Distance Education at El Centro College



Distance EducationFaculty HandbookTable of ContentsDistance Education at El Centro College1Online Courses1Video-Based1Online Partial1Online/Classroom (also known as Hybrid)1The Virtual College of Texas (VCT)1Distance Education Mission Statement2What is the Difference in eCampus, BlackBoard and eConnect?............................................3What If I Want to Teach an Online Class?4-8Qualifications to Teach Online4-5Instructor Certification5When Should I Take the Training Classes?5Assessment Guidelines5-6Training Courses6-8Minimum Expectations for Online Faculty 9-11Software Resources12-15Online Resources16-17Other Free Useful Software18-19Other Resources20-22Advising Potential Online Students23-25SmarterMeasure23Basic Computer Skills23Technical Requirements23-24Useful Software24eMail Accounts25Steps to Enrollment25-26DART Free to El Centro26Virtual Office Hours for Distance Education Faculty27Telecommuting Policy for Online Instructors at El Centro College28-30Online Instructional Visitation Appraisal31-32Start Here Quick Reference33-34Support Services for El Centro College Students35-38Getting a Course Online Process39-40Course Certification Guide41-42Principles of Good Practice for Courses Offered Electronically (from the THECB)43-44Online Course Approval Form45-47Instructions for Scoring the Online Course Selection Rubric48Online Course Scoring Rubric49-50El Centro College Online Course Peer Review Process51-52Peer Review Team Qualifications53ECC Distance Learning Mentor Program54-56Online Course Peer Review Confidentially Form56Table of Contents (Continued)El Centro Online Course Planning Grid57Quality Matters Rubric Standards 2014-201658El Centro Online Course Design and Standards Checklist59-64Online Course Peer Review – Instructor Worksheet65-70Quality Matters Self-Check71-73Quality Matters Standards and Annotation74-103Standard #1 (Course Overview & Introduction)74-78Standard #2 (Learning Objectives)78-83Standard #3 (Assessment & Measurement)83-87Standard #4 (Instructional Materials)87-91Standard #5 (Course Activities & Learner Interaction)91-94Standard #6 (Course Technology)94-97Standard #7 (Learner Support)98-100Standard #8 (Accessibility & Usability)100-103DCCCD Quality Matters Standard 8 Accessibility Checklist104-105Accessibility Checklist106-115Distance Education at El Centro CollegeIn 1972, El Centro College offered its first Telecourse. It was a Government course written and taught by Jim Hankerson who was an El Centro full time faculty member of the Social Sciences Division. It had a good enrollment of 450 students the first semester taught. Although Telecourses have been part of El Centro’s curriculum for a number of years, the first online course was offered at El Centro in 2000. Distance learning courses provide instruction to students who are not in the same location as the instructor. Various forms of technology are used including the Internet, television, videotape, computer CDs, print media and the telephone. Admission in a distance learning course has the same prerequisite requirements and provides the same credit as a comparable on campus section.How Are Distance Learning Courses Delivered?Several methods of delivery of distance courses are used at El Centro College:Online Courses (formerly called INET)Online courses are delivered using computers and online media. These courses use eCampus and may also include CD’s and audio/video streaming video or publisher’s video cartridge. No on campus testing or activities are required; however, off-campus proctored exams may be required. Refer to the course annotations, found under the course listing, or contact the instructor for more information.Video-Based (formerly called Telecourses)Content delivered through a local cable channel, CD, DVD, MP4 system, or VHS cassette. On-campus testing or activities may be required. Content is not delivered through computer Internet activities, but instructor may provide some communications, syllabus, orientation, and test review by email. Online Partial (formerly called Telecourse PLUS)Most of the content is delivered through computers or multimedia. These courses use eCampus and may include CD’s and audio/stream video. On-campus testing, orientation, and/or other activities may be required. Students are required to have Internet access and a required browser. Online/Classroom (also known as Hybrid)1% to 49% of the content is offered online and 50% or more is delivered through activities on campus. These courses use components of computer instruction, multimedia activities, and classroom time. On-campus classroom time is required. On-campus classroom time is required.The Virtual College of Texas (VCT)The Virtual College of Texas, a statewide consortium, offered more than 200 courses to students of VCT member colleges. These courses may originate from any of the 50 public college systems in the state but have the same tuition and fees, admission procedures and requirements. They appear on students’ transcripts as courses of ECC. Pam Quinn, Provost of the R. Jan LeCroy Center for Educational Telecommunications, was one of the original creation team that was appointed by the Coordinating Board to come up with the concept of the Virtual College of Texas. It has been active since courses were first offered in the Fall of 1999.El Centro College Distance Education DepartmentMission StatementDistance Education at El Centro College serves students, the college community, and the public by facilitating access to the college’s credit and noncredit offerings through traditional and alternative methods of instruction, thereby helping students to become more competitive, improve their earning power, and enrich their lives.What is the Difference in eCampus, Blackboard and eConnect?eCampus eCampus can be thought of as a virtual campus - a web-based learning system and community center for students and faculty. eCampus offers courses, communication tools, testing features and access to many teaching and learning resources. Blackboard is the platform used for eCampus.eConnect eConnect is the web interface with the District's database, Colleague. It is the area where employees get wage, payroll and banking disbursement information; update their employee directory information, and more. Faculty use eConnect to get their teaching schedules and class rosters; post their attendance certifications and final grades; email their classes, and more. Students use eConnect to get personalized information and conduct business online. Students can apply for admission, plan their schedules, find credit classes, register, pay, and check grades and more. eConnect and eCampus have different log in procedures.What If I Want to Teach an Online Class?If you have an interest in teaching online, you should notify your coordinator and your Executive Dean.Faculty who desire to teach distance education classes at El Centro College, must meet the qualifications to teach online and complete the required training and assessments.Qualifications to Teach OnlineNew Online InstructorsSuccessful completion (score of 80% plus) on all eCampus assessments completed before the start of the semester. A Course Shell will be created only after this requirement is met.One year (two semesters) of teaching experience is required or approval by the Dean or Distance Education Committee.Required AssessmentsCategory of UserAssessment NeededScore Number of QuestionsNew Online Instructorsand HybridBT 101 Basics Training BT101: (3 Assessments) IntroOverviewCommunicationBT102 Creating Assessments(Tests/Surveys)BT103 Grade Center BT104 Communications Score of 80% or better75 questions total:(3 separate assessmentswith 25 questions each)All other Instructors:Web enhanced(Those who do not teach fully online)On-Campus eCampusScore of 80% or better25 questionsInstructors who do not use eCampus in the delivery of online courseBest PracticesThere needs to be an evaluation on their delivery method.Score of 80% or better25 questionsOrganizational Leaders(Community)On-Campus eCampus for Organizational LeadersScore of 80% or better25 questionsExisting eCampus Instructors Ongoing Yearly Training Requirement:Recommended three hours of technology training recorded on eConnect Staff Enrichment Report each school year After the initial requirement is met, there is a yearly three hour technology training requirement that is strongly recommended for all instructors using eCampus. Training can be in any area that will help improve the instructor’s use of technology in their instruction including workshops and conferences. This training will need to be documented on the instructor’s eConnect Staff Enrichment record. This can be done in the following ways:Register through eConnect and attend a DCCCD or ECC technology trainingAttend an outside technology training and fill out the online form to report the technology training.Instructor CertificationEffective October 31, 2010, all online instructors are required to be certified. To obtain certification to teach online, instructors are required to pass a competency assessment test with a minimum of 80%. All new online courses must go through the Quality Matters Peer Review Process. When Should I Take the Training Courses?It is strongly recommended that you take the training courses at least one semester before you plan to teach online. If you are developing a course online, you must complete eCampus I, eCampus II, eCampus III, eCampus IV and Quality Matters training before you can develop an online course. Completion of eCampus I, II, III, and IV are required before you can teach online. Training is adapted to meet the needs of faculty new to online and to faculty experienced in online instruction.Assessment GuidelinesWho: All full-time and adjunct faculty who use e-CampusRemember: Everyone will be required to have a shell on eCampus for posting syllabi and grade center for End of Semester Checkout Process.CategoryType of AssessmentNumber of QuestionsNew instructors teaching online or a hybrid classBefore the start of the semester:BT-101, eCampus Basics BT-102, eCampus Assessments & SurveysBT-103, eCampus Grade CenterBT-104, eCampus Communications ToolsBT101 75 questionsRemainder 25 questions eachThose who use e-Campus as a web enhancement to their classroom materials (and do not teach a fully online course)On-Campus eCampus Assessment25Those who do not use e-Campus in the delivery of their online coursesOnline Best Practices25Those who are leaders of various organizationsOn-Campus eCampus Assessment for Organizational Leaders20Training Courses:eCampus Training eCampus I: BT-101 BasicsBlackboard Basics (BT 101) provides the foundational skills to use the Blackboard course management system. Using Blackboard effectively will promote better student interaction with the instructor and the class. Using the Blackboard interface will give the instructor the opportunity to enhance lectures with activities that provide a means to organize and post materials. This allows for the instructor to prepare and present materials for students to access 24/7 hours a day. Topics Covered Include:What is eCampus and What is eConnect?How to Log in to eCampusHow to Access Training MaterialHow to Request eCampus SupportCourse System Limitations & Course MaintenanceUpdating Personal Information (email, password)Course Menu Design Adding/Creating Content AreasBuild Content (audio, URL, etc.)Hide/Unhide ToolsCreate AssessmentAdd Interactive toolContent CollectionCourse ToolsUsers and GroupsCustomizationeCampus II: BT-102 Assessments & SurveysBlackboard Basics - Assessments (BT 102) provides the skills necessary to work with assessments. eCampus can be used to create pools of questions that can be used in tests. Topics Covered Include:Creating a pool of questionsCreating a testDeploying a testCreating a surveyAccessing the survey statisticseCampus III: BT-103 Grade Center Blackboard Basics - The Grade Center (BT 103) provides an in-depth look at the Grade Center and Grade Center ics Covered Include:The Grade Center interfaceAdding Grade Center columnsOrganizing Grade Center columnsGrades, e-mail, grade history, reports, drop-down menus and moreCategories and running weighted totalsSmart ViewseCampus IV: BT-104 Communications ToolsBlackboard Basics - Communication Tools (BT 104) provides training on the different communication options available in eCampus. Many tools are available for instructors to provide enriched communication in the web-enhanced traditional classroom as well as in the online ics Covered Include:Discussion BoardBlogsWikisJournalsGroupsQuality MattersThis training is for faculty and staff who are wanting help designing a student-centered online course. It is also appropriate for faculty and staff who are planning to participate in informal or formal Quality Matters reviews or who are seeking to improve their online courses using the QM ics Covered Include:What is Quality Matters?How was Quality Matters started?Why use a peer review system?Understanding the Quality Matters rubricUnderstanding Peer Review TeamsReviewing an online course for Quality MattersWriting a recommendationRespondusWorks ONLY with: Windows 98, NT4, ME, 2000, XP, Vista Overview:Installing Respondus Creating a Pool of Questions Uploading Pool of Question to Pool Manager Creating a CSV Respondus-Compatible file Importing questions to Respondus Printing a Pool of Question Contact the HelpDesk for the DCCCD Respondus Software and the DCCCD LicenseBlackBoard CollaborateOverview:Create a SessionStudent Session AccessAudio Setup WizardThe Web Conferencing Room InterfaceUnderstanding PermissionsGranting Participants the Moderator PrivilegeCommunication MethodsThe Whiteboard featureApplication SharingWeb Tour ModeEcho 360 (Personal Capture)Echo 360 OverviewEcho 360 InstallationEcho 360 CaptureBlackboard Instant Messaging System (Formerly Pronto)This provides instant messaging to find others and interact on demandDesktop video conferencing and VoIP audio for cost-effective meetings is availableWorks with or without Learning Management System and flat-file integration for complete directory of teachers, students, and classesProvides convenient, ad hoc network invitations and broadcast notificationsUtilization of Whiteboard with built-in learning objects and templatesDeploys application sharing and queued chat for tutoring and online office hoursProvides instant access to campus services and instant school-wide notificationsUniversal accessibility and advanced privacy features are standard featuresMinimum Faculty ExpectationsCompetencies For Online* InstructorsCompetent Online Instructor Definition: A competent online instructor is one who effectively and efficiently instructs in an online environment using appropriate knowledge, skills, attitudes, and abilities that have adjusted and developed with time and needs.? (Modified from Master Online Teacher Competencies, Virgil E. Varvel Jr.)The Competent Online Instructor:Is proficient in using the course management system (Blackboard Academic Suite).This competency includes utilizing: Content AreasCourse ToolsCourse OptionsUser ManagementAssessmentIs knowledgeable and has the ability to use computer programs that are typically required in online education to improve learning/teaching, personal productivity, and information management.Examples:word processingspreadsheetsgraphics programsPowerPointother media applicationsContinually develops knowledge and skills in technology, including current and emergent technologies.Examples:discussion boardsblogschat roomsSoftChalkpodcastsweb conferencingSkypewebcamUnderstands and delivers the course effectively for ease of navigation and organization. The Instructor will:create and post a valid and useful course syllabus per District and/or campus policyprovide a general course overview, orientation, and/or explanation of how to get started in the courseprovide an explanation of the learning process which includes a clear grading policy and grading criteria (with examples and rubrics) from the students’ point of view post a schedule of activities or semester calendar with assignments and deadlinesassure that all students are on board and responds during the first week of class by contacting the students privately (by phone or email) if they have not respondedprovide a clear description and/or link of the technical support, the institution’s academic support, and the student support services offered to studentsutilize sound web-based course design Is professional, approachable, and responsive. The Instructor will:post a self-introduction (information on teaching philosophy, past experiences with teaching online classes, personal information such as hobbies, family, travel experiences, a photograph, etc.)invite the class to email the instructor with individual concerns, questions, problems, suggestions, etc.list ways to contact the instructor (email, fax, office hours, phone, discussion board, virtual classroom, U.S. mail)state clear response and/or turn-around times on emails, grading assignments, assignment feedback, grade posts, and discussion postspost and use the rules of netiquette with regard to email, discussion board, and/or virtual classroomProvide opportunities that encourage students to be active and engaged in the course (includes instructor-to-student, student-to-content, and student-to-student interaction). Examples:utilize the discussion board (degree of participation, quantity and content of comments, grading rubric for topics, whether interaction is required or optional, whether instructor participates as a facilitator, whether only students participate, etc.)utilize the virtual classroom (degree of participation, quantity and content of comments, whether interaction is required or optional)assign group projects or collaboration (roles, responsibilities, timelines, meetings, how and when students work together)utilize student homepages, blogs, portfolios, or wikisprovide self-assessment activities to enhance and reinforce learningencourage student-to-student contact through self-introduction exercise, peer critiques, etc.provide a student survey of instruction or exit survey to improve selection of learning materials and to gather student feedbackPresents learning objectives in a way that allows students to grasp their meaning and the learning outcomes expected of them. The Instructor will develop and provide outcomes/objectives that are measurable (one example is by utilizing Bloom’s Taxonomy of Educational Objectives). Is aware of online assessment issues and can effectively assess students using a variety of techniques in the online classroom designed not just to determine student progress but to aid in student learning. The Instructor will:make use of assessments that directly address the course objectivesprovide thorough explanations of all online assignments including not only how to complete the assignment but also where/how to submit the completed workprovide for effective student feedback throughout the semester maintain an up-to-date grade book or portfolio of student work by which students can determine their progress in the course actively engage students in self-assessment and skill-practicing activities to encourage them to become personally involved in monitoring their own learning and setting personal goals for achievementEnsures the course is consistent with District policy that is applicable to accessibility in online and hybrid courses.Examples:provide instructions and/or links to an explanation of how the institution’s ADA services can assist the student in effectively using the resources providedprovide equivalent alternatives to auditory and visual contentensure course pages have links that are self-describing and meaningfuldemonstrate sensitivity to screen readability issuesAdequately plans for instruction.Examples:make use of appropriate learning theories and developmental theories when planning instructionplan the use of numerous pedagogical approaches to achieve a given instructional purpose and to meet students' needsincorporate knowledge of the content and current research when planning instructionunderstand and consider disability impacts in online learning when planning instructionResources used:Quality Matters Inter-Institutional Quality Assurance in Online Learning, Maryland Online, Online Teacher Competencies, Virgil E. Varvel Jr. Effective Web-Based Courses, Southern University Online for Online Instructors from Learning Peaks by Patti Shank, Ph.D. Competencies in a Distance Education Context by Grant MacEwan College Competencies for Online Instruction by Theodore C. Smith Technology Competencies for Embry-Riddle Faculty*Includes Distance Learning Delivery Formats: Online, Online Partial and Online/ClassroomSoftware ResourcesSee the table below for a summary of the software available to all El Centro College faculty and staff.SoftwareDescription and Why You Want ItAdobe CaptivateRapidly create, smoothly deliver, and easily maintain rich eLearning content. Add software demonstrations, interactive simulations, branching scenarios, and quizzes to your courseware without programming using Adobe Captivate software. Go beyond screen capture and achieve superior results in fewer steps thanks to an intuitive user interface, collaboration workflows, and a multitude of timesaving features. Easily integrate your content with eLearning applications and leading SCORM- and AICC-compliant Learning Management Systems to deliver content virtually anywhere.Blackboard/eCampusBlackboard is a Web-based course-management system designed to allow students and faculty to participate in classes delivered online or use online materials and activities to complement face-to-face teaching. Blackboard enables instructors to provide students with course materials, discussion boards, virtual chat, online quizzes, an academic resource center, and more. The degree to which Blackboard is used in a course varies. For example, instructors may supplement an on-campus class by putting their syllabus and handouts on their course sites. In contrast, other courses may be conducted entirely through Blackboard, without any on-campus sessions.Blackboard CollaborateCollaborate is software (web conferencing tool) that allows instructors and students to have virtual live classroom sessions over the Internet. It allows for chat, video cameras, microphone, and session whiteboards. The sessions may be recorded for later playback. Blackboard IMBlackboard Instant Messaging provides instant messaging to find others and interact on demand. Desktop video conferencing and VoIP audio allow cost-effective meetings. It works with or without Learning Management System and flat-file integration for complete directory of teachers, students, and classes. Broadcast notifications are convenient and allow ad hoc network invitations. Use of Whiteboard with built-in learning objects and templates is readily available. Ability to deploy application sharing and queued chat for tutoring and online office hours is a plus. Also provides instant access to campus services and instant school-wide notifications. Universal accessibility and advanced privacy features are standard features.Camtasia StudioCamtasia is lecture capturing software that allows instructors to record audio (voice) and video (desktop and camera). Recordings can be easily edited and uploaded to district servers for viewing by students.Camtasia StudioPodcasting/ScreencastingAllows you to create podcasts (audio) and screencasts (video of your voice and your computer screen). Camtasia makes it easy to add audio to PowerPoint presentations and to record anything you do on your computer that you would like your students to later be able to view. Camtasia allows for automatic uploading of your videos to where your students can have easy access to stream or download to video.El Centro holds a site license, and it is also available in the FTLC on the 2nd floor in the R Building. Camtasia can be purchased from TechSmith website () at about $179 (educational pricing). Camtasia and Snagit can be purchased most efficiently as a bundle. Contact College Computing to install this software on your computer.Echo 360The Echo 360 is a fully automated lecture capture and publishing solution designed for higher education. It employs digital media and software-based workflow automation. The EchoSystem can capture and manage the audio from the instructor, or a complex audio/video, slides, or other media from a lecture presentation in a modern classroom wired for sound, video, and peripheral visuals. The Echo 360 utilizes:Classroom Capture: A classroom-based lecture capture solution provides audio, video, and local screen capture. Entirely software-based, it is typically deployed on podium or lectern Windows PCs. It also supports both schedule-driven and faculty-driven workflows. Web-based scheduling is available for automating lecture capture. The user-defined schedule lists the time and duration of each lecture and the location or room assignment of each capture. This is what is currently used in many of the Allied Health Programs. The lecture is then automatically transferred back to the EchoSystem server for packaging.Personal Capture records lectures by the capture appliance or capture software. When the EchoSystem server publishes the lectures, it makes the content available for student playback by sending a link to the instructor which can be posted in the learning management system. Playback: The student may view the content on demand, using a supported playback device or standard internet browser.JingJing? is a computer service that lets you capture basic video, animation, and still images, and share them on the web. It can be downloaded at OutlookMicrosoft Outlook is a personal information manager from Microsoft, available as a part of the Microsoft Office suite. The current version is Microsoft Office Outlook 2013.Although often used mainly as an email application, it also includes a calendar, task manager, contact manager, note taking, journal, and web browsing.Microsoft OfficeA suite of administrative, communications and business applications including Access, Excel, Outlook, PowerPoint and Word. The current version used by the DCCCD is Office 2013.ParTestCreate customized tests quickly and easily with ParTest. ParTest includes all the tools and technology to make test creation easy and more effective. Users can create numerous item banks, each with up to 2,000 questions: true/false, multiple choice, fill in, matching and essay. All questions can be grouped by objective and include multimedia files. ParTest is extremely user friendly. Simply select questions from various item banks via key-word search or create your own. Then you just drag and drop into a test singularly or in groups. All item banks, tests and test-related statistical data are easily imported and exported.RespondusA tool for creating and managing exams that can be printed to paper or published directly to your course in eCampus. You create your exam as a text file and then use Respondus to import the exam into your course. Respondus allows you to create assessments in Apache Online much more quickly than any other method.The DCCCD has a site license for this software. To obtain further information regarding training and obtaining access to this software, contact the Faculty Teaching & Learning Center at (214) 860-2650 or view the training calendar at El Centro College Faculty, Staff, and FTLC Calendar.()Respondus LockDown BrowserA special web browser that locks the testing environment in eCampus, so students are unable to print, copy, access other web sites, or use other applications. Instructors can set up for tests can be taken in the LockDown Browser. Students can only take a test after downloading and installing the LockDown Browser on their computer.SafeAssignCompares the text in your document to that found in a series of industry-leading databases, including the Internet, ProQuest ABI/Inform database, an institutional database of papers submitted to Capella, as well as a Global Reference database that contains papers volunteered by students from many institutions.The SafeAssign Source Matching tool provides a report identifying matching text that it finds, as well as the source it has located. This can assist in verifying that you have cited any source material that you have used. A key thing to note is that the SafeAssign Source Matching tool is not a plagiarism detection tool. It can only verify whether your text matches other sources. If you have cited information correctly, it may be perfectly appropriate to have the text match. You, as the writer, have to interpret the report to determine whether your work would be seen as plagiarism because the matching sources are not cited appropriately. You can then revise your writing to include missing attributions, improve your paraphrasing of source materials, and make other changes to ensure that the paper you submit for grading is your own work. To obtain further information regarding training and obtaining access to this software, contact the Faculty Teaching & Learning Center at (214) 860-2650 or view the training calendar at El Centro College Faculty, Staff and FTLC Calendar.()SmarterMeasure AssessmentA tool which helps students determine their level of readiness for taking online courses.SnagitAllows you to easily copy images from your computer screen and place them in your own documents, or save them as graphic files for later use. You can copy your entire screen, a single window, or you can just mark the area you want to copy with your mouse. In addition, the Snagit graphic editor allows you to add special effects to the images you capture, such as drop shadows, fade outs, and ragged edges along with many more.SoftChalkAllows you to easily create very engaging web-based lessons by using your word processing skills. No html or anything resembling programming, just working in a way that is very similar to working in Microsoft Word. In addition, your students can interact with your content through a variety of activities and quizzes that you can easily create the following:MatchingImage labelingTimelineFlash cardsOrderingSlide showCrossword PuzzleMultiple choice and True/FalseThe DCCCD has a site license for anyone wishing to use SoftChalk. To obtain further information regarding training and obtaining access to this software, contact the Faculty Teaching & Learning Center at (214) 860-2650 or view the training calendar at El Centro College Faculty, Staff and FTLC Calendar.()Online ResourcesThe DCCCD and El Centro College work hard to provide as many online resources as possible. To view eCampus tutorials, the following software must be on your computer but links are provided on eCampus to download this software:Macromedia Flash 5 TM or higher PowerPoint Viewer 2003 or higher Adobe Reader 6.0.2 or higher The table below lists what is currently available and how to access it.ResourceWhy You Want ItBT 101Available on eCampus by accessing:Instructors tutorials BT101 ()BT 102Available on eCampus by accessing:Instructors tutorials for BT102 ()BT 103Available on eCampus by accessing:Instructors tutorials for BT103 ()BT 104Available on eCampus by accessing:Instructors tutorials for BT104 ()Advanced TutorialsAvailable on eCampus by accessing:Instructors tutorials advanced tutorial ()Topics include:What’s NewExporting and ImportingSafeAssign User Review, Adaptive Release, Learning ModulesRespondus Respondus LockDown Browser BlackBoard CollaborateBlackBoard IM (formerly Pronto)Echo 360 Personal CaptureSoftChalkSoftChalk CloudPowerPointRegistering for an eCampus CourseVideosRecommended Naming Conventions Best Practices Tips on Best Practices for Online Instruction may be accessed on e-Campus at Instructors tutorials for best-practices. ()ToolsFile Format Converters are available at Instructors tutorials for tools () and include:Compatibility Pack for the Office 2007 SystemFree PDF Maker (Primo)Respondus (30 day trial test generation software) Note: This trial Respondus software will not work with the DCCCD key. For additional information, please contact the HelpDesk.TLC Tip of the WeekShort videos created by the Faculty Teaching and Learning Center over relevant topics to Online Instructors. These tips are sent out every Friday to all faculty and adjunct faculty along with the training schedule for the upcoming week.Course Certification DocumentsWhen you are ready to have your online or hybrid course certified, you can use this resource to access all the instructions and forms to complete the process. Once your course is certified, you are eligible for a course development stipend (equivalent to a 3 hour overload contract) and you will receive an “El Centro Certified Course Logo” to display in your course shell.Course Certification InstructionsOnline Course Approval FormOnline Digital RepositoriesThe Dallas TeleLearning Digital Resource Repository is an evolving database of video and flash objects created from video and interactive courseware produced by the LeCroy Center. These are short video clips that you can link to in your online courses or use in the classroom. You can also add your own video clips to your 'Playlist' in the system and share these videos with other instructors. New videos are being added daily. Faculty Video Repository InstructionsOther Repositories:MerlotNational Science Digital Library (NSDL)KHAN AcademyOpenStax (text)SmarterMeasureDistance Learning is more flexible, but it does require time management and self-motivation for success. Distance Learning may not suit your needs, expectations, or learning style! SmarterMeasure is an online application that you should encourage / require all of your students to use. SmarterMeasure is an indicator of the degree to which distance learning will be a good fit for a student. SmarterMeasure will help your students prepare to be successful as a distance learning student. SmarterMeasure will give your students feedback and suggestions in the following areas: ? Personal attributes (help seeking, procrastination, time management, etc) ? Learning styles ? Reading rate and recall ? Technical Competency ? Technical knowledge ? Typing speed / accuracy Smarter Measure website ()Username: Choose El Centro CollegePassword: learnerOther Free Useful SoftwareName of Free SoftwareDescriptionWeb Site to DownloadOpen OfficeMicrosoft Office compatible programFreeMindMind mapping softwarefreemind.AbiWordWord ProcessorEvernoteNote Taking GimpPhotoshop type programInkscapeIllustrator type Blender3D Drawing Program7-ZipWinzip type program7-Really Slick ScreensaversScreensaverPicasaGoogle's Photo Organizer Softwarepicasa.KeePassA password safeClamwinAnti-Virus SoftwareMicrosoft Anti-SpywareAnti-SpywaresecuritySpamPalAnti-SpamFilezillaFTP Softwarefilezilla-FirefoxInternet Browser programfirefoxThunderbirdEmail SoftwarethunderbirdGizmo5Internet Telephonydownload.Gizmo5/3000-2349_4-10415900.htmlSkypeInternet TelephonyWinampMusic PlayerVLCMultimedia PlayerAudacityRecord/Editing Soundsaudacity.MixxxDJ SoftwareRocket DockApplication VirtuaWinMulti-Desktop softwarevirtuawin.Virt-DimensionMulti-Desktop softwarevirt-dimension.TightVNCRemote PC ControlFlightGearFlight Simulation GameAmerica's Army1st Person Shooter GameStellariumPlanetariumCelestiaSpace SimulationcelestiaLittle FighterCute fighting gameStepManiaDDR Dancing GameDropboxOnline Storage SpaceOther ResourcesThe following resources are available to the DCCCD and are available to be integrated into comprehensive training and staff development programs. They range from video clips to interactive lessons and from complete programs to learning objects. There are online publications ranging from booklets to monographs. Some are at a beginning level and others are advanced. All are free to use._________________________________________________________________________________League for Innovation in the Community College Innovation Stream (IStream) access iStream, go to the URL above and follow the directions to establish a new account.IStream is a web-based resource and professional development tool. It is a portal-based, multimedia resource that brings the best of the League’s Conferences, Publications, Services, Partnerships, and Networking to everyone in the District. DCCCD is an iStream member. As an iStream member these resources are available anytime, anyplace, and to everyone in the district.Of particular interest are the following:LENs (Learning Exchange Networks)LENs is a comprehensive professional development product, designed specifically for postsecondary educators. Created by and for teachers, it consists of six modules and ancillary support materials that address topics and skills essential for quality teaching and learning. All units in each module have general learning outcomes, specific competencies, in-depth discussion, self-tests, and reflection exercises.League PublicationsThe League Publication Archive contains full-length electronic versions of books, monographs, reports, and other print and digital text and graphics published by the League throughout its history. With iStream, you have access not only to current League publications, but also to out-of-print and limited-distribution publications. You also have access to all volumes of Leadership Abstracts and Learning Abstracts and to the results of League CEO Surveys. Although current League publications are available for purchase through the League Store, many of the materials in the League Publication Archive are available exclusively to iStream members.The Teaching, Learning, and Technology (TLT) GroupTLT and the League for Innovation have partnered to provide iStream subscribers access to practical and thought-provoking professional development workshops and webcasts. The TLT webcasts and online discussion sessions are tailored for academic professionals and leaders to help them brainstorm and discuss higher education issues that cross traditional boundaries of roles, status, and departments. TLT webcasts and online services focus on four important themes: Information literacy, Productive assessment and evaluation, Cost-effective strategies, and Dangerous discussions._________________________________________________________________________________STARLINK Training Network STARLINK network currently provides over 100 hours of professional development programming annually. STARLINK constantly continues to grow, evolve, and expand its professional development offerings and delivery methods. New delivery methods such as audio conferences, Internet blogs, teaching modules, webinars are regularly being used. With the 2008 academic year satellite delivery has been replaced with DVDs and 24/7 Internet video streaming.These materials include some a number of offerings that relate specifically to distance learning and many that relate to teaching and learning in general. They can be viewed as stand alone programs or in the case of learning objects as nuggets of information or used to develop training materials.1. The most recent broadcasts can be can be accessed by going to the link above, clicking on Library, the clicking on Monthly Streaming Videos. Use the password biblioteca (all lower case) to access the library.2. A library of excellent full length streaming videos featuring the “Best of Starlink's Video Library” can be accessed by going to the link above, clicking on Library, then clicking on Annual Streaming Videos. Use the password biblioteca (all lower case) to access the library.3. A series of excellent “learning objects” can be accessed by going to the link above, clicking on Library, the clicking on Ideas. Use the password biblioteca (all lower case) to access the library.These materials include some learning objects that relate specifically to distance learning and many that relate to teach and learning in general. They can be viewed as stand alone nuggets of information or used to develop training materials._________________________________________________________________________________eCampus Training Materials – DCCCD access these materials go to the DCCCD web site, click on the eCampus site and follow the directions to log-on. After you are logged-on, click on the training and support tab. This site has faculty and student tutorials for Blackboard, a Training Schedule for Blackboard, Respondus, Quality Matters, and other distance education related topics. _________________________________________________________________________________Getting Results: ATE Teaching in Community CollegesLarge Scale Materials Development for Professional Development SummaryThe WGBH Educational Foundation and the League for Innovation partnered to develop, field test, and disseminate multimedia resources to foster the use of effective teaching and learning practices among adjunct faculty in Advanced Technology Education programs nationwide. The Getting Results faculty development modules are customized materials that feature video segments illustrating exemplary practice and online resources and strategies targeted to ATE disciplines, making them easily available as needed for self-study. The project’s primary audience is adjunct faculty teaching in ATE programs, many of whom come from industry, have no pedagogical framework for their teaching, and have significant time constraints on their ability to participate in professional development.Although these materials are designed for a particular audience there are a number of instructional videos and training aids that are of general interest. In addition Module 5: Teaching with Technology contains video and lessons related to online learning.Advising Potential Online StudentsStudents May Ask, “What is Distance Learning?”Share with students that distance learning offers a flexible, convenient way to earn college credit.Ways Students Can Take Distance Learning Classes:OnlineHybrid (combination of online and classroom)Video-Based Web Enhanced Many students may be interested in Distance Education, but they may not know if it is right for them. They will need your advice to answer the question “Is Distance Learning Right for You?”Distance Learning is more flexible, but it does require time management and self-motivation for success. Distance Learning may not suit every students’ needs, expectations, or learning style!SmarterMeasureAlways advise potential distance education students to take the SmarterMeasure exam. If students are considering an online course, encourage them to take the SmarterMeasure exam to see if distance learning is right for them. SmarterMeasure checks for basic technical skills, learning styles, reading speed and comprehension, keyboarding, time management and more! Many think that distance education courses are easier because there is not a classroom requirement; however, students have to have necessary skills to be successful in a distance education course.Basic Computer SkillsBefore advising a student to register for an online class, they need to have the following minimum knowledge of basic computer skills: keyboard typingcut, copy, paste textemail and adding attachmentssave documentsopen attachmentsopen pdf filesTechnical RequirementsIn order to take an online class, students must have access to the Internet, either through an Internet Service Provider or from any campus Computer Lab.Hardware Requirements: PC Recommended ConfigurationCPU: 1GHz processor or higherMemory: 256 MB RAM (768 or higher preferred)Operating system: Windows XP SP 3, Windows 7, Windows Vista rSpeakers: Internal or external56k modem (DSL/Cable or higher is recommended)CD-ROM drive or optional CD/DVDActive e-mail accountMacintosh Recommended Configuration (Note: Some streaming media may not support viewing on Macintosh computers. Check with the instructor to see if a course supports Macintosh OS)CPU: 500 MHz or better Power PC processor (Power Macintosh G4)56k modem (DSL/Cable or higher is recommended)Hard Drive: 30 GBCD-ROM drive or optional CD/DVDOperating System: Macintosh OS Snow Leopard, or current versionSpeakers: Internal or ExternalActive e-mail accountUseful SoftwareOpen Office: Free downloadable office suite for word processing, spreadsheets, presentations, graphics, and databases) Software can be downloaded atOpen Office ().PowerPoint Viewer 2003: Students may need to view PowerPoints created in Office 2003. If so, they can download the viewer at . PowerPoint Viewer 2007: Students may need to view PowerPoints created in Office 2007 and do not have that software loaded to their computer. If so, they can download the PowerPoint Viewer 2007 at PowerPoint Viewer 2007 ().Flash Player: Adobe? Flash? Player is a browser plug-in and Internet application runtime that plays animations, videos and sound files in .swf format. It can be downloaded at Media Player is not only your digital entertainment resource but also a vital resource for many online classes. It can be downloaded at Windows Media Player ().QuickTime Player is an extensible proprietary multimedia framework developed by Apple Inc., capable of handling various formats of digital video, picture, and sound. It is integrated with Mac OS X. QuickTime for Microsoft Windows is downloadable, either as a standalone installation at the following address: QuickTime Player () or bundled with iTunes.Office 2013 is a suite of administrative, communications and business applications including Access, Excel, Outlook, PowerPoint and Word. The current version used by the DCCCD is Office 2013. It can downloaded at AccountsAll students should be advised that email accounts are required. After students pay for their classes, the DCCCD will provide them with a DCCCD email account. To create a Netmail account with the DCCCD, have students visit to activate this account. Students may also use other email accounts with their online class. to EnrollmentStep 1: In addition to advising students to take the SmarterMeasure assessment, direct them to apply for admission. They may apply at Admissions Application ().Step 2: Lead the student through the application for Financial Aid (if applicable). Students can check to see if they are eligible for Financial Aid at Financial Aid ().Step 3: Some students may wonder if they are eligible to use eConnect which is the online registration system. If they have 2.25 GPA6 hours of college level coursesno active blocksdirect them to Online Eligibility ().Step 4: Help them find a distance education course, if they meet the above requirements. Students should be directed to the current class schedule at Admissions Schedule () to find the classes they want - either online, hybrid, video-based, or web enhanced.Also, tell students that they must talk to an Academic Advisor if they have questions. To learn more about the Counseling and Advisement Center, students can visit Academic Advising ().Step 5: Help students register for courses Once students know which courses they wish to take, they can go to eConnect to register. eConnect Main Menu ()Tell students to keep a copy of their fee receipt and follow the directions included on the receipt.Step 6: Hopefully the students will be able to get registered successfully. They may be asking what they need to do next. Below are some tips to help students be successful online students. They should be encouraged to:Follow the directions on your fee receipt. For example, contact their online instructor.Attend their online class by logging into eCampus (). Beginning Your Class - First Week of Class: Attend an online orientation if your instructor requires it.Get familiar with your course by navigating through the course menus.Follow the directions your instructor has posted on eCampus. Email your instructor if you have any questions.El Centro College Bookstore () such as textbook as soon as possible.During the Semester: Keep in contact with your instructor.Stay up-to-date on assignments.Participate in online discussions.Check your grades on a regular basis and email your instructor if you have any questions.Use technical support if you have any problems.Use time management techniques.Don't be dropped for non-attendance!End of Semester: Complete all course assignments.Check your final grade in eConnect.Email your instructor if you have any questions.DART Free to El CentroFor those students taking six or more credit hours during the fall or spring semesters or three credit hours during the summer, they are eligible for a DART pass. This benefit is also available to non-credit students enrolled in at least 96 contact hours in a single quarter, 48 hours in the summer.The DART Rail station near El Centro is West End Station. DART free stickers are distributed to eligible credit students beginning on the 13th class day of the fall and spring semesters. For time and location, call the cashier’s office at 214-860-2048.Students must have a valid Student ID with an updated validation sticker that can be obtained from the Office of Student Life. DART stickers are valid for all DART rail and bus services anytime during the current semester.Virtual Office Hours for Distance FacultyThere is no formal policy for virtual labs or virtual office hours; however, many divisions have a made a decision for faculty to maintain virtual office hours and virtual lab hours.For Virtual LabIn some divisions, they look at the enrollment since some of the classes have less than 15 students.Virtual Lab Hours for Enrollment of 1 to 8 students = one/half of the lab time requiredVirtual Lab Hours for Enrollment of 9 to 15 students = the full amount of lab time required. Virtual Lab Time is calculated using 55 minutes for one hour. ExamplesFor a 4 hour lab with 1-8 students, 1 hour 50 minutes virtual lab is requiredFor a 4 hour lab with 9-15 students, 3 hours 40 minutes virtual lab is requiredFor a 3 hour lab with 1-8 students, 1 hour 20 minutes virtual lab is requiredFor a 3 hour lab with 9-15 students, 2 hours 45 minutes virtual lab is required For Virtual Office HoursMultiply the required number of office hours per week (5) by the percentage of load designated for lecture and/or labs defined on the District Work Load Grid.ExamplesFor 3 lecture hours: 3 lec = 20% on the grid5 office hours X 20% = 1 hour (1 hr) virtual office hour/week For 3 lecture hours and 4 lab hours: 3 lec = 20% + 4 lab = 18% = 38% total on the grid5 office hours X 38%= 1.9 hours (2 hrs) virtual office hours/week For 3 lecture hours and 3 lab hours: 3 lec = 20% + 3 lab = 13% = 33% total on the grid 5 office hours X 33%= 1.65 hours (1 hr 40 min) virtual office hours/week For 2 lecture hours and 4 lab hours: 2 lec = 13% + 4 lab = 18% = 31% total on the grid5 office hours X 31% = 1.55 (1 hr 35 min) virtual office hoursThe portion of a hybrid course (lecture or lab) taught online can be factored using the same method for virtual office hours and virtual lab hours.Telecommuting Policy for Online InstructorsTelecommuting GuidelinesPreambleIn order to accommodate faculty engaged in online instruction and to allow and encourage their interaction with students, a guideline needs to be in place. The goal is to allow instruction from off campus sites and enable faculty to meet their contractual obligations to the college, serve on committees, as well as attend scheduled meetings. These guidelines will enable faculty to meet students’ expectations for flexible delivery and accessibility.DefinitionsDistance Learning (100% of course taught at distance)Any course in which students and faculty are not required to meet in person at an El Centro College approved physical location.? Course content may be delivered synchronously or asynchronously by means of INET, IDL, TVI, or TVP, as designated in the schedule and reflected in the syllabus. ?Hybrid (some % of course taught at distance)Any course in which some portion of the required course contact hours and instruction does not take place in person (student and faculty) at an El Centro College approved physical location, as designated in the schedule and reflected in the syllabus.Faculty PrerequisitesAll new faculty delivering distance or hybrid instruction (as defined in this document) must complete the ECC Distance Learning Training. Faculty who are experienced in online instruction may be grandfathered from the prerequisite if they demonstrate competency as established by the DCCCD Distance Learning Committee.Quality Control of the CurriculumThe same procedures are used for faculty oversight in distance-education as in any other course.? Distance-education courses (or modifications thereto) should comply with all of the standard practices, procedures, and criteria which have been established for traditional in the classroom courses.?CompensationFaculty compensation will be awarded in compliance with the DCCCD HROG on compensation titled Distance Learning Rates-Online. Accountability Faculty must post scheduled on-line office hours which will be made available in the appropriate division office. Evaluation of distance education classes will be in compliance with the DCCCD Faculty Evaluation System and will be a collaborative effort between the faculty member and the appropriate dean.Load CalculationLoad calculations are determined according to the DCCCD HROG. Telecommute guidelines can then be utilized to negotiate on-campus/telecommute ratios for individual faculty.2Telecommuting GuidelineFaculty teaching distance learning courses may be able to telecommute up to 5 hours per week (of their 30 hour HROG contract ?) per 3 credit hour course. This is equivalent to one sixth of their 30 contracted hours. For faculty that teach additional credit/contact hours of distance learning, the percentage of telecommuting hours may increase proportionally and these hours would be negotiated with the Division Dean. Comparable hours for hybrid and or lecture/ lab combinations are also negotiated between the faculty member and their dean.Variability in negotiated on-campus/telecommute ratios for individual faculty may occur and this is contingent on the needs of the institution, the specific program or course, and the needs of the students involved.Addendum/ DefinitionsINET InternetIDEL Individual Distance LearningTVI Television instructionTVP Telecourse PlusHROG Human Resources Operational Guidelines ReferencesCommission on College Southern Association of Colleges and Schools;Best Practices for Electronically Offered Degree and Certificate Programs, December 2000The Texas Higher Education Coordinating Board Principles of Good Practice for academic degree and certificate programs and credit courses offered electronically. July 1997Dallas County Community CollegeDistance Learning- Section Numbering Scheme; Distance Learning Definitions2Dallas County Community College District Work Load, 9/4/20003 Revised Faculty Teaching Position Description, 7/ 11/ 2005Online Instructional Visitation AppraisalEvery full – time instructor will have a visitation review once every two years either in the classroom or online as identified by the faculty member. Every adjunct instructor will have a visitation review once per academic year. A date and time for the visitation review is to be established by the instructor and supervisor. PART I is to be filled out by the instructor and given to the supervisor at least 24 hours in advance of the review. The instructor has the choice during the visitation review to show a unit/segment/module of an online course OR the entire online course environment. PART II is to be filled out by the supervisor and returned to the instructor within one week of the review. A follow-up conference to evaluate strengths, weaknesses, and directions for future growth will be held within two weeks after the review, or with the agreement of both instructor and supervisor, may be held at the time of the Mid-Year Review for full-time faculty. PART III may be completed by the instructor after reviewing the supervisor's comments and/or discussing the online course review with the supervisor. Signatures are to be added after completion of Parts I, II, and III and the follow-up conference. NAME _____________________________________ COLLEGE ________________________ DIVISION __________________ DATE OF REVIEW __________ COURSE ______________PART I: ONLINE CLASS SESSION/LEARNING EXPERIENCE DESCRIPTION. This portion filled out prior to review visitation. Briefly describe your objectives for the online evaluation visit. For example: objectives in regard to the chapter, module, learning unit experience or the entire online course. Describe the method(s) of instruction to achieve these objectives. How will the students participate with course material and content? Identify the communication that occurs (in regard to the chapter, module, learning unit experience or the entire online course) between students and between faculty and students. PART II: CLASS SESSION/LEARNING EXPERIENCE REVIEW (Supervisor's Comments) 1.The outcomes/objectives (in regard to the chapter, module, learning unit experience or the entire online course) were made clear. YES NO COMMENTS: 2.The methods of instruction were appropriate in meeting the objectives. YES NO COMMENTS: 3.The instructor utilized a variety of presentation modalities consistent with course objectives to enhance the student’s learning experience. YES NO COMMENTS: 4.The instructor communicated effectively and responded to students in a timely manner. For example: feedback on assignments, emails, announcements, etc. YES NO COMMENTS: 5.Students communicated with each other as expected by the instructor. For example: discussion boards, group work, live classroom, chat, online video sharing, etc. YES NO COMMENTS: 6.Students participated with the course material and content as required by the instructor. For example: assignments, discussion boards, assessments, etc. YES NO COMMENTS: 7. Instructional support materials were appropriately and effectively utilized. YES NO COMMENTS:PART III: INSTRUCTOR'S COMMENTSDate of the Follow up Conference______________________________________________________________________________SupervisorDate___________________________________________________________InstructorDate___________________________________________________________Division ChairpersonDateStart Here Quick ReferenceStudies from Quality Matters indicate good online courses include a “Start Here” button that guide the student through the process of learning and contain the most important elements of your eCampus course. Although the content for the Start Here button may vary from class to class, it is recommended that the following components be included:PageDescriptionWelcome or IntroductionIntroduce yourself and the course. Consider including a photo of yourself to help students feel more connected to you and to the course. Capture the students’ interest by explaining why the course is relevant to them.A videographer is available through the Distance Learning department to assist with creating a Welcome, Introduction and/or Course Orientation.Student Introductions Consider including a discussions topic for students to introduce themselves and get to know their classmates.SyllabusThe syllabus should contain the required elements.Class schedule or timelineList the due dates of all assignments for which the student will receive and grade and also include tests along with the dates that they will be administered.Course Orientation (optional)Consider including information about class expectations, tips for succeeding in the class, and anything else not covered in the rest of the Start Here module.Orientation Assignment (Optional)Consider including an orientation assignment. It could require the students to use the information in the Start Here module in some way. Or, you may want to quiz students over the parts of the syllabus. It could require the students to email their contact information to you.Assignment InstructionsWhere can the student find the assignments? How do they submit assignments?Do you accept late assignments?How are the assignments graded?What percentage of the course grade do they count?How long it will take to receive feedback and grades are posted?Assessment InstructionsWhere do the students take the tests? Are the tests proctored? Are the tests online? How many tests are there? What types of tests are used? How are tests graded? What is the test make-up policy? What is the timeframe for taking the tests? How many minutes or hours are allowed for taking the tests? What percentage of the course grade do they count? Feedback / Response TimeConsider including information about when students will receive responses to emails and discussion postings, and feedback on assignments and grades.Discussion InstructionsAre discussions required? How are they graded? Are students required to respond to other students’ posts? What percentage of the course grade do they count? Technical SupportIf you don’t cover technical support on the other pages in the Start Here module, include this page. Give students the phone number for the Help Desk and the URL to submit a trouble ticket.Link to the ECC Student Support ServicesInstructors may be one of the best sources of information about El Centro; however, students may need to contact an individual specialist in a specific service area. ECC students are eligible to receive the same services as a student who attends class on the campus. Every effort should be made to provide students with the services that they require. Provide online students with a link to ECC’s Student Services. the instructor may be one of the best sources of information about El Centro, the student may need to contact an individual specialist in a specific service area. As an ECC student, they are eligible to receive the same services as a student who attends class on the campus. ECC makes every effort to provide students with the services that they require.Student Services Home PageDescription of ServicesAdult Resource CenterThe Adult Resource Center prepares and supports enrolled students of El Centro College who are single parents, single pregnant women, and displaced homemakers. All eligible students must demonstrate financial need. We help you meet the challenges of entering/re-entering the workforce, and all services are provided on a “first-come-first-serve” basis. Visit your one-stop center for advising and assistance today! Assessment CenterThe Assessment Center provides a wide range of services including: Assessment Testing Instructional Testing TOEFL Teacher Certification Exams. TSI TestingThe Assessment Center is a closed center. Only those students who are enrolled or are about to enroll in El Centro College may be assessed.Career ServicesCareer Services is the "One Stop Shop" for all your Career, Job Search, and Hiring needs. Cooperative Education (Co-Op Forms)All the forms needed for Co-Op can be found and downloaded from here.CounselingThe departments within this Center form the hub of student services at the college, providing a wide variety of centrally located programs and activities to support students’ pursuit of their academic goals. Disability ServicesThe Disability Services Office (DSO) was established in 1978 for the purpose of ensuring that students with disabilities are provided equal access to all programs and activities available at the college. By providing individually designed services, administered by an experienced staff of rehabilitation professionals, Disability Services seeks to minimize the barriers caused by disability and maximize each student's opportunity for educational success.Dual Creditbest of both worlds. Juniors and seniors at participating high schools can begin earning credit at El Centro College while earning credit toward your high school diploma. Your college tuition is waived. You can begin learning what you need to know to improve your success at a four-year college or university or you can begin preparing yourself to enter a high-paying career as early as the 12th grade. To sum it up, you save time, money and improve your academic performanceEFollett Book StoreTextbooks! In-store and online…your bookstore has the right textbooks, right now! Simply choose your classes and we'll show you what you need. Free DART PassRegister for at least 6 credit hours during the fall or spring semesters or 3 credit hours during the summer. Also available to non-credit students enrolled in at least 96 contact hours in a single quarter, 48 hours in the summer.Financial AidThe primary goal of financial aid is to assist students who, without such aid, would be unable to attend college. The college financial aid office administers grants, loans, scholarships and part-time employment. To learn more about student financial aid programs, visit federal Web site (), state Web site,( and (dcccd.edu) college Web site. To reflect changes in students eligibility and needs and changes in the cost of attendance, applications are required annually. Financial aid is awarded for one academic year at a time. It is important to read all information carefully to ensure compliance with regulations governing receipt and maintenance of financial aid funds.Health CenterServices we offer:Routine Health Assessments First Aid/Emergency Referral Over–the–counter medications Blood Pressure/Pulse Checks Diabetic Screenings Routine Urinalysis Pregnancy Testing Community Healthcare Referrals Health/Wellness Education HIV Testing (Monthly, By Appoint) Tuberculosis Skin Testing ($5.00) Various Immunizations International CenterEl Centro College has about 150 international students studying from over 40 countries around the world. The purpose of this office is to make every student's dream come true.The Learning CenterOur Mission: The Learning Center offers academic support to students, providing them with an inviting environment geared toward enhancing student learning. Services and programs in the Learning Center provide academic support for students who want to build their academic skills and become more effective learners.LibraryLooking for personalized help with books or media? The El Centro College Library is the place to head. They will assist you in looking for articles and help you search Online Databases. Other services include Ask a Librarian. Middle CollegeMiddle College is a high school where motivated students have the opportunity to take responsibility for their education and get a head start on college in a smaller setting than most traditional high schools.Middle College is a Dallas ISD high school that collaborates with El Centro College as its higher education provider. It is one of the earliest high school – college transition programs in the country to be entirely housed on a college campus and share facilities with the college community.Ombudsman ServicesThe College Ombudsman Office is where your concerns can be heard. The Ombudsman staff works to find equitable solutions beneficial to all involved parties. The solutions are both immediate and long-term. When appropriate, the Ombudsman staff makes suggestions for changing policies and procedures. Rising StarThe El Centro Rising Star Office provides academic and financial student support services to low income, high performing Dallas county high school graduates, in an effort to provide them access to a quality education in an urban, multicultural setting. Office of Student LifeThe Office of Student Life provides El Centro students essential co-curricular activities on campus. It offers various activities and programs for students, faculty, staff and the community. Included are activities which enhance individual development, promote social and cultural interaction and provide entertainment and academic enrichment to all El Centro College students.Student Clubs and OrganizationsEl Centro has a number of Student Clubs and Organizations. Some of those include: Allied Health Students, American Institute of Architecture, Association of Collegiate Entrepreneurs, Chess Club, Conflict Resolution Society, Culinary Students Association, Delta Epsilon Chi, Echocardiography Health Organization, El Centro Information Technology Society, El Centro Dragons RPG, El Centro College Lamba Club, El Centro Math Society, El Centro Performing Arts, El Centro Socratic Café, El Centro Spanish Club, El Centro Visual Culture Society, Fashion Society of ECC fka Apparel Design, Fellowship of All Christians (FAC), Information Technology Society, Latino Organization of Mentors and Scholars (LOMAS), Medical Laboratory Technology, Organization of Latin American Students (OLAS), Paralegal Student Association, Phi Theta Kappa, Radiology, Rising Star Club, Sonography Club, Society for the Advancement of Management, Student Government, Student Ambassadors, Student Nursing Association, Students in Free Enterprise, Inc., Teacher Education Preparatory Program, The Melvin B. Tolson Debate Society, Visual Arts Club, Vocational Student Nurses, and Writing Club Student NetMailStudent NetMail provides every El Centro student with an e-mail address. This address is active as long as the student is enrolled at El Centro CollegeGetting a Course Online ProcessDistance Education as Defined by SACSDistance education refers to the practice of offering educational services – either instruction or support services – to students who are not physically co-located with the individuals providing the service. Distance education includes the use of computer and Internet-based educational services as well as video and audio servicesPurpose The purpose of the Online Course Development Process is to support faculty in their efforts to ensure student success and retention in Distance Learning courses at El Centro College by incorporating sound instructional design with academic excellenceSomeone must request a new course 3-6 months prior to going live1.An instructor will discuss his or her ideas regarding a new course with peers to determine if a course can be done practically and successfully. 2.The faculty member will download the online course proposal document, complete and submit it to his or her program coordinator who determines feasibility and submits to the Executive Dean, if the coordinator is in agreement. 3.As part of the request to the Executive Dean, the following information should be provided:a.A Needs Analysis will be conducted to determine if there’s a need for the course based on impact of enrollment. Any other relevant documentation should be included.b.The following things will be taken into consideration: The number of courses, the number of sections, and the enrollment.c.The Dean will sign a form to either approve or disapprove of the course. An estimated timeline for course development will be established at this time.4.A course planning meeting will be scheduled to evaluate the constraints and resources. There will be an evaluation of the level of technology to determine if instructor has the resources at school and at home to teach an online class.5.If all the above conditions are met, the request will be sent to the Director of Distance Education for approval. Included in the paperwork, the faculty member needs to include a course name, course number, course description, and the number of credit hours. Also the target audience should be noted with a needs analysis. Design components such as (On-line, PowerPoint, Echo 360, CD-ROM, Study Guide, Chat room should be included. A general statement of purpose, and any other general information, along with the timeframe for completion of course development should be included. (Please see the attached Online Course Approval form).a.The Director of Distance Education will check to see the percentage of courses for that program or certificate currently taught online. The Director will determine if notifications have to be made to SACS.b.Those percentages include: 25-49% of the courses in a program are offered online.c.50% - 100% of a program is scheduled to be offered online.6. If approved, the instructor will be sent for training.a.The instructor will go through basic training and demonstrate technological proficiency. If they have approved technology, they will be given an e-Campus portal and request for a template will be granted. The instructor will also be required to complete e-Campus II and e-Campus III training after course development begins.7.The instructor will be trained in online pedagogy skills including the incorporation of Student Learning Outcomes and Quality Matters. This will be done through the Faculty Teaching and Learning Center and individual meetings with the Director of Distance Education.8.The instructor will begin to create the course under the direction of the Director of Distance Education and the Director of the Teaching and Learning Center incorporating sound instructional design principles.a.Part of the production of course content will be to convert materials into web format, set up course components such as the Grade Center, discussion forums, Assignment links, quizzes, and external links.b.Also to be incorporated will be course content such as Word and PowerPoint lectures, images, video/audio files.9.The course is ready for peer review. Peer review team to be composed of at least one person outside of the discipline and a student.10.Revisions to the course will be made based on input from peer review team.El Centro College Distance EducationCourse Certification InstructionsSACS (Southern Association of Colleges and Schools), the Texas Higher Education Coordinating Board, and Quality Matters have set high standards for online courses. SACS Requirement SACS Comprehensive Standard 3.4.12 states that the institution is expected to provide technology adequate to support its distance education courses/programs. It further states that institution is expected to ensure that faculty members teaching distance education courses are proficient in the use of technology. The Texas Higher Education Coordinating Board stipulates that all courses delivered electronically must adhere to The Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs. In order to meet the quality standards as set forth from these three entities, a course certification process has been put in place at El Centro College. Before a course can be placed online, it must go through a review process.StepThis Person or PersonsWill Do This…1Instructor/Designer/Executive DeanComplete the Online Course Approval Form2Distance Learning CommitteeReview the form and decide if compensation will be approved.3Instructor, Director of Distance Learning, and Director of FTLCAttend a meeting to go over requirements for new online course4Instructor/DesignerAt the Kick Off Meeting, instructor will be given a packet of materials including:Confidentiality FormInstructor WorksheetSelf ChecklistStandards AnnotationQuality Matters Workbook5Instructor/DesignerWill be asked to Enroll Karla and Glenda into their coursesSet check-in schedule with anticipated completion dateContinue to participate in Professional Development Activity6Instructor/DesignerSigns the confidentiality form allowing visitors to their template or course site.7Instructor/DesignerFills out the instructor worksheet to identify whether or not key elements of Quality Matters have been met8Instructor/Designer Uses the Quality Matters Workbook and the standards annotation in the development of course9Instructor/DesignerFills out the Quality Matters Self-Checklist to ensure that all required elements are evident.10Distance Learning DirectorWill select Peer Review Team11Peer Review TeamBegins initial review12Peer Review TeamWorks with Faculty where opportunities for improvement are noted.13Peer Review TeamFills out Rubric on course14Distance Education Director and FTLC DirectorNotify Faculty and Dean of end results by end of first semester.Principles of Good Practice for Academic Degree and Certificate Programs and Credit Courses Offered ElectronicallyFrom the Texas Higher Education Coordinating BoardBasic assumptions Several assumptions are central to these principles: 1.The program or course offered electronically is provided by or through an institution that is accredited by an accrediting agency recognized by the Texas Higher Education Coordinating Board and authorized to operate in the state where the program or course originates. 2.The institution's programs and courses holding specialized accreditation meet the same requirements when offered electronically. 3.The "institution" may be a single institution or a consortium of such institutions. 4.These principles are generally applicable to degree or certificate programs and to courses offered for academic credit. 5.It is the institution's responsibility to review educational programs and courses it provides electronically and certify continued compliance with these principles. 6.Institutions offering programs or for-credit courses are responsible for satisfying all in-state approval and accreditation requirements before students are enrolled. Curriculum and InstructionEach program or course results in learning outcomes appropriate to the rigor and breadth of the degree or certificate awarded. A degree or certificate program or course offered electronically is coherent and complete. The program or course provides for appropriate interaction between faculty and students and among students. Qualified faculty provide appropriate oversight of the program or course that is offered electronically. Academic standards for all programs or courses offered electronically will be the same as those for programs or courses delivered by other means at the institution where the program or course originates. Student learning in programs or courses delivered electronically should be comparable to student learning in programs offered at the campus where the programs or courses originate. Institutional Context and CommitmentRole and Mission The program or course is consistent with the institution's role and mission. Review and approval processes ensure the appropriateness of the technology being used to meet the objectives of the program or course. Students and Student Services Program or course announcements and electronic catalog entries provide appropriate information. Students shall be provided with clear, complete, and timely information on the curriculum, course and degree requirements, nature of faculty/student interaction, assumptions about technological competence and skills, technical equipment requirements, availability of academic support services and financial aid resources, and costs and payment policies. Enrolled students have reasonable and adequate access to the range of student services and student rights appropriate to support their learning. The institution has admission/acceptance criteria in place to assess the extent to which a student has the background, knowledge and technical skills required to undertake the program or course. Advertising, recruiting, and admissions materials clearly and accurately represent the program or course and the services available. Faculty Support The program or course provides faculty support services specifically related to teaching via an electronic system. The institution assures appropriate training for faculty who teach via the use of technology. The institution provides adequate equipment, software, and communications access to faculty to support interaction with students, institutions, and other faculty. Resources for Learning The institution ensures that appropriate learning resources are available to students. The institution evaluates the adequacy of, and the cost to students for, access to learning resources and documents the use of electronic resources. Commitment to Support Policies for faculty evaluation include appropriate recognition of teaching and scholarly activities related to programs or courses offered electronically. The institution demonstrates a commitment to ongoing support, both financial and technical, and to continuation of the program or course for a period of time reasonable and sufficient for students to complete the course or program. EVALUATION AND ASSESSMENTThe institution evaluates the program's or course's educational effectiveness, including assessments of student learning outcomes, student retention, and student and faculty satisfaction. At the completion of the program or course, the institution provides for assessment and documentation of student achievement in each course. Last Updated: March 2010 Online Course Approval FormNote: This form must be completed and submitted to the El Centro College Director of Distance Education one semester prior to the course being offered. After this course has been approved for online, the Director of Distance Education will contact the instructor for a meeting to discuss Quality Matters, and student learning outcomes.This form must also be completed and signed off by the Director of the Faculty Teaching and Learning Center to indicate that all training has occurred (e-Campus I, II, III, and IV and Quality Matters). No course will go live that has not gone through this process.Distance Education as Defined by SACS: For the purposes of the Commission’s accreditation review, distance education is defined as a formal educational process in which the majority of the instruction (interaction between students and instructors and among students) in a course occurs when students and instructors are not in the same place. Instruction may be synchronous or asynchronous. A distance education course may employ correspondence study, or audio, video, or computer technologies.Name: __________________________________________________________________________________My purpose for this application is that I will be the course …Instructor: Developer: Instructor & Developer: Telephone #: __________________e-Mail Address: _____________________________________________Department: ___________________Coordinator: __________________Dean: ______________________Course Name (ex. ENGL-1301): ______________________________________________________________Projected Enrollment: ___________Semester/Year to Be Offered: __________________________________Cost Center: __________________Funded by Grant: Yes No Have you taught online before? Yes No If so, where _______________________ How long: _____Do you have the resources, i.e. computer, Internet access to create and deliver this course? Yes No Justification for offering online/campus-based online course: (Use additional sheets, if necessary)____________________________________________________________________________________________________________Check all that apply:I understand that I must complete all items before my course is offered online. e-Campus I and II must be completed before the application is submitted.__________InitialsI have attended training (eCampus I, eCampus II, eCampus III, eCampus IV and Quality Matters) through the Faculty Teaching and Learning Center. Training will be adapted to meet the needs of faculty new to online and to faculty experienced in online instruction.__________InitialsI understand that a peer review will be conducted periodically throughout the development phase and at the conclusion of the development work. The peer review is NOT an approval process, but rather an effort to get feedback from colleagues. The course will be developed to meet Best Practices and/or Quality Matters guidelines. The course will not be released for implementation until it has passed peer review.__________Approval Signatures:Initials________________________________________________________________________________________Coordinator’s SignatureDateDistance Education SignatureDate________________________________________________________________________________________Executive Dean’s SignatureDateFTLC’s SignatureDate***Instructor stop here…developer continue to page 2***Part 2 Developer’s ApplicationThe El Centro College Distance Education Committee reviews proposals for anyone wishing to develop an online course for compensation. Not everyone who develops an online course will receive a stipend. It will be the decision of the Distance Education Committee and the Executive Team as to those courses which provide the most value to the institution and support the strategic plan of the college.Please submit your completed development application form to your coordinator, who will forward to the Executive Dean. The Executive Dean will forward to the Distance Education Committee designee for review.Course Name/Number________________________________________________________________________________Developer’s Name: ______________________________Instructor’s Name: _______________________________Provide a short description/synopsis of the course you wish to develop for offering online.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________This is (1) a new course development ____ or (2) revision of an existing course _____________List the student learning outcomes and course objectives to be covered. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Who is your student (target) audience? __________________________________________________________________________________________________________________________________________________________ Are there any special parameters that would require a student to come on-campus for special activities or special proctoring? Yes No If so, please list below:____________________________________________________________________________________________________________________________________________________________________________________________________Identify the value of the course to the college and how its mission plays into the strategic plan of the college.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What learning strategies will you use to engage students, i.e. critical thinking and active learning activities, use of discussion board, etc.? ____________________________________________________________________________________________________________________________________________________________________________________________________Please list the skills or technical training that qualify you to teach this course.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What is the projected amount of time necessary for course development? __________________________________________________________________________________________________Do these design components currently exist or will you have to create them? If so, please list.____________________________________________________________________________________________________________________________________________________________________________________________________***Continue to page 3 ***Part 2 Developer’s Application (continued)Identify all instructional materials as well as their cost below.Textbook (List title, ISBN, and Publisher): ____________________________________________________________Study Guides: (List Title and ISBN) or whether you will create these guides._______________________________________________________________________________________________Check supplemental/external materials to be used: Course Cartridge Multi-Media Supplements created by publisher, such as MyBioLab, MathXL, etc, please list: ____________________________ Online components other than e-Campus, please list __________________________________________________ Other, please list ______________________________________________________________________________COURSE DELIVERY TOOLS: Check all course delivery tools that will be used in this course. Blogs Multi-Media Online components other than e-Campus, please list Blackboard IM Podcasts Blackboard Collaborate Classroom Respondus Course Cartridge Skype Camtasia SoftChalk Discussion Board PowerPoint Other materials or course delivery materials not listed Echo 360 Prezi Need help to determine tools to use for deliveryIs there any additional information you would like to share with the committee to consider in this proposal? ________________________________________________________________________________________________I understand that I will need to work regularly throughout the time allotted for development so that work schedules for the Faculty Teaching and Learning staff and other faculty can be determined. I also understand that preliminary work will be required to get ready for the development cycle.__________ InitialsApproval Signatures:_______________________________________________________________Executive Dean’s Signature Date_______________________________________________________________Distance Education SignatureDate_______________________________________________________________Coordinator’s SignatureDateInstructions for Scoring the Online Course Selection RubricScoring: Please select the number of points within each category from 0 to the maximum number of points for that particular category. Remember that no applicant is to receive more than the maximum allocated number points per category. 25 points in Experience and SkillsFor example: There are six categories for Experience and Skills with 25 being the maximum number of points for each line item. The maximum number of points to be earned in this category is 150 points. 40 points in Need for Course – with 40 points maximum on each of the nine statements, that would equal a maximum of 200 points20 for Value Added Components with four components – a maximum of 80 points15 for Instructional Materials – with 13 possible components yielding a total of 195 points 5 Additional Points – 5 The total maximum number of points that can be earned are 630.Those applicants with the highest number of points will be selected for the stipend.Online Course Scoring RubricEvaluator Name: ______________________________________________________________Instructor InformationCourse NameDevelopment InformationPossible PointsExperience and Skills25Skills or technical training that qualifies this person to teach this course.Online teaching experienceCompletion of e-Campus I, II, III and IV TrainingCompletion of Quality Matters TrainingCompletion of Respondus TrainingAdditional training (higher-level optional training)Need for Course40New Course or RevisionValue of course to the college missionAnticipated enrollmentWho is the target audience?Degree Track or Certificate?Value Added Components20Course development timeStudent learning outcomes and course objectivesExistence of design componentsLearning strategies to engage studentsInstructional Materials15Course CartridgeMulti-MediaEcho360Blackboard CollaborateBlackboard IMDiscussion BoardBlogsSoftChalkRespondusPodcastsSkypeWindows applications such as PowerPointOtherOverall5Additional InformationTotal Score:El Centro College Online Course Peer Review ProcessTeam Members:Each peer review team will consist of three ECC online faculty members. One will be designated as the lead reviewer; one qualified faculty member from outside the program area will be used along with one content specialist from the same discipline as that of the course being reviewed.Selection of Courses to be Reviewed:The peer review team leader will contact the peer reviewers when a course is ready to be reviewed. Instructors will have at least one week notice before peer reviewers enter their courses.Confidentiality Form:Before a reviewer is given access to his/her first course, a confidentiality form must be completed and turned in to the lead reviewer.Instructor Worksheet and Course Outline:The lead reviewer is responsible for making sure the instructor whose course is being reviewed completes an Instructor Worksheet. The lead reviewer will distribute copies of the worksheet to team members. The lead reviewer must also acquire an official copy of the course outline (available electronically) and distribute it to team members.Access to the Course Being Reviewed:The lead reviewer will contact the instructor to request instructor access to the course or template for the review team. The lead reviewer will also request that access be removed upon completion of a review.Reviewing a Course:The lead reviewer will set a timeline for completion of the peer review and will work to keep team members on task. From start to finish, the review process should last no longer than three weeks. Once team members have each reviewed the course and completed a rubric, the team will meet (either in person or virtually) and the lead reviewer will direct discussion about the individual review results. Following this meeting, the lead reviewer will compile rubric results along with any comments that have been made on the course. Once the final review is complete, the lead reviewer will send a copy to each of the team members for approval. Upon approval, the lead reviewer will share the results with the instructor of the course being reviewed and the Director of Distance Education. Follow-up Meeting:Once an instructor has received the written review of his/her course, the lead reviewer should arrange to meet with the instructor to discuss the results. This process can occur in person or virtually, at the discretion of those involved. This step in the process could prove to be extremely valuable and may result in the sharing of ideas and materials.Finally...A copy of the final review, confidentiality forms, instructor worksheet, and a brief summary of the process should be turned in to the peer review coordinator and the Director of Distance Education upon completion of the review.When a Course Does Not Meet Minimum Standards:If, upon completion of a review, a course does not meet minimum standards and additional support would prove helpful, the peer review team leader will arrange for it. The instructor will work with both the Director of Distance Learning and the Faculty Teaching and Learning Center to make necessary changes before the course goes live. The instructor may request a second review when necessary changes to the course have been made. The same lead reviewer will conduct this second review. Once the course meets minimum standards, the lead reviewer is responsible for writing the revised peer review to be submitted to both the instructor and the Director of Distance Education. Courses that do not meet minimum standards will be referred to as courses "in progress".Peer Review Team QualificationsTo Apply:An individual can apply by self-nomination with a letter of interest.Qualifications for Peer Review Team:(1)Must complete the Apply the Quality Matters Rubric Workshop (APP) two day workshop designed for participants to learn and to apply the QM Rubric and process conducted by LeCroy(2)Must complete all training offered on e-Campus(3)Must have taught online or hybrid(4)Must evaluate first semester as a trainee, evaluating jointly with a qualified reviewer.Review Team Composition:(1)One qualified Peer Reviewer serves as reviewer and team leader. This individual may or may not be from the same program. The team leader role may rotate from semester to semester or year to year.(2)One qualified faculty member from outside the program area.(3)One content specialist from the same program (whose course may or may not have passed the El Centro Quality Matters guidelines.)(4)After the team has completed its work, there will be one student volunteer to evaluate the course navigation and check for clarity.Notes of Interest:(1)Initially: The first peer-reviewers may come from the Distance Learning Committee since they have been selected by their Division Deans to represent their division in distance education.ECC Distance Learning Mentor Program Goals for Mentor ProgramDevelop the skills of new online faculty where they can excel in four main areas of online facilitation:…Pedagogical?- Guiding student learning with focus on concepts, principles, and skills…Social?- Creating a welcoming online community in which learning is promoted…Managerial?- Handling organizations, procedural, and administrative tasks…Technical?- Assisting faculty to become comfortable with technologies used to deliver the course?Timeline1 Month prior to SemesterDeans recommend Mentors for DivisionDeans/program coordinators recommend menteesFTLC Director meets with prospective mentors to go over job description and processReturn WeekKick-Off MeetingLunchGo over expectationsSet Goals for the semesterDecide what areas of the QM rubric they would like to commit to working onSurvey existing course with QM rubricDiscuss meeting schedule for the semesterDuring SemesterMeet once a weekWeek 15Wrap up meetingLunchLessons LearnedShow and Tell - Share ProgressEvaluate QM areas with rubricNext stepsSelection of MentorA request will be sent to Exec Deans to solicit four faculty (preferably from different divisions) to act as a mentor for new distance learning faculty.?FTLC director will meet with each prospective mentor to go over scope and goals.Responsibilities of the MentorMentor will commit to attending Kick-Off and Wrap Up meeting.Mentor will commit to regularly scheduled meetings with mentees.? (weekly is suggested)Mentor will provide supportive guidance as mentee goes through training and develops their own class template.Mentor will provide constructive criticism as class template is being developed.Qualities of a Good MentorAccessibility - Make time to be available to your mentee.? Keep in contact by dropping by, sending an email, or extending a lunch invitationNetworking - Help the mentee to know who to contact for what. Both here at ECC and also at LeCroy.Independence - Allow the mentee to grow as an online instructor with his/her own characteristics.? Avoid developing a competitive relationshipPossible Mentee GoalsDevelop clear and engaging Course Overview and IntroductionDevelop clear and measurable learning objectivesDevelop effective assessmentsDevelop quality resources and materialsDevelop learner engagement activitiesDevelop course activities with proper course technologies for the activityDevelop clear and effective Learner Support documentation within courseDevelop ADA standardized documents within courseOther goals designated by Mentee/MentorThe Successful MenteeSeeks advice and suggestions from MentorClearly articulates goals for the semesterAssumes responsibility to develop course templateBe receptive to constructive feedbackThe Successful MentorBe a resource for mentee to help or point mentee to someone who can answer DL questions for menteeGuide Mentee through the development processBe available to MenteeProvide constructive feedbackEvaluationThe Quality Matters rubric will be used to evaluate at least 2 areas the Mentee decides to focus on for the semesterOnline Course Peer ReviewConfidentiality FormI understand I:Must maintain strict confidentiality about any courses I access during the training or review process, including any student information contained in these courses.May not change, copy, or modify any internal documents within a course.Will observe copyright laws and respect intellectual property rights of faculty creator of materials.___________________________________________Course Name/Section #___________________________________________Name___________________________________________Signature___________________________________________DateEl Centro Online Course Planning Grid Course: ____________________________________Unit Topic: _________________________________ENGL 1301 - Composition I)Unit Number: _______________________________Resources and MaterialsLearner InteractionAssessment and MeasurementObjective(s) and/or CompetenciesReadings (Textbook and Supplemental Readings)Additional Resources and MaterialsLearner Interaction w/Peers and InstructorLearner Interaction w/Content(Activities & Short Term Projects)Long Term Projects (Broken into Components)Other Measures of Assessment (Quizzes, Tests, & Exams)-9525-23812500-6350-6350 For more information visit or email info@00 For more information visit or email info@Quality MattersTM Rubric Standards Fifth Edition, 2014, with Assigned Point ValuesStandardsPointsCourse1.1Instructions make clear how to get started and where to find various course components.3Overview and1.2Learners are introduced to the purpose and structure of the course.3Introduction1.3Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are clearly stated.21.4Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided.21.5Minimum technology requirements are clearly stated and instructions for use provided.21.6Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.11.7Minimum technical skills expected of the learner are clearly stated.11.8The self-introduction by the instructor is appropriate and is available online.11.9Learners are asked to introduce themselves to the class.1Learning2.1The course learning objectives, or course/program competencies, describe outcomes that are measurable.3Objectives2.2The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level3(Competencies)objectives or competencies.2.3All learning objectives or competencies are stated clearly and written from the learner’s perspective.32.4The relationship between learning objectives or competencies and course activities is clearly stated.32.5The learning objectives or competencies are suited to the level of the course.3Assessment3.1The assessments measure the stated learning objectives or competencies.3and3.2The course grading policy is stated clearly.3Measurement3.3Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy.33.4The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed.23.5The course provides learners with multiple opportunities to track their learning progress.2Instructional4.1The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies.3Materials4.2Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.34.3All instructional materials used in the course are appropriately cited.24.4The instructional materials are current.24.5A variety of instructional materials is used in the course.24.6The distinction between required and optional materials is clearly explained.1Learner5.1The learning activities promote the achievement of the stated learning objectives or competencies.3Activities and5.2Learning activities provide opportunities for interaction that support active learning.3Learner5.3The instructor’s plan for classroom response time and feedback on assignments is clearly stated.3Interaction5.4The requirements for learner interaction are clearly stated.2Course6.1The tools used in the course support the learning objectives and competencies.3Technology6.2Course tools promote learner engagement and active learning.36.3Technologies required in the course are readily obtainable.26.4The course technologies are current.16.5Links are provided to privacy policies for all external tools required in the course.1Learner7.1The course instructions articulate or link to a clear description of the technical support offered and how to obtain it.3Support7.2Course instructions articulate or link to the institution’s accessibility policies and services.37.3Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help2learners succeed in the course and how learners can obtain them.7.4Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and1how learners can obtain them.Accessibility8.1Course navigation facilitates ease of use.3and Usability8.2Information is provided about the accessibility of all technologies required in the course.38.3The course provides alternative means of access to course materials in formats that meet the needs of diverse learners.28.4The course design facilitates readability.28.5Course multimedia facilitate ease of use.2 ? 2014 MarylandOnline, Inc. All rights reserved. This document may not be copied or duplicated without written permission of QM Quality Matters. The fully annotated Higher Education Rubric, Fifth Edition, 2014, is available only to institutions that subscribe to Quality Matters.El Centro Online Course Design and Standards Checklist(Based on Quality Matters Rubric Standards 2014-2016 Edition)Instructor Name: __________________________________Course Name and Number: ___________________________Projected Start Date: _______________________________Current Date: _______________________________________Peer Reviewer: ____________________________________Division: ___________________________________________Total Points: ______________________________________No. of 3 points missed: ________________________________1. Course Overview and Introduction2. Learning Objectives3. Assessment and Measurement4. Resources and Materials 5. Learner Engagement 6. Course Technology7. Learner Support8. Accessibility & UsabilityCriteriaYesNeeds Attention(Please provide comments and site location)MissingN/AComments1. Course Overview and Introduction1.1Instructions make clear how to get started and where to find various course components.(3)1.2Learners are introduced to the purpose and structure of the course.(3)1.3Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly.(2)1.4Course and/or institutional policies with which the student is expected to comply are clearly stated, or a link to current policies is provided.(2)1.5Minimum technology requirements are clearly stated and instructions for use provided.(1)1.6Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.(1)1.7Minimum technical skills expected of the learner are clearly stated.(1)1.8The self-introduction by the instructor is appropriate and available online.(1)1.9Learners are asked to introduce themselves to the class.(1)2. Learning Objectives2.1The course learning objectives, or course/program competencies, describe outcomes that are measurable(3)2.2The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies(3)2.3All learning objectives or competencies are stated clearly and written from the learner’s perspective(3)2.4The relationship between learning objectives or competencies and course activities is clearly stated.(3)2.5The learning objectives or competencies are suited to the level of the course.(3)3. Assessment and Measurement3.1The assessments measure the stated learning objectives or competencies.(3)3.2The course grading policy is stated clearly.(3)3.3Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy.(3)3.4The assessment instruments selected are sequenced, varied, and suited to the learner being assessed. (2)3.5The course provides learners with multiple opportunities to track their own learning progress.(2)4. Instructional Materials4.1The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies(3)4.2Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.(3)4.3All instructional materials used in the course are appropriately cited.(2)4.4The instructional materials are current.(2)4.5A variety of instructional materials is used in the course.(2)4.6The distinction between required and optional materials is clearly explained.(1)5. Learner Activities and Learner Interaction5.1The learning activities promote the achievement of the stated learning objectives or competencies.(3)5.2Learning activities provide opportunities for interaction that support active learning.(3)5.3The instructor’s plan for classroom response time and feedback on assignments is clearly stated.(3)5.4The requirements for learner interaction are clearly stated.(2)6. Course Technology6.1The tools used in the course support the learning objectives and competencies.(3)6.2Course tools promote learner engagement and active learning.(3)6.3Technologies required in the course are readily obtainable.(3)6.4The course technologies are current.(2)6.5Links are provided to privacy policies for all external tools required in the course.(1)7. Learner Support7.1The course instructions articulate or link to clear description of the technical support offered and how to obtain it.(3)7.2Course instructions articulate or link to the institution’s accessibility policies and services.(3)7.3Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help learners succeed in the course and how learners can obtain them.(2)7.4Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and how learners can obtain them.(1)8. Accessibility and Usability8.1Course navigation facilitates ease of use.(3)8.2Information is provided about the accessibility of all technologies required in the course.(3)8.3The course provides alternative means of access to course materials in formats that meet the needs of diverse learners.(2)8.4The course design facilitates readability.(2)8.5Course multimedia facilitate ease of use.(2)This worksheet represents the self-report component of the peer course review process. Questions 1-10 are to be completed by the Institution Representative as part of the Course Review Application. The Instructor completing the worksheet will be able to see and change those responses, if necessary, and will provide additional information about the course that will assist the Peer Course Review Team.This worksheet represents the self-report component of the peer course review process. Questions 1-10 are to be completed by the Institution Representative as part of the Course Review Application. The Instructor completing the worksheet will be able to see and change those responses, if necessary, and will provide additional information about the course that will assist the Peer Course Review Team.Quality Matters Instructor WorksheetBasic Course Information1.Instructor Name:2.Institution:3.Course Name & Number (e.g., CIS101:)3a.Course Title:3b.Course Number:4.Course Access URL:5.Discipline Area(s):6.Who is the creator of this course?Faculty member Commercial Content providerInstructional Designer or Design Team Other (specify):(List members and their roles):7.Is the course stand-alone or part of a sequence?Stand Alone Part of a sequenceIf stand-alone, does it have online or blended course pre-requisites?OnlineBlended NeitherIf part of a sequence, is it the first, second, third or other course in the sequence?First Second Third other (specify):If part of a sequence, do all courses in the sequence use the same format and technology?Yes NoIf no, please explain8.Is the syllabus a standard syllabus developed by the institution?Yes NoIf YES, is the instructor required to use it?Yes No9.On which learning management system (LMS) if any, does the course reside?Angel Blackboard Desire2LearneCollege Moodle SakaiWebCT None OtherIf other, which one?If the course is offered on a LMS, please provide to the vender’s statement certifying how the place is accessible to students with disabilities:10.Are students required to complete a tutorial on the LMS prior to beginning the course?Yes NoCourse Tools, Policies, Requirements, Format11.Are tools and software other than, or in addition to LMS used to deliver the course?Yes NoIf YES, please list them and provide information extent to which these tools and/or software are available to students with disabilities:12.Provide a copy of (or link to) any policies of your institution that set standards of accessibility that either explicitly or implicitly apply to online instruction:Website URL:Upload Document; Upload File:Explain briefly how you have implemented these policies in your online or blended course:If your institution has no specific polices, describe the accessibility or features you have implemented in your course:13.Are there any other course or institutional policies with which the student is expected to comply?Yes NoIf YES, please identify them:Academic integrity Student Conduct Late AssignmentsIncompletes Confidentiality Student GrievancesOthersIf others, please identify:Where are the polices or links to them, found in the course?14.Is prerequisite knowledge in the discipline or other competencies required in the course?Yes NoWhere is this information found in the course?If it is not found in the course, where will students find it?15.Are there general or specific technical or computer skills required for students to succeed in the course?Yes No16.Please indicate the face-to-face, or onsite, components in your fully online or blended course:Fully online Course:Proctored ExamLabOtherNo face-to-face ComponentsBlended Course:Approximate proportion of face-to-face time (e.g., 50%):Face-to-Face Activities (check all that apply):Lecture Discussion PresentationExams Other:Course Learning Objectives, Materials, Technologies17.Provide a list of the course-level objectives and the module objectives for one or more course units. *Note: It may not be possible to complete the course review if measurable learning objectives are not present. Please consult your Intuition Representative for more information.Upload file. (You can simply copy and paste into a Word document and upload.)Where do the course-level objectives appear in the course?What is the source(s) of the course objectives or expected outcomes?Created by the InstructorMandated by the InstructorOther (specify):What is the source(s) of the module-level objectives?Created by the InstructorMandated by the InstructorOther (specify):18.Explain how the learning objectives are appropriate for the level of the course:19.List the major instructional materials required in the course (e.g. Textbook, etc.):Explain (a) why the instructional materials used in the course were chosen to achieve the course objectives or outcomes and comment on (b) the currency of the materials and (c) the variety of perspectives they represent:20.Does the course use technologies such as audio/visual components, hardware, software, subscriptions, or plug-ins?Yes NoIf YES, please specify:Where are the instructions to students about how to obtain and access these technologies found in the course?Course Interaction Components 21.Does the course include any real-time instructors/student interaction?Yes NoIf YES, pleas describe or explain. (This interaction may include synchronous events, like web-based meetings using web conferencing tools):If YES, is the real-time component optional or mandatory?22.In what ways are students required to interact online with the instructor?23.Are students asked to introduce themselves to the class?Yes NoIf NO, please explain:24.Is student-to-student interaction (e.g., on discussion boards, in forums, or in group work) appropriate in this course?Yes NoIf NO, please explain:25.Are any course instructions, activities, or instruction materials provided by individual emails or by other tools or platforms outside the primary online classroom:Yes NoIf YES, please explain what they are and how reviewers can access them:Instructor Perspectives26.Quality Matters encourages instructors and design teams to become familiar with the QM standards prior to submitting a course review. Are you familiar with or have you previously used the Quality Matters Rubric?Yes NoIf YES, comment on how the QM Rubric was used. In particular, is the design of the course based on QM standards, or was the course modified to meet QM standards? Please indicate if you have any training on the QM Rubric.27.Identify any particular aspects of this course you want to ask for feedback on from the Review team.28.Please provide any other information you want to communicate to the Review Team about your course.29.Are there any particular areas and/or issues in this course where you would like feedback from the review team? ??Yes ??No If yes, please describe: ________________________________________________________________________________________________________________________________________________________Instructor signature:______________________________________________________________Date: ______________________________________________________________Please return the completed form to your Peer Review Team Leader.ECC Quality Matters Self-Check(Based on the Quality Matters Rubric Standards 2014-2016 edition)PtsMaxEssential ElementPass?Yes/NoPtsGivenSpecific Review Standards (slightly modified to print on one page)Information Location1. Course Overview and Introduction3Yes1.1 Instructions make clear how to get started and where to find various course components.3Yes1.2 Learners are introduced to the purpose and structure of the course.21.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly.21.4 Course and/or institutional policies with which the student is expected to comply are clearly stated, or a link to current policies is provided.21.5 Minimum technology requirements are clearly stated and instructions for use provided.11.6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.11.7 Minimum technical skills expected of the learner are clearly stated.11.8 The self-introduction by the instructor is appropriate and available online.11.9 Learners are asked to introduce themselves to the class.2. Learning Objectives3Yes2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable3Yes2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies.3Yes2.3 All learning objectives or competencies are stated clearly and written from the learner’s perspective3Yes2.4 The relationship between learning objectives or competencies and course activities is clearly stated.3Yes2.5 The learning objectives or competencies are suited to the level of the course.3. Assessment and Measurement3Yes3.1 The assessments measure the stated learning objectives or competencies.3Yes3.2 The course grading policy is stated clearly.3Yes3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy. 23.4 The assessment instruments selected are sequenced, varied, and suited to the learner being assessed. 23.5 The course provides learners with multiple opportunities to track their own learning progress.4. Instructional Materials3Yes4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies.3Yes4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained24.3 All instructional materials used in the course are appropriately cited.24.4 The instructional materials are current.24.5 A variety of instructional materials is used in the course.14.6 The distinction between required and optional materials is clearly explained.5. Learner Activities and Learner Interaction3Yes5.1 The learning activities promote the achievement of the stated learning objectives or competencies.3Yes5.2 Learning activities provide opportunities for interaction that support active learning.3Yes5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated.25.4 The requirements for learner interaction are clearly stated.6. Course Technology3Yes6.1 The tools used in the course support the learning objectives and competencies. 3Yes6.2 Course tools promote learner engagement and active learning.2No6.3 Technologies required in the course are readily obtainable. 1No6.4 The course technologies are current.1No6.5 Links are provided to privacy policies for all external tools required in the course.7. Learner Support3Yes7.1 The course instructions articulate or link to clear description of the technical support offered and how to obtain it.3Yes7.2 Course instructions articulate or link to the institution’s accessibility policies and services.2No7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help learners succeed in the course and how learners can obtain them.1No7.4 Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and how learners can obtain them.8. Accessibility and Usability3Yes8.1 Course navigation facilitates ease of use.3Yes8.2 Information is provided about the accessibility of all technologies required in the course.2No8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners.2No8.4 The course design facilitates readability.2No8.5 Course multimedia facilitate ease of use.Quality Matters Standards and AnnotationGeneral Standard 1: Course Overview and Introduction: The overall design of the course is made clear to the learner at the beginning of the course.Overview Statement: The course overview and introduction set the tone for the course, let learners know what to expect, and provide guidance to ensure learners get off to a good start.Standard 1.1:1.1 Instructions make clear how to get started and where to find various course components.Annotation:Instructions provide a general course overview, present the schedule of activities, guide the learner to explore the course site, and indicate what to do first, in addition to listing detailed navigational instructions for the whole course.Instructors may choose to incorporate some of this information in the course syllabus. In this case, learners should be directed to the syllabus at the beginning of the course. A useful feature is a "Read Me First" or "Start Here" button or icon on the course home page, linking learners to start-up information.Examples:A course "tour"Clear statements about how to get started in the courseA "scavenger hunt" or "syllabus quiz" assignment that leads learners through an exploration of the different parts of the courseA table or diagram that depicts the relationship between the online and face-to-face portions of a blended courseBlended Courses: Instructions in the online classroom make it clear to learners that the course is a blended course, with both online and face-to-face components and activities. Instructions specify the requirements for both the online and face-to-face portions of the course. The introductory information clearly states when and where learners should participate each week, and a structured set of topics and a schedule are provided for each face-to-face meeting.Standard 1.2:1.2 Learners are introduced to the purpose and structure of the course.Annotation:Information is provided to help learners understand the purpose of the course and how the learning process is structured and carried out, including course schedule, delivery modalities (online or blended), modes of communication, types of learning activities, and how learning will be assessed.Such information may be provided or reinforced in the course syllabus or other course documents; or in areas with titles such as "Course Introduction," "Welcome from the Instructor," "Start Here," "Course Schedule," "Course Outline," "Course Map," "Course Calendar," etc.Blended Courses: The purpose of both the online and face-to-face portions of the course is clearly explained to learners to help them understand how and why both formats are important to the learning process. The course schedule or calendar fully covers both the online and face-to-face portions of the course and clearly specifies the dates, times, and locations of face-to-face class petency-Based Courses: In addition to the purpose of the competency-based course, the options available to competency-basedlearners to complete the course are clearly delineated through detailed instructions. Reviewers may look for this information in the course site or linked from the course site to the program website.Standard 1.3:1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are clearly stated.Annotation:Expectations for how learners are to communicate online and in the classroom are clearly stated. Since learner behavior is culturally influenced, it is important to be explicit about standards for communication that apply in the course. The substance of etiquette expectations is not to be evaluated.Examples of etiquette considerations:Expectations for the tone and civility used in communicating with fellow learners and the instructor, whether the communication is by electronic means or by telephone or face-to-faceExpectations for email content, including “speaking style” requirements (e.g., standard English as opposed to popular abbreviations used online and regional colloquialisms)Spelling and grammar expectationsAwareness of and sensitivity to cultural differencesTo reinforce etiquette and civility, the instructor may provide a link or reference to the institution’s student handbook or code of conduct.Standard 1.4:1.4 Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided.Annotation:Policies may be established by the instructor or by the institution.Policies may address such matters as student conduct, academic integrity, late submission of assignments, the grade of "Incomplete," withdrawal without penalty, confidentiality in the classroom, student grievances, electronic communication, etc. Confirm that the policies are adequately explained and up-to-date. The substance of policies is not to be evaluated.Academic integrity and late submission policies are especially important. Reviewers might suggest inclusion of these policies if they are not found in the course.Reviewers may look for links to the student handbook or other institution-wide policy publications.Standard 1.5:1.5 Minimum technology requirements are clearly stated and instructions for use provided.Annotation:Learners are provided with detailed, clearly worded information regarding the technologies they will need throughout the course. The word "technologies" covers a wide range, including hardware, software, subscriptions, and plug-ins. In evaluating whether this Standard is met, confirm that clear instructions are provided for obtaining, installing, and using the technologies.Examples of information to include in a technology requirements statement:If speakers, a microphone, and/or a headset are necessary, the need for such peripherals is clearly stated.A list of required downloadable resources, including links, is provided.If publisher materials are required, clearly stated instructions for how to obtain and use any required access codes are provided.?Standard 1.6:1.6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.Annotation:Information about prerequisite knowledge and/or competencies is found within the course, in documents linked to the course, or in supporting material provided to the learner by another means. Look for a link to that information and/or a reminder of it for the learner.Discipline knowledge prerequisites specify other courses that would enable the learner to meet the requirements.?Standard 1.7:1.7 Minimum technical skills expected of the learner are clearly stated.Annotation:General as well as course-specific technical skills learners must have to succeed in the course are specified.Examples of technical skills might includeUsing the learning management systemUsing email with attachmentsCreating and submitting files in commonly used word processing program formatsCopying and pastingDownloading and installing softwareUsing spreadsheet programsUsing presentation and graphics programs?Standard 1.8:1.8 The self-introduction by the instructor is appropriate and is available online.Annotation:The initial introduction creates a sense of connection between the instructor and the learners. It presents the instructor as professional as well as approachable, and includes the essentials, such as the instructor’s name, title, field of expertise, email address, phone number, and times when the instructor is typically online or may be reached by phone.Expectations of the relationship and communication style between teacher and learner are culturally influenced. Including information about the role of the instructor and how to address the instructor is helpful to learners from all backgrounds.The self-introduction helps learners get to know the instructor and, in addition to the essentials mentioned above, could includeComments on teaching philosophyA summary of past experience with teaching online coursesPersonal information such as hobbies, family, travel experiences, etc.A photograph, audio message, or video (including alternative formats to ensure accessibility)Blended Courses: The instructor's self-introduction is available electronically for learners who missed early face-to-face petency-Based Courses: The learner's primary faculty or staff contact authors the self-introduction. The roles of instructor, facilitator, coach, mentor, assessor, or other staff who support the competency-based learner are clearly described. More than one self-introduction may be needed if learners are expected to contact different individuals for guidance on different aspects of the course.Standard 1.9:1.9 Learners are asked to introduce themselves to the class. Annotation:Learner introductions at the beginning of the class help to create a welcoming learning environment and a sense of community. Learners are asked to introduce themselves and given guidance on where and how they should do so.In a few situations, such as when a class is very large, learner introductions may not be feasible. Instructors are asked to indicate in the Course Worksheet if there is a reason for not providing an opportunity for learner introductions.Instructors may ask learners to respond to specific questions (such as why they are taking the course, what are their strategies for success, what concerns they have, what they expect to learn, etc.) or may choose to let the learner decide what to include. Instructors may provide an example of an introduction and/or start the process by introducing themselves. Instructors may give learners the opportunity to represent themselves by text, audio, or visual means.Blended Courses: The opportunity for introductions is available electronically for learners who may have missed the opportunity during early face-to-face meetings. Ideally, learner introductions are posted online, for future reference, even if learners have introduced themselves in a face-to-face meeting. ?General Standard 2: Learning Objectives (Competencies): Learning objectives or competencies describe what learners will be able to do upon completion of the course.Overview Statement: The learning objectives or competencies establish a foundation upon which the rest of the course is based.Standard 2.1:2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable.Annotation:Alignment: The concept of alignment is intended to convey the idea that critical course components work together to ensure that learners achieve the desired learning outcomes. Measurable course and module/unit learning objectives or competencies form the basis of alignment in a course. Other elements of the course, including those addressed in Standards 2.2, 3.1, 4.1, 5.1, and 6.1, contribute to the accomplishment of the learning objectives or competencies.Measurable course learning objectives or competencies precisely and clearly describe what learners will learn and be able to do if they successfully complete the course. Course objectives or competencies describe desired learner mastery using terms that are specific and observable enough to be measured by the instructor. At some institutions, learning objectives or competencies may be called "learning outcomes."Examples of measurable objectives or competencies:Upon completion of the course (module/unit), learners will be able toSelect appropriate tax strategies for different financial and personal situations.Develop a comprehensive, individualized wellness action program focused on overcoming a sedentary life-style.Demonstrate correct use of personal protective equipment.Articulate personal attitudes and values related to the use of medical marijuana.Collaborate on a group project by completing designated tasks and offering feedback to team members on their tasks.In a course in which learners are expected to demonstrate "core competencies," such as analytical skills and/or ability to express themselves effectively in writing or in other forms of communication, the course should include reference to these foundational, core objectives or competencies in addition to objectives or competencies that relate to course-specific mastery of content. For instance, if the institution has a writing-across-the-curriculum requirement, the instructor of a course in economics may be expected to evaluate the effectiveness of learners' writing as well as their mastery of principles of economics. Accordingly, objectives or competencies related to writing effectiveness will be included in the course.In addition to measurable objectives or competencies, a course may have objectives or competencies or desired outcomes that are not easily measured, such as increased awareness of, sensitivity to, or interest in certain issues or subjects, or ability to work as a team member on a group project. Such objectives or competencies cannot be substituted for measurable objectives or competencies when determining whether Standard 2.1 is met. In order for the Standard to be met, a majority (85%) of the course-level objectives or competencies must be measurable.Special Situations: In some cases (check the Course Worksheet), the course objectives or competencies are institutionally mandated, and the individual instructor does not have the authority to change them. If the institutionally mandated learning objectives or competencies are not measurable, make note of it in your recommendations. Write specific suggestions for improvement that can be used at the institution level to frame objectives or competencies in terms that are measurable. If the course objectives or competencies are institutionally mandated, then the reviewer may need to consider Standard 2.1 in conjunction with Standard 2.2, as follows:Standard 2.1 is MET under the following circumstances:The course objectives or competencies are measurable, whether set by the institution or by the instructor.The institutionally mandated course objectives or competencies are not measurable, but the faculty-written module/unit objectives or competencies are measurable and aligned with the course objectives or competencies.Standard 2.1 is NOT MET under the following circumstances:There are no stated course objectives or competencies.The course objectives or competencies set by the instructor are not measurable.The institutionally mandated course objectives or competencies are not measurable, and the faculty-written module/unit objectives or competencies are either not measurable or not present.NOTE: It is not possible to complete the course review if measurable learning objectives or competencies are not present. In such a case, the review is suspended and the team chair consults the instructor to clarify whether or not the matter can be quickly addressed so the review can continue.Standard 2.2:2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies.Annotation:Alignment: The concept of alignment is intended to convey the idea that critical course components work together to ensure that learners achieve the desired learning outcomes. Measurable module/unit learning objectives or competencies form the basis of alignment in a course because they are consistent with the course-level objectives or competencies (2.1). Objectives or competencies explain how learners will be assessed (3.1). Instructional materials (4.1), activities (5.1), and technologies used in the course (6.1) contribute to the accomplishment of the learning objectives or competencies.Learning objectives or competencies at the module/unit level align with and are more specific than course objectives or competencies. The module/unit learning objectives or competencies describe learner mastery in specific, observable terms and in smaller, discrete pieces. The objectives or competencies precisely describe the specific competencies, skills, and knowledge learners are able to master and demonstrate at regular intervals throughout the course. The module/unit objectives or competencies may either implicitly or explicitly be aligned with the course-level objectives or competencies.Here is an example of a set of module/unit objectives or competencies that aligns with a course objective or competency:Course Objective or CompetencyModule Objectives or CompetenciesUpon completion of this course, learners will demonstrate mastery of rules of punctuation.Learners will write sentences that demonstrate correct use of commas, semicolons, and periods.Learners will use apostrophes when, and only when, needed.Learners will use double and single quotation marks correctly in quoted material.Module or unit objectives or competencies may be written by the instructor or may come from the textbook. Regardless of origin, these objectives or competencies must be prominently stated in the corresponding module or unit so they are available to the learner from within the online classroom. At some institutions learning objectives or competencies may be referred to as "learning outcomes."NOTE: It is not possible to complete the course review if measurable learning objectives or competencies are not present. In such a case, the review is suspended and the team chair consults the instructor to clarify whether or not the matter can be quickly addressed so the review can continue. Standard 2.3:2.3 All learning objectives or competencies are stated clearly and written from the learner’s perspective. Annotation:The course and module/unit learning objectives or competencies are stated clearly and prominently in the online classroom for all course delivery formats. For example, the course-level objectives or competencies are articulated in the course introduction or syllabus, and the module/unit-level objectives or competencies appear in each module/unit.The learning objectives or competencies are written in a way that allows learners, including non-native speakers, to easily grasp their meaning and the learning outcomes expected. The use of educational or discipline jargon, unexplained terminology, and unnecessarily complex language is avoided.Blended Courses: In addition to being provided in the face-to-face classroom, the learning objectives or competencies are shared by the instructor in the online classroom. Standard 2.4:2.4 The relationship between learning objectives or competencies and course activities is clearly stated.Annotation:Learning objectives or competencies are integrated throughout the course and are not just listed in the syllabus. Confirm a relationship exists between the stated learning objectives or competencies and the activities learners are asked to complete.Examples of course components that clarify the relationship:Links from assignments to the relevant course objectives or competenciesA numbering system that shows how course activities correspond to learning objectives or competenciesA narrative explaining how the course activities enable learners to meet the objectives or competenciesAs a reviewer, consider both the course and module/unit learning objectives or competencies in your assessment of this Standard. Reviewers may look for information indicating which learning activities, instructional materials, assignments, and assessments support specific learning objectives or competencies.See Standard 4.2 regarding instructions to learners on how to use the instructional materials to meet the learning objectives or competencies. The relationship between course objectives or competencies and learning activities also is discussed in Standard 5.1.Standard 2.5:2.5 The learning objectives or competencies are suited to the level of the course.Annotation:Expected content mastery is appropriate to the type and level of the course. Taxonomies that describe levels of learning can be helpful in categorizing learning objectives or competencies by level and in enabling reviewers to determine whether the objectives or competencies correspond to the course.For example, a first-year course is likely to include objectives or competencies that are lower in the cognitive realm than those in an upper-level course. Objectives or competencies in a lower-level course may use verbs such as "identify," "describe," or "apply," which align with assessments such as multiple-choice quizzes, essay questions in exams, or solving problems.In addition to content-specific objectives or competencies, lower-division courses may address content mastery and core learning skills. Core learning skills, including critical thinking, information literacy, and technology skills, are typically those that transcend an individual course and are integrated across the curriculum. Core learning skills are sometimes called "core competencies."Upper-division and graduate courses may focus on objectives or competencies closely related to the specific discipline. For example, an upper-level or graduate course would include objectives or competencies high in the cognitive realm and use verbs such as "differentiate," "design," or "justify," with assessments such as critiques, flow charts, or original research.Examine the course and module/unit learning objectives or competencies as a whole to ensure they describe knowledge and skills that correspond to the course level.Evaluating content mastery expectations may be difficult for reviewers whose expertise is not in the course discipline. Reviewers should apply professional judgment, experience, and their understanding of taxonomies of learning to determine if the stated learning objectives or competencies align with the course level. Reviewers with questions about the alignment of learning objectives or competencies with the level of the course should consult with the subject matter expert on the review team.General Standard 3: Assessment and Measurement: Assessments are integral to the learning process and are designed to evaluate learner progress in achieving the stated learning objectives or mastering the competencies.Overview Statement: Assessment is implemented in a manner that corresponds to the course learning objectives or competencies and not only allows the instructor a broad perspective on the learners’ mastery of content but also allows learners to track their learning progress throughout the course.Standard 3.1:3.1 The assessments measure the stated learning objectives or competencies.Annotation:Alignment: Course assessments (ways of confirming learner mastery) are consistent with the course and module learning objectives or competencies (see Standards 2.1 and 2.2) by measuring the accomplishment of those objectives or competencies. Instructional materials (4.1), activities (5.1), and course technologies (6.1) support the learning objectives or competencies and enable learners to meet them.From the types of assessments chosen, it is clear that learners can successfully complete the assessments if they have met the objectives or competencies stated in the course materials and learning activities.As a reviewer, consider both the course and module/unit objectives or competencies in your review of assessments.Examples of learning objective or competency-assessment alignment:A problem analysis demonstrates critical thinking skills.A multiple-choice quiz verifies vocabulary knowledge.A composition shows writing skills.A video of a learner presentation in a foreign language shows mastery of the language.Participation in a game reveals learner skill levels in critical thinking, analytical thinking, or decision-making.Examples of lack of alignment between learning objectives or competencies and assessments:The objective or competency is to be able to "write a persuasive essay," but the assessment is a multiple-choice test.The objective or competency is to "create a body of work that illustrates your photographic vision," but the assessment is a 25-page thesis about contemporary photographers.Some assessments may be geared toward meeting outcomes other than those stated in the course; for example, a course may have a writing component as part of an institution-wide writing-across- the-curriculum requirement. In that case, the reviewer should suggest including in the course the objectives or competencies that reflect the institution-wide requirement, if those objectives or competencies are not already included.Special Situations: In some cases (check the Course Worksheet), the course objectives or competencies are institutionally mandated, and the individual instructor does not have the authority to change them. For such cases, consider the module/unit objectives or competencies to assess whether the course meets Standard 3.petency-Based Courses: Learners have flexibility in preparing forassessment of competencies, as they may have acquired competencies in a work environment or through life experience, independent study, etc.Standard 3.2:3.2 The course grading policy is stated clearly.Annotation:A clear, written statement fully explains how the course grades are calculated. The points, percentages, and weights for each component of the course grade are clearly stated. The relationship(s) between points, percentages, weights, and letter grades are explained. The instructor’s policy on late submissions is clearly stated.Review the clarity of the explanation and presentation to the learner, not the simplicity or complexity of a given grading system itself. Even a relatively complex grading system can be made easy to understand.Look for some or all of the following:A list of all activities, tests, etc., that will determine the final gradeAn explanation of the relationship between the final course letter grade and the learner’s accumulated points and/or percentagesAn explanation of the relationship between points and percentages, if both are usedA clearly stated policy on point deductions for assignments submitted lateCompetency-Based Courses: The grading pattern may be different from that used in traditionally graded courses, and grading policy is equally essential to describe in competency-based courses. Competency-based grades may rely exclusively on demonstration of mastery of the stated competencies, which may occur within the course or in a separate process external to the course. Grades may be in the form of a transcript listing competencies attained.Standard 3.3:3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy.Annotation:Learners are provided with a clear and complete description of the criteria that will be used to evaluate their work and participation in the course. These criteria are stated upfront at the beginning of the course. The description or statement of criteria provides learners with clear guidance on the instructor's expectations and on the required components of coursework and participation. The criteria give learners the information they need to understand how a grade on an assignment or activity will be calculated.As a reviewer, confirm that the criteria used to evaluate learners’ performance aligns with the course objectives or competencies. Note, however, that you are not asked to look for and evaluate the instructor’s specific feedback to learners in Standard 3.3. Your focus is the design of the course, not the delivery of the course.Examples of what to look for:Evidence that the instructor has stated the criteria for evaluation of all graded work. Criteria may be in the form of a detailed checklist, rubric, or other instrument for identifying the various levels of learner mastery.A description of the how learners’ participation in discussions will be graded, including the number of required postings per week; the criteria for evaluating the originality and quality of learners’ comments and their responsiveness to classmates’ comments; and the grade or credit learners can expect for varying levels of petency-Based Courses: A description makes clear in specific terms the levels of mastery required to demonstrate the defined competencies.Standard 3.4:3.4 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed.Annotation:Multiple assessment strategies are used in both the online and face-to-face settings, including alternative assessments that require learners to apply what they learn and to think critically.In traditional assessments, such as those that use multiple choice, true-false, or matching, learners are asked to select a response from different options, and tests often are self-scoring.In alternative assessments, also commonly called performance or authentic assessments, learners are asked to develop an answer in response to a prompt or stimulus, which is graded by the instructor. Such assessments may include interviews, journals, portfolios, observations, demonstrations, performance tasks, and exhibits.Assessments are varied in order to provide multiple ways for learners to demonstrate mastery, and to accommodate diverse learners.The assessments are sequenced so as to promote the learning process and to build on previously mastered knowledge and skills gained in this course and prerequisite courses. Assessments are paced to give learners adequate time to achieve mastery and complete the work in a thoughtful manner.Examples that meet the Standard:A series of assessments that progress from the definition of terms, to a short paper explaining the relationship between various theoretical concepts, to a term paper that includes the application of theoretical concepts and critical analysis of a journal articleMultiple types of assessment that enable the instructor to become familiar with an individual learner’s work and that discourage “proxy cheating” (someone other than the learner completing and submitting work)Examples that MAY NOT meet the Standard:The assessments consist of only multiple-choice tests.The first assessment requires learners to locate research materials, while library research skills and methods are not covered until later in the course.No assessments are administered during the first 12 weeks of the semester, and an essay, term paper, and final exam are due during the 13th, 14th, and 15th weeks, respectively.Discussion board posts are assessed on the basis of frequency or word count instead of on criteria related to the course objectives or competencies.Circumstances affecting some graduate courses: The grade may be entirely based on a major assignment due at the end of the term. In this case, benchmarks for progress are provided during the term, with feedback from the instructor.Examples of benchmark assignments might include submission ofAn outline or project planA bibliographyA précis of the paper or projectOne or more preliminary draftsCompetency-Based Courses: Assessment of competencies may not follow the pattern of assessment in traditional courses. As a reviewer, focus on whether the assessment instruments credibly establish that the learner has demonstrated the competency.Standard 3.5:3.5 The course provides learners with multiple opportunities to track their learning progress.Annotation:Learning is more effective if learners receive frequent, substantive, and timely feedback. The feedback may come from the instructor directly, from assignments and assessments that have feedback built into them, or even from other learners.Look for examples of self-check quizzes and activities, as well as other types of practice opportunities that provide timely feedback. Such assignments may be voluntary and/or allow multiple attempts.Examples:Writing assignments that allow for the submission of a draft for instructor comment and suggestions for improvementSelf-mastery tests that include informative feedback with each answer choiceInteractive games and simulations that have feedback built inSelf-scoring practice quizzesPractice written assignmentsPeer reviews and critiquesModel papers or essays provided for learners’ viewingSample answers or answer keys provided for learners’ viewingPortfolios with a self-evaluation component, journals, and reflection papersGeneral Standard 4: Instructional Materials: Instructional materials enable learners to achieve stated learning objectives or competencies.Overview Statement: The focus of this Standard is on supporting the course objectives and competencies, rather than on qualitative judgments about the instructional materials.Standard 4.1:4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies.Annotation:Alignment: The instructional materials used in the course align with the course and module learning objectives or competencies (see Standards 2.1 and 2.2) by contributing to the achievement of those objectives or competencies and by integrating effectively with the tools (6.1), assessments (3.1), and activities (5.1) selected for the course.Instructional materials may include but are not limited to textbooks, publisher- or instructor-created resources, multimedia, and websites. The materials align with the learning objectives or competencies in a clear and direct way and provide the information and resources learners need to achieve the stated learning objectives or competencies. As a reviewer, consider both the course and module/unit learning objectives or competencies in your assessment of the course’s adherence to this standard.Decisions on this Standard may be difficult for reviewers whose expertise is not in the course discipline. Consult with the team subject matter expert (SME) and use professional judgment to determine if the instructional materials support the learning objectives or competencies.Reviewers are encouraged to consult a digital version of the textbook, if available, as many publishers provide electronic access. In evaluating the course against this Standard, reviewers will work closely with the SME on the team.NOTE: If the instructional materials are solely or mostly from publishers, review team members must be provided with access to all digital publisher materials to assess whether Standard 4.1 is met.In some advanced undergraduate courses and graduate courses, no textbook(s) are assigned. Reviewers will need to consider bibliographies and webliographies provided by the instructor, or, in some cases, developed by learners themselves, following guidelines provided by the instructor. As reviewers, focus on the alignment of the instructional materials with the learning objectives or competencies and assessments rather than attempt to evaluate the content. If the learning objectives or competencies are judged to be suited to the level of the course (Standard 2.5), it is assumed instructional materials that support these objectives or competencies are also suited to the level of the course.Special Situations: In some cases (check the Course Worksheet), the course objectives or competencies are institutionally mandated, and the individual instructor does not have the authority to change them. For such cases, consider instead the module/unit objectives or competencies in determining whether the course meets Standard 4.1.Standard 4.2:4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.Annotation:Learners are provided with an explanation of how the instructional materials, resources, technologies, and learning activities are used in the course, and how each will help them achieve the stated learning objectives or help them prepare to demonstrate course competencies.Examples:Links to external websites indicate the purpose of the links or are completely self-evident.The function of interactive games or exercises is clearly explained or is completely self-evident.The purpose of all instructional materials (books and other publications, videos, multimedia, software or interactive elements, etc.) used in the course is clearly explained to learners. Reviewers confirm that instructional materials such as simulations or interactive media are integrated well enough to be useful to the learner.An example would be a course that requires learners to use the following materials: a textbook divided into chapters, video segments ordered by topics, a website or simulation activities organized around specific skills, and an internal or external website that has an opening menu consisting of “practice quizzes,” “images,” and “audio examples.” In such a course, consider whether the order in which learners should use these varied materials is clearly indicated, as well as how each is related to the learning objectives or competencies and activities, and how the materials are related to one another.In advanced undergraduate and graduate courses in which learners are expected to find their own learning materials, the instructor posts guidelines that assist the learner in identifying relevant materials and in distinguishing between core and supplementary materials and between scholarly and non-scholarly sources for academic writing. Reviewers determine whether these guidelines satisfy the Standard.Blended Courses: Instructions make clear which materials are to be used in the face-to-face classroom and which are specific to the online portion of the course.Standard 4.3:4.3 All instructional materials used in the course are appropriately cited.Annotation:Sources for materials used in the course are clearly identified and cited. This requirement applies to instructor-created materials, publisher materials, textbooks, images, graphic materials, tables, videos, audios, websites, and other forms of multimedia. Citations for instructional materials model the practices learners are expected to follow for documenting references. At minimum, a citation includes the author or owner name; date of publication; resource title, if supplied; and URL or source.When an extensive body of material comes from a single source (e.g., instructional materials from a publisher), a single citation statement suffices. Reviewers might look for citation information in a list of materials, in the course syllabus, or in another course document.Standard 4.4:4.4 The instructional materials are current.Annotation:The instructional materials represent up-to-date thinking and practice in the discipline. For example, an introductory computer course might include information on recent trends in data storage; an English writing course might discuss the purpose of Internet research; a chemistry course might include computerized models to demonstrate chemical operations.Decisions on whether the course meets this Standard may be difficult for reviewers whose expertise is not in the course discipline. Consult with the team subject matter expert (SME) and use professional judgment to determine if the materials are current.Older works considered “seminal” may meet Standard 4.4. The SME on the team verifies that a work is seminal in the discipline.Standard 4.5:4.5 A variety of instructional materials is used in the course.Annotation:The course presents a variety of relevant instructional materials that may include textbooks and other publications, instructor-created resources, websites, and multimedia.Typically, a course includes multiple sources rather than material from a single author. In some disciplines, it may be appropriate to have all materials from a single author.In reviewing instructional materials, look for evidence that learners have options for how they consume content, e.g., reading, viewing a video, listening to a podcast. If the only instructional material provided is a textbook, the Standard may not be met.Decisions on this Standard may be difficult for reviewers whose expertise is not in the course discipline. Consult with the team subject matter expert and use professional judgment to determine whether a sufficient variety of materials is used.Standard 4.6:4.6 The distinction between required and optional materials is clearly explained.Annotation:Clear explanations are provided to learners regarding which materials and resources are required and which are optional. Instructors are expected to clearly indicate which materials learners must acquire and use tocomplete course activities and assignments.Optional resources are identified as such. For example, extra videos or resources included for enrichment purposes and not required for course completion are labeled as "optional."Designations about required and optional materials appear in the syllabus, class schedule, or instructions for learning activities and are available from the start of the petency-Based Courses: In competency-based courses, all materials may be optional. The introduction specifies which materials and activities are required, supplemental, or optional. General Standard 5: Course Activities and Learner Interaction: Course activities facilitate and support learner interaction and engagement.Overview Statement: Course components that promote active learning contribute to the learning process and to learner persistence.Standard 5.1:5.1 The learning activities promote the achievement of the stated learning objectives or competencies. Annotation:Alignment: The purpose of learning activities is to facilitate the learner’s achievement of the stated objectives or competencies. Learning activities align with the course and module objectives or competencies, as well as with assessments, instructional materials, and course technologies (see Standards 2.1, 2.2, 3.1, 4.1, and 6.1), by engaging learners in activities that promote mastery of the stated learning objectives or competencies. The review team is expected to review all learning activities in the course. A strategy for accomplishing the review may be to divide the activities among the review team members and reconvene to share findings. Ensure that the activities support the learning objectives or competencies and assessments.Examples of alignment between activities and objectives or competencies:The objective or competency requires that learners deliver a persuasive speech. Activities include choosing an appropriate topic for the speech, creating an outline, and taping a practice of the speech delivery.The objective or competency is “Prepare each budget within a master budget and explain the importance of each in the overall budgeting process.” The learners review information about this objective or competency in their texts, watch videos of case studies where the different budgets are used, review informational websites about creating the different budgets, create the different budgets as practice activities, and develop a case study for a fictitious company explaining what would happen if each budget is not included in the master budget.Examples of a mismatch between activities and objectives or competencies: The objective or competency requires learners to deliver a persuasive speech, but the activities in the course do not include practice of that skill.The objective or competency is “Prepare each budget within a master budget and explain the importance of each in the overall budgeting process.” The learners review information about this objective or competency in their texts and observe budgets worked out by the instructor, but they themselves produce only one of the several budgets.Special Situations: Reference Standard 2.1. The course objectives or competencies may be institutionally mandated and not measurable, and the instructor does not have the authority to change them. In this case, assess whether the learning activities promote the achievement of the module/unit-level learning objectives or competencies to determine if Standard 5.1 is met.Standard 5.2:5.2 Learning activities provide opportunities for interaction that support active learning.Annotation:Activities encourage learners' engagement through different types of interaction as appropriate to the course. Interactions are designed as activities to support the course objectives or competencies and may vary with the discipline, purpose, and level of the course. Look for the purpose of the interactions and not just the number of opportunities for interaction.Types of interaction include learner-instructor, learner-content, and learner-learner. Active learning involves learners engaging by "doing" something, such as discovering, processing, or applying concepts and information. Active learning entails guiding learners to increasing levels of responsibility for their own learning.Activities for learner-instructor interaction might include an assignment or project submitted for instructor feedback; learner-instructor discussion in a synchronous session or an asynchronous discussion board exchange; or a frequently-asked-questions (FAQ) discussion forum moderated by the instructor.Activities for learner-content interaction might include assigned reading from a textbook, article, or online resource; assigned completion of a workbook or online exercise; or a learning-how-to-learn activity.Activities for learner-learner interaction might include assigned collaborative activities such as group discussions; small-group projects; group problem-solving assignments; or peer critiques.Look for opportunities for learner-instructor interaction, learner-content interaction, and, if appropriate to the course, learner-learner interaction. Refer to the Course Worksheet to determine whether or not opportunities for learner-learner interaction are appropriate to the course.Note: Reviewers’ evaluations of the types of interactions designed into the activities are based on the nature of the course and not on personal preferences. Learning environments usually are broader than a single course and may include informal networks that are beyond the scope of a QM review.Blended Courses: In courses that use both online and face-to-face settings, the learning activities that occur in these two settings are connected by a common thread or theme and are mutually reinforcing. The connection and reinforcement are made clear to learners. For example, the different parts of a particular activity might be sequenced in an alternating way in online and face-to-face meetings of the petency-Based Courses: In competency-based courses, the interaction with the instructor, facilitator, coach, mentor, or assessor may take different forms. Learner-learner interaction in discussion forums is encouraged but may be limited by the differential pace of individual learners; and other forms of learner-learner interaction may be impractical, as learners prepare in different ways for assessment of their competencies. Communication through program-level, learner-learner forums is a viable alternative to course-based forums.Standard 5.3:5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated.Annotation:Frequent feedback from the instructor increases learners' sense of engagement in a course. Learners are better able to manage their course activities when they know upfront when to expect feedback from the instructor. The course provides clear information about when learners will receive instructor responses to emails and discussion postings, feedback on assignments, and grades. This information typically appears in the course syllabus. If it is necessary to alter the response-time standards during the course, the adjustment is clearly communicated to learners.Note to reviewers: You are not evaluating the instructor’s plan; you are primarily ensuring the instructor has provided a plan. If you have suggestions for how to improve the plan, you might include them in your recommendations; but the suggestions should not affect your decision about whether the Standard is met. Competency-Based Courses: Interaction with the instructor, facilitator, coach, mentor, or assessor may take different forms. The course introduction indicates the various forms of faculty and staffsupport available to the learner and explains when learners can expect to receive feedback.Standard 5.4:5.4 The requirements for learner interaction are clearly stated.Annotation:A clear explanation of the requirements for learner interaction helps learners plan and manage their class participation and is important for promoting learners’ active involvement in the course. The statement of requirements also provides a basis for the instructor to evaluate learner participation. The more specifically the expectations are explained, the easier it is for the learner to meet the expectations. Clearly explaining the role of the instructor and expectations for interactions with the instructor and with other learners is especially helpful to learners from cultures in which deference to the instructor is customary and who may need encouragement to “speak up.”Look for a clear, prominently placed statement of the instructor’s expectations for learner participation in required course interactions (frequency, length, timeliness, etc.).Typically, expectations for learner participation are stated in the course information page or syllabus. These requirements may specify the nature of the required participation and expectations for frequency and quality of the learner’s interactions. More specific, task-related performance expectations may be included in the individual task description. The instructor may also provide rubrics detailing how learner interactions are evaluated, including reading and responding to the instructor’s and classmates’ posts. General Standard 6: Course Technology: Course technologies support learners’ achievement of course objectives or competencies.Overview Statement: The technologies enabling the various course components facilitate rather than impede the learning process.Standard 6.1:6.1 The tools used in the course support the learning objectives or competencies.Annotation:Alignment: The tools selected for the course align with the course and module objectives or competencies (see Standards 2.1 and 2.2) by effectively supporting the course’s assessment instruments (3.1), instructional materials (4.1), and learning activities (5.1).Tools are functional software that provide areas for interaction in the course; they may be included in the learning management system (LMS) or external to the LMS.Examples of tools are discussion boards, chat rooms, grade book, social media, games, whiteboard, wikis, blogs, virtual classrooms, web conferencing, etc.Specific tools are not required for this Standard to be met. Tools that are used support the learning objectives or competencies and fit the learning activities.Clear information and instructions are provided regarding how the tools support the learning objectives or competencies. Technology is not used simply for its own sake. For example, a course might require posting to a discussion forum, but it may not be clear how the discussions support a learning objective or competency.Special Situations: In some cases (check the Course Worksheet), the course objectives or competencies are institutionally mandated, and the individual instructor does not have the authority to change them. For such cases, consider instead the module/unit objectives or competencies to assess whether Standard 6.1 is met.Standard 6.2:6.2 Course tools promote learner engagement and active learning.Annotation:Tools used in the course help learners actively engage in the learning process rather than passively absorb information. Selected tools help the learner actively engage in the course by facilitating interactions with the instructor, course materials, and other learners.Examples of tools that support engagement and active learning:Interactive, real-time software, such as real-time collaborative tools, webinars, and virtual worldsSoftware that facilitates interactions and collaborations, such as shared documents or wikisAnimations, simulations, and games that require learner inputDiscussion tools with automatic notification or a "read/unread" tracking featureAutomated self-check exercises requiring learner responsesStandard 6.3:6.3 Technologies required in the course are readily obtainable.Annotation:All required technologies are easily obtainable, through download, purchase at the bookstore, or another means. The word “technologies” covers a wide range, including hardware, software, subscriptions, and plug-ins.The hardware and peripherals necessary to complete all course activities are obtainable. Peripherals include webcams, microphones, etc. If specific peripheral devices are needed for course completion, instructions are provided on how to obtain the peripheral devices.The software chosen for the course is easily obtainable via download and available on a variety of hardware platforms (Windows, MacOS, etc.) If software is platform-specific, an equivalent software package is available for learners not using that platform. Examples of software include word processors, spreadsheets, presentation software, statistical analysis software, equation editors, web authoring tools, audio/video editing tools, programming software, etc. Learners are able to obtain online tools and plug-ins, such as Acrobat Reader, Flash, Java, media players, MP3 players, wikis, social media, etc.When web-based technologies are used, including learning management systems, information is provided regarding the availability of the tools on mobile devices (smartphones and tablets). For technologies that require subscriptions, instructions are provided on how to obtain the subscription, including information on acquisition of access codes and user identification requirements.Look for evidence that guidance is provided to learners on compatible alternatives to platform-specific peripherals, software packages, and other web-based technologies.Examples of information to provide:If the software runs on both Mac and PCIf the institution has an application server that allows learners to use the software onlineWhich features of the learning management system are accessible on a mobile device. (For instance, learners are allowed to participate in discussion boards from a mobile device, but quizzes and tests cannot be taken on a mobile device.)Examples of how to help ensure learner access:Links are provided to required peripherals to be purchased from the college bookstore or other source.Links are provided that allow learners access to necessary course documents.Instructions are provided on how to access materials available through subscriptions to online journals or databases. When feasible, links are also provided.For textbooks, CDs, and DVDs, information provided includes the title, author, publisher, ISBN number, copyright date, and details on where copies can be obtained.Standard 6.4:6.4 The course technologies are current.Annotation:New technologies continuously appear on the market. Confirm that course technology is up-to-date. Look for evidence of appropriate incorporation of tools such as social media, mobile technologies, games, simulations, wikis, blogs, podcasts, and virtual worlds in the course’s online and technology-supported design. Courses not recently developed may need to be updated.Examples of current technology that may be used in support of the course objectives or competencies to enhance learning:Synchronous web conference tools used for orientation, group projects, tutoring, test reviews, etc.A mobile application that learners use to identify plants in a botany courseA wiki used for group collaborationBlogs used for student journalsA simulation that demonstrates something not feasible to demonstrate in the physical world, such as a process or procedure that takes place inside a hazardous or inaccessible placeA simulation replicating laboratory activities that allows manipulations of objects on the screen similar to hands-on lab experiencesWeb-based voice tools used by English-as-a-Second-Language (ESL) instructors and learners to practice pronunciation, vocabulary, etc.The course design takes advantage of tools in the learning management system, incorporating features that support learning objectives and competencies (see 6.1 regarding learning objectives or competencies).As a reviewer, keep in mind that the tools available to an instructor may vary greatly from institution to institution and are sometimes limited by the access and support provided by the institution.Standard 6.5:6.5 Links are provided to privacy policies for all external tools required in the course.Annotation:Tools used in the course, whether included in the learning management system (LMS), integrated with the LMS, or external to the LMS, include links to the privacy policies provided by the creator of the tool. If the learner is required to create an account with a username and password to access a tool, the privacy policy is available for learners to read and use to safeguard their accounts.As a reviewer, look for tools that are external to the LMS and links to privacy policies for those tools. For example, links are provided to the privacy policies of social media and third-party websites being used. Check the Course Worksheet for information relevant to this standard. General Standard 7: Learner Support: The course facilitates learner access to institutional support services essential to learner success.Overview Statement: It is important to ensure online learners know they have access to and are encouraged to use the services that support learners at the institution. In the Learner Support Standard, four different kinds of support services are addressed: technical support, accessibility support, academic services support, and student services support.Standard 7.1:7.1 The course instructions articulate or link to a clear description of the technical support offered and how to obtain it.Annotation:Technical support for learners differs from institution to institution and includes such information as how to log in; how to use the tools and features of the learning management system; and how to get help desk support. Technical support does not include help with course content or assignments or academic or support services (see Standards 7.3 and 7.4).Look for evidence that learners have access to technical support services from within the course or the learning management system. The purpose is not to review the adequacy of those services at an institutional level but rather to determine if technical support services are provided for learners and that the course contains information about the services and how to access them.Examples of information about technical support:A clear description of the technical support services provided by the institution, including a link to a technical support websiteAn email link to the institution's technical support center or help deskA phone number for the institution's technical support center or help deskClearly worded directions for obtaining support for externally provided resources (e.g., publisher-supplied online materials and activities and third-party, vendor-provided software, materials, and activities)Links to tutorials or other resources providing instructions on how to use the tools and features of the learning management system and other course technologies?A link to "frequently asked questions"Standard 7.2:7.2 Course instructions articulate or link to the institution’s accessibility policies and services.Annotation:Accessibility policies or accommodation statements state that services and accommodations are available for learners with disabilities and inform the learner how such services may be obtained.To meet this Standard, the course may includeA link to the institution's accessibility policy, if a policy existsA statement that informs the learner how to obtain an institution's disability support services, if such services exist; for example, a telephone number or link for the disability services officeIf the institution does not have an applicable disability policy or disability services, the instructor may provide a policy that will be adhered to in the course to assure that learners with disabilities will be accommodated.Standard 7.3:7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help learners succeed in the course and how learners can obtain them.Annotation:Academic support services and resources, and the scope of what they entail, differ from institution to institution. For the purposes of review, academic support services and resources may include an online orientation; access to library resources; a readiness assessment or survey; testing services; tutoring; non-native language services; writing and/or math centers; tutorials or other forms of guidance on conducting research, writing papers, citing sources, using an online writing lab, and using course-specific technology; supplemental instruction programs; and teaching assistants.Look for evidence that learners have access to academic support services and resources from within the course or the learning management system. The purpose is not to review the adequacy of these services and resources on an institutional level but rather to determine if academic support services and resources are provided for learners and if the course contains information about the services and how to access them.Examples of features that connect learners with academic support services:Links to academic support services and how to obtain these services (e.g., location of testing center and/or proctored test sites, hours of operation, phone numbers and email addresses for key personnel)Links to online orientations or demo coursesA link to the library, including information on how to gain access to library materials and databases, and how to contact a librarianA link to tutorials or guides on conducting research, writing papers, and citing sourcesStandard 7.4:7.4 Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and how learners can obtain them.Annotation:Student services and resources differ from institution to institution. For the purposes of this review, support services and resources include advising, registration, financial aid, student or campus life, counseling, career services, online workshops, and student organizations.Look for evidence that learners have access to support services from within the course or the learning management system. The purpose is not to review the adequacy of the services on an institutional level but rather to determine if information about support services and how to obtain them is provided in the course.The course may provide the following:A clear description of support services and how to obtain them (including email addresses and phone numbers for key personnel)Guidance on when and how learners may obtain a particular support service or resource (for example, when and how to meet with an academic advisor)General Standard 8: Accessibility and Usability: The course design reflects a commitment to accessibility and usability for all learners.Overview Statement: The course design reflects a commitment to accessibility, so that all learners can access all course content and activities, and to usability, so that all learners can easily navigate and interact with course components.Standard 8.1:8.1 Course navigation facilitates ease of use.Annotation:Navigation refers to the process of planning, controlling, and recording the movement of a learner from one place to another in the online course. Navigation throughout the course is consistent, logical, and efficient. Confirm that the course’s navigation strategies facilitate ease of movement through the course and course activities.As a reviewer, also consider the ownership of the design of course navigation features. Some navigation devices—"next" and "previous" links, for example—are in the learning management system and cannot be modified. The Course Worksheet provides information about navigation features that cannot be changed. Other navigation devices—hypertext links, icons, and window functions, for example—may be within the control of the instructor.Examples of strategies that facilitate ease of use:Consistent layout and design are employed throughout, making content, instructional materials, tools, and media easy to locate from anywhere in the course. Design elements are used repetitively, increasing predictability and intuitiveness.Course pages have links, files, and icons that are labeled with easy-to-understand, self-describing, and meaningful names. Icons used as links also have HTML tags or an accompanying text link.The course design enables learners to easily locate where they are within the course and to easily return to the home page from any location.Tables are used to organize data and have appropriate table headers. Data cells are associated with their appropriate headers, making it easy for learners to navigate and understand the data.The hierarchy of material in a page or document is clearly indicated through heading styles (Heading 1, Heading 2, etc.). A table of contents can be included that allows learners to move easily throughout documents.Standard 8.2:8.2 Information is provided about the accessibility of all technologies required in the course.Annotation:Learners with disabilities have access to information on the accessibility of the learning management system and all additional required technologies.For this Standard to be met, the course includes links to the accessibility statements for all required technologies. If an accessibility statement does not exist for a particular technology, a statement is included that explains that the accessibility statement does not exist.Examples of technologies that might be required in an online course: A learning management system, including integrated third-party softwarePresentation softwareA web-conferencing toolA polling toolA lecture-capture systemOne or more media playersA document-sharing systemSocial media toolsExamples of where the accessibility statements may be located within the course:Course syllabusPage on required technology softwarePage on resourcesStandard 8.3:8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners.Annotation:The course provides alternatives to all non-text content so that all learners have access to equivalent information.The Standard is met if the equivalent textual representations are located or linked within the course. In instances where alternative formats are provided, the general accuracy of the alternate content is verified. For example, if captions are provided for a video, the reviewer can view some of the captions to confirm that the captions correctly represent the audio content. Examples of non-text content and options for equivalent textual representation:Video and animations are captioned, or text transcripts are readily available. If the audio content corresponds with the visual content in a way that conveys meaning (e.g., a video demonstrating how to operate a Bunsen burner in a chemistry lab), captions provide an equivalent experience. If the audio content does not correspond with visual content (e.g., a visual of an instructor providing a lecture without visual aids), then a text transcript is sufficient.Visual information, including images, graphs, and tables, are described via an alt-tag, long description, caption, or audio description.Tables are set up with headings for columns and rows.Document or HTML titles, headings, etc., are formatted using styles found in the word processing software (such as Word) style gallery; they do not merely utilize a larger or bold or italic font.PDFs that contain text are not merely image scans; any text contained in PDFs is selectable and searchable.Colors alone are not relied on to convey meaning. The meaning is also conveyed in another way that does not require perceiving different colors.When alternative formats are provided, verify the general accuracy of the alternate content. Verification is important because not all attempts to provide alternate formats meet the goal of providing equivalent access for diverse learners.Standard 8.4:8.4 The course design facilitates readability.Annotation:Course design elements maximize usability by facilitating readability and minimizing distractions.For this Standard to be met, course content is clearly presented so that learners can easily read and interpret it.Examples of strategies that facilitate readability and minimize distraction:Similar content is grouped together; headings are used to indicate change of topic.Font style and size are selected to maximize on-screen legibility; simpler fonts are chosen over more ornate fonts, and the number of font families is limited to one or two.White space or negative space is used around content to help increase comprehension and reduce eye fatigue that occurs with large blocks of text.Content is formatted to serve specific instructional purposes. For example, format and text color are used purposefully to communicate key points, group like items, and emphasize relevant relationships.Text is clearly distinguishable from the background, with thought given to color choice and providing sufficient contrast.In all course materials, editing and proofreading errors (spelling, grammar, punctuation, word choice, syntax) are minimal.Standard 8.5:8.5 Course multimedia facilitate ease of use.Annotation:Course elements maximize usability by ensuring multimedia used as a vehicle for content or feedback (e.g., images, audio, animation, video, and interactive components) are easy to use, intelligible, and inter-operational across devices.For this Standard to be met, course multimedia are easy to view, operate, and interpret.Examples of strategies that ensure the usability of multimedia:Graphics and animations are used to enhance instructional materials and illustrate ideas without causing distractions.Images are appropriately sized and can be viewed in their entirety without scrolling.Audio quality is clear.A video window can be resized; resolution is sufficient for comprehension.Long videos (videos longer than 15 to 20 minutes) are broken into shorter segments and/or are searchable.Movement through presentations can be controlled.Video is viewable in a smooth stream without frequent interruptions. Note that some videos must be of high quality in order for content to be clearly understood. An example would be a video demonstrating sign language, in which learners need to be able to accurately discern hand shapes and movement.Interactive elements integral to the content are cross-platform (PC, Mac) and cross-browser, or guidance is provided about the best browser to use. DCCCD Quality Matters Standard 8 Accessibility ChecklistPlease use this checklist as a guide when designing or reviewing an online or hybrid course design to evaluate the materials’ accessibility. For assistance, Please contact the FAST Team at Phone: 972.669.6426 Online: Fast Team website () Email: fast@dcccd.edu Course Name and Number:Faculty:College:Term:ToolsQM StandardUDLWCAG 2.0Y/N/NADoes the course use consistent layout and navigation using the course menu and content tools?6.3 Navigation throughout the online components of the course is logical, consistent, and efficient.Principle 1, Guideline 3.1Guideline 2.4Does the course use the eCampus chat tool? If so, are instructions included for students to use the accessible version of the chat? Are chat transcripts posted?6.4 Students have ready access to the technologies required in the course.Guideline 1.1Is the eCampus Test Manager used? If so, are alternate or text versions of tests, quizzes and surveys provided?8.4 The course ensures screen readability.Principle 1, Checkpoint 1.1Guideline 1.1Course ContentIs appropriate formatting so that students using text-to-speech software can effectively access the information? 8.4 The course ensures screen readability.Guideline 2.1Are contrasting colors and simple backgrounds used with text? Are non-color coded instructions included for content?8.4 The course ensures screen readability.Principle I. Checkpoint 1.1Guideline 1.4Does the course use audio? Is the audio clear and audible? Does the audio (podcasts, audio clips, other audio formats) have a transcript? If not, is there a plan so that all students can have access to the same information?8.2 Course pages and course materials provide equivalent alternatives to auditory and visual content.Principle I. Checkpoint1.2Guideline 1.1Are Internet resources for required assignments or readings accessible for students? If not is there a plan so that all students can have access to the same information? 8.2 Course pages and course materials provide equivalent alternatives to auditory and visual content.Guideline 4.1 Are the video presentations (video podcasts, other video formats) available with closed captioning? If not, is a transcript available? If not, do I have a plan so that all students can have access to the same information? Are there links to Windows Media Player or other video viewing software?8.2 Course pages and course materials provide equivalent alternatives to auditory and visual content.Principle II. Checkpoint 5.1Guideline 1.2Are PDF document properly tagged for reading with screen-reader software? Is there a link to Adobe Reader download?8.4 The course ensures screen readability.Principle II. Checkpoint 4.3Guideline 1.1Are there descriptive alt tags provided for all graphics?8.4 The course ensures screen readability.Principle II. Checkpoint 1.3Guideline 1.1Are documents created in non-html format included (such as Microsoft Word, PowerPoint, etc.)? If so, is there a link to the correct viewer download and a plain text version available?8.4 The course ensures screen readability.Guideline 1.1PoliciesI have included the Disability Statement in my syllabus as worded in the Disability Statement Policy as well as a link to the DSO on my campus.8.1 The course incorporates ADA standards and reflects conformance with institutional policy regarding accessibility in online and hybrid courses.Principle III, Checkpoint 7.3Is there a link to the eCampus Blackboard software accessibility statement? Are there links to the accessibility statements of other software or tools used in the course?8.1 The course incorporates ADA standards and reflects conformance with institutional policy regarding accessibility in online and hybrid courses.Principle III, Checkpoint 7.3TECHNOLOGYAre there links to all software tools, plug-ins or readers needed to access course content?6.4 Students have ready access to the technologies required in the course.Guideline 4.1Do all file links and hyperlinks have meaning names, such as “Take Quiz One” rather than “Click Here”?8.3 Course pages have links that are self-describing and meaningful.Guideline 2.4DCCCD ToolsI have created a syllabus in an electronic and accessible format. (An online Accessible Syllabus Template is available) send it to fast@dcccd.edu for conversion. I have submitted my textbook adoption request to the Bookstore according to the Provost’s deadlineI have submitted electronic reserve materials in a clean, legible format to the Library. (Visit the library's online Electronic Reserve Forms.)Accessibility Checklist (ADA / 508 Compliance)Descriptive Closed Captioning and Transcripts / Power PointsClosed captioning and descriptive transcripts are needed for videos so that students who are deaf, or deaf and blind can access the content of the video. Options include:Request videos that are closed captioned (with transcripts) from a publisherReady to Use Course Videos have closed captioning. Email fast@dcccd.edu YouTube may have captioned videos but confirm that the captions are accurateVideos and PowerPoints can be captioned with Camtasia. Email fast@dcccd.edu Below is a screen shot of the Camtasia Video Software with Closed Captioning.Work area for inserting Closed Captions from TranscriptTimeline where Closed Captions, Video and Audio can be editedAll Power Point slides should be described in the notes area and each slide titled uniquely.The notes area is at the bottom of each slide when creating your PowerPoint.Microsoft Accessibility CheckerMicrosoft 2010 and above has an accessibility checker available to check for ADA ComplianceNote: If you have a file saved in a pre-2010 version of Microsoft, “save as” the newer version.Select “File” from the program menuSelect “Info” from menuSelect “Check for Issues”Select “Check Accessibility” … Accessibility Report is generatedDescriptive Links and Headings in DocumentsUsing descriptive links and headings helps persons who are blind, using a screen reader, navigate the document much faster. They can use a shortcut key to bring up a list of the headings.Type the text of the descriptive link (describing the linked, for example “Further Reading”)Right click on highlighted text (or select “Insert” from the program menu), then “Hyperlink”Copy and paste the URL (web address) into the Address boxClick “Ok” and the text should now be a descriptive linkHere the “new” link has been created that is considered to be a “descriptive” linkRemove the hyperlink from the address by placing cursor at end and pressing backspace keyWhen using JAWS a person can now read the link as it is intended and describedUse headings and styles in a document assists in making it more accessible for ADA compliance.Highlight the text that is to be a HeadingSelect Title (for main title), Heading 1 (for sections), Heading 2 (for subtitles), Heading 3, etc.Now a person using the JAWS screen reader can pull up a headings list to navigate the pageAlt tags and Descriptions for Pictures, Images and GraphicsAlways use an “Alt Tag” to describe pictures, images and graphics. Depending on the program you are using there should be an option or box labeled “Alt Text” or “Long Description”. If more description is needed then follow the image with a lengthier explanation. The goal is to provide as much information as possible about the image and how it relates to the message of the content that the student may be tested over. Note: Always avoid blinking images (between 2 and 55 Hz).Select the image, Select Format from menu (or “right” click)Right click on image (or select “Format” from the program menu)If working from menu select “Picture Styles”. Select “Alt Text”In the “Title” box provide short description of imageSelect “Close”, the image now has an alt tag that can be read by screen readersAccommodate Screen Reading Technology and Keyboard AccessAvoid programs, software, tests or surveys that require a user to point and click or drag and dropIt is safest when choosing an exam to use (Multiple Choice, Essay, True / False), avoid Hotspot.Below is a screenshot of MyMathLab accessibility options. Instructors should always question publishers as to whether their products are ADA / Section 508 compliant for accessibility.Exams, Quizzes and Projects (eCampus)The following test options work best for students with disabilities using assistive technology:Multiple ChoiceFill in the BlankTrue / FalseShort / Long EssayWhen possible avoid test options that are (Hot Spot or Drag & Drop). If these options are used an equivalent alternative accessible test should be provided for students who have disabilities.Extra Time on TestsInstructors may receive a request for additional time from a student who has a disability or directly from the Disability Services Office at their institution. (Note: If the request comes directly from the student, it may be best to contact your Disability Services Office and notify them of the request should additional paperwork be needed to determine or document a need based on a disability).eCampus now has an “exception” for students who require additional time. Follow these steps:Select “Edit the Test Options”Scroll down the page to “Test Availability Exceptions”, Select “Add User or Group” buttonSelect student who is requesting additional time and select “Submit”Adjust the “Attempts” and “Timer” according to the needs of the student, Select “Ok”Data Tables and SpreadsheetsStudents, who are blind using screen reading software, require audio cues to help them orient themselves while navigating a data table of a spreadsheet. When designing a data set be sure to include “row and column headers” which assist the student when they are using a screen reader.Create or Insert your Table, Use Row and Column Headers (Descriptions)Right Click on Table or Use the Main MenuSelect “Table Properties”Select the “Alt Text” Tab, Describe Table in “Title” box, Select “Ok”Font Text (Color and Style)Use black and white font to assist those who may be color blindMultiple colored text can be distracting to persons with learning disabilitiesSome prefer Times New Roman because the letters are more distinguishableAvoid any blinking text – especially (Between 2 and 55 Hz)Reminder: Use font headings and styles to help with accessibilityFurther TipsWhen possible avoid Flash and animations (scripts) which may not be accessibleWhen possible avoid linking to third party content which may not be accessibleMaintain continuity in design (Quality Matters Review) Email: fast@dcccd.edu Keep in mind that “Discussion Boards” may be difficult for students who are blindEmail should remain a primary mode of communication with all studentsSyllabus: Include links to any software needed (ex. Adobe, Media Player)Syllabus: Your College Disability Services Office Contact InformationSyllabus: “This course has been enhanced for ADA, contact (instructor) if ADA issues are found”Checklist & Timeline (ADA / 508 Compliance)SectionPass (Yes / No)Notes:Projected DOC*12345678910* Projected Date of Completion: A self-determined date of completion for each section in checklist.Note: Attach any additional notes for each section and emails with publisher requesting ADA/Section 508 compliant materials. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download