary)

In each session in the syllabus has a file formats. All documents are in .doc format.

6. Accommodations for Disabilities: (exemplary)

All the session have the required post in tow way podcast(audio or video) and Microsoft word.

7. Feedback: (exemplary)

Student can have feedback all the time in this course.

4. Describe how you will revise your own online instruction for successful delivery based on what you learned from the evaluation of the existing online course?

• I will add more objectives for some sessions (Course Design ----> Goals and Objectives)

• In my powerpoint i will add voice. (Learner Support -----> Accommodations for Disabilities).

session: 2

Online Instruction Evaluation Rubrics

There are three e-learning standards and rubrics for evaluating online courses:

1- The first one is developed by Quality Matters (QM) Program:

(QM) based on 9 standards to evaluate the design of online courses. And the last one is optional.

General Standard 1:( Course Overview and Introduction)

The design of the course is clear to the student at the beginning of the course.

General Standard 2:( Learning Objectives)

The learning objectives are clear and explained to the students.

General Standard 3: (Assessment and Measurement)

Evaluation strategies use many ways to make sure of the effective learning.

General Standard 4:( Resources and Materials)

Instructional materials are authoritative, up-to-date and appropriately chosen for the level of the course.

General Standard 5:( Learner Engagement)

Its focus on the teacher and students and between students and course materials also focus on motivate.

General Standard 6: (Course Technology)

Course navigation features and the technology employed in the course foster student engagement and ensure access to instructional materials and resources.

General Standard 7: (Learner Support)

The course facilitates student access to institutional services essential to student success.

General Standard 8: (Accessibility)

The face-to-face and online course components are accessible to all students.)

General Standard 9: (its optional)

You can Use the Rubric with courses that are delivered fully online or a significant online component (hybrid and blended courses).

Alignment is (1) Critical course components - Learning Objectives (2), Assessment and Measurement (3), Resources and Materials (4), Learner Engagement (5), and Course Technology (6) - work together to ensure that students achieve the desired learning outcomes. When aligned, each of these course components is directly tied to and supports the learning objectives. Specific standards included in Alignment are indicated in the rubric annotations.

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2- The second one is Blackboard Exemplary Course Program Mission (ECP):

The blackboard has a information about the instructor and the course

The ECP rubric is including four broad types:

Course Design:

1-goals and objectives

2-content presentation.

3- learner engagement.

4- technology use.

Interaction and Collaboration:

1-Communication strategies

2- development of a learning community

3- interaction logistics

Assessment:

1- expectations

2- assessment design

3- self-assessment

Learner Support:

1-orientation to course and CMS

2- supportive software

3- instructor role and information

4- course institutional policies and support.

5- Technical accessibility issues

6- Accommodation for disabilities

7- Feedback

* In blackboard you need to access to the course by the user Id to reviewed the course. Also there are many benefit in using blackboard:

1- The ECP Rubric allows course designers and instructors to become better judges of the quality of their own work. It provides detailed information about areas of strengths and areas of their course in need of improvement.

2- The ECP Rubric allows assessment of online and hybrid/blended courses (those which have online and face-to-face components) to be more objective and consistent. An increased focus on student learning outcomes demands development of high quality courses whether they are fully online, or have online components.

3-The ECP Rubric reduces the amount of time it takes to assess the quality and completeness of a course. This is especially helpful if you are using the rubric to assess the courses across a program of study or the work of multiple course developers.”

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3-The third one is California State University at Chino Mission (CSU):

“This site is designed to answer the question being asked: What does a high quality online course look like? It is our hope that instructors and instructional designers will use this site to learn more about the Rubric for Online Instruction, and be able to view examples of exemplary courses that instructors have done in implementing the different components of the rubric.”

The Chico rubric is based on 6 main types each one cover some criteria.

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After this report we can conclude the comparing and contrasting the e-learning standards and rubrics for evaluating online courses.There are differences and contrasting in the categories and the standards in each one:

In (QM) Program there are 8 standards to evaluate the design of online and hybrid courses. The Goals are clear and every goal or objective has a certain number of points and the student need to achieve all goals. The web-based, fully interactive rubric is complete with annotations that explain the application of the standards and relationship between them.

In Blackboard Exemplary Course Program (ECP); The ECP rubric is including four broad types, in (ECP) the designer do self-evaluations, and receive detailed feedback on his own course development. In (ECP) you need to access to the course by the user Id to reviewed the course.

In California State University (CSU) at Chino: The Chico rubric is based on 6 main types each one cover some criteria. The instructors and instructional designers will use the (CSU)site to learn more about the Rubric for Online Instruction, and be able to view examples of exemplary courses that instructors have done in implementing the different components of the rubric.

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The Similarity and comparing in the three of the e-learning standards and rubrics for evaluating online courses is all of the three is a elements contributing to good online instruction. Also the three are existing rubrics are well recognized by professionals for evaluating online instruction. All the three focus on the goal of the course and the learning objectives. Also they focus on the learner interactive and needs. The e-learning standards and rubrics designed to have clear requirements, clear communication ways between the instructor and students and between students and other classmate. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that online learners need for success in an online course.

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Delivery plan:

I cannot deliver my online instruction but I meet two of my friends from Claremont Graduate University and they took some online course in their master degree. They few my courses and they give me some good points that my course need it.

There are two elements that I need to improve for my online instruction before I delivery.

The first one:

is in my PowerPoint, I need to expect that there are students with special needs so I need to add a sound and chang the size and the type of the font.

I will improve my instruction before delivery:

First I will add sound to the PowerPoint so that the student who unable to see clear can hear it.
secondI will change my size font and the type of font so that all PowerPoint slides will have same font size and font type.

The second one:

I need to have survey in the end of my course. In order to achieve the needs of the student and improves the instroctor ,the designer and course materials in next courses.

I will improve my instruction before delivery:

I will add a survey in the last session; the survey will include questions about the instructor works the design of the course and the materials that were used in the course. The students will answer the survey without but their name to make sure they answer the survey freely.