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When an instructor is paid to develop an online course, SUNY Delhi reserves the right to future use of the archived course, as well as to have other instructors teach using the online course materials. The original Course Developer shall retain the right to access and utilize any of the material included in the online format at any time in the future regardless of whether they are currently teaching the course. until they separate from the College.

VI  Online Course Evaluations

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Deans and/or their designee will also evaluate the class by logging on and observing the class. When possible, evaluators should be faculty who have online teaching experience. Class evaluation by dean and/or designee will normally be scheduled for every other year.with exceptions in divisions/department that adhere to accreditation standards and outcomes.

VII  Online Development Standards

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  • The majority (if not all) of the course requirements and instructor-student communications are completed using the Internet.
  •  Activities normally described as on-campus are limited or not required as pertains to the class. However, student support services are provided to online students as they are to face-to-fact students, such as library services, help desk, and the Learning Center support.
  • It is recommended that the course utilize a template approved by the CCTL instructional designer. This template will provide the basic underlying structure of a course to establish a consistency among courses. Instructors can then edit the course content to fit their needs. The template would include an orientation to the tools used in online courses.
  • Courses should contain course name, number, start/end dates, and instructor's contact information and office hours, which could be in a "START HERE: Course and Instructor Information" area, with syllabus, course information, instructor contact information, and policies - as required by the Quality Matters rubric.
  • Unused tools should be hidden or deleted.
  • Courses should contain an Orientation:** A tour of the online learning environment which goes over each tool that will be used in the course, showing navigation and how to get around in the Learning Management System. Faculty are welcome to use the Student Orientation to Moodle course created and managed by CCTL. It is found on the main page of Vancko Hall and all students and staff may self-enroll into it. Mention program required orientation here
  • All courses will use the SUNY Delhi Uniform Course Syllabus which must be included within the course, and includes:** Course objectives and the measurement criteria for each course objective
    • Minimum requirements such as attendance at on-campus sessions, written assignments, examinations, grading criteria, etc.
    • Technical requirements such as Internet access, browser, plugins, computer capabilities, etc.
    • Required texts/readings.
    • Detailed information concerning assignments and due dates.
    • Dates of required examinations.
    • Detailed information on how to contact the instructor (e-mail, fax, telephone, instant messaging, etc.). We do not add this to the syllabus, it is posted in a start here tab in the course.
  • All downloadable documents will be in a file format accessible to all types of computer users (RTF, PDF, etc. as opposed to DOC)

Interactivity:  Students should be involved in a variety of activities that involve the student in interactive exchanges between other students and between the student and the teacher. Interactive involvement should constitute a significant portion of the course structure. Student interactivity in a three-credit online course should be equivalent to at least 45 hours of face-to-face classroom discussion. For example, having the students post and reply in the discussion forums on at least 3 days of the week can match the attendance to 3 1-hour lectures they would have done on campus. Interactivity in a online course can be accomplished in one or more of the following ways: these would be examples, there are others

  • Threaded Discussion. A discussion is started around a topic and the participants respond to the topic and to comments made by the others.
  • Instant Messaging - either within an LMS or using a common instant messenger
  • Learning Management System internal mail - such as an internal mail messaging
  • E-mail. A critical component for private communications between students and faculty and for delivery of written assignments, critiques and testing.
  • Chat Room. (A synchronous activity): students are required to join and participate together at a fixed time.
  • Other. Audio message board, blogs, wikis, recorded lectures, podcasts, voice mail, telephone, interactive whiteboard, collaborative group activities using any previously mentioned technologies.

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  • Text lessons with supporting images and/or charts, tables, graphs as well as corresponding audio.
  • Videotaped Elements. Video elements may be produced to support a course or copyrights secured to allow the use of commercial materials. Videotaped materials can be distributed to students via the internet as part of the course package. Video elements need to be captioned and copyright restrictions must be observed and followed. Instructors can create their own videotaped elements or screencasts using screen-recording software.
  • Interactive Elements. Activities that involve computer-assisted instructional elements or multi-media presentations can be included; however, both delivery and development must be considered. Size should not be too large and the presentation must be in a format that is accessible to all.
  • Text presentations (such as PowerPoint) should include audio narration.
  • Audio Materials.
  • External Links - including guided learning activities and assessments
  • Textbooks and Study Guides. Texts with a unifying study guide, either electronic or printed, can be a core part of any distance education course. Electronic publishing or text information is an alternative to hard copy distribution. Copyright restrictions must be observed and followed.
  • Courses are designed to require students to engage in analysis, syntheses, and evaluation as part of course and program requirements.
  • Learning activities are designed to fit teaching/learning requirements and clearly defined learning outcomes.
  • Course content, instructional methods, technologies and context complement each other.
  • Outcomes address content mastery and increased learning skills.
  • Students with skills in subject matter, instructional methods, and technologies work collaboratively to create learning opportunities. not sure what this means
  • Instructional offerings are evaluated on a regular basis for effectiveness; evaluation results are utilized for improvement. assessment
  • Classroom materials developed by third parties, such as publishers or course cartridges, will be evaluated by the same standards as materials developed by system instructors.

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  • Student interaction with faculty and other students is an essential characteristic and is facilitated through a variety of ways including voice-mail and/or email.
  • Feedback to student assignments and questions is constructive and provided in a timely manner.
  • Students are instructed in the proper methods of effective research, including assessment of the validity of resources.
  • Students understand expectations of learner activities.
  • Assessment replace with Evaluation methods used are appropriate to the course and learning methods employed.
  • The learning experience is designed and organized to increase the learner's control over the time, place, and pace of instruction.
  • Learning activities and modes of assessment are responsive to the needs of individual learners.
  • Learners have easy access to up-to-date grade info using an online gradebook.
  • General education courses must have assignments that can be used to assess the extent to which students have satisfied gen ed outcomes.
  • Instructor must send a "Welcome Letter" to all enrolled students containing information about logging on and required course materials at least two weeks prior to the start of the course. A sample welcome letter will be located on the DOE web site. New students receive this along with a phone call from advisor but I do not believe we do this other than a welcome that students view when course is opened.

Accessibility:  The college will be responsible for acting in a timely manner to make curriculum, materials, or other resources used in an online course available to students with disabilities, unless doing so would significantly alter the nature of the instructional activity.

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  • Students are advised about online learning so they can determine if they
        o Possess self-motivation and commitment to learn at a distance
        o Have access to minimal technology required by course design
  • Students are provided with supplemental course information that outlines course objectives, concepts and ideas. Learning outcomes for each course are summarized in a clearly written, straightforward statement.
  • Students have access to sufficient library resources that may include a virtual library accessible through the Internet.
  • Faculty and students agree upon expectations regarding time for student assignment completion and faculty response.

Student Support Some items here that address effectiveness of other department, this goes beyond course development

  • Students receive information about programs, including admission requirements, tuition and fees, books and supplies, technical and proctoring requirements, and student support services.Students access via website
  • Students are provided with hands-on training and information to aid them in securing material through electronic databases, interlibrary loans, government archives, news services, and other sources.
  • Throughout the duration of the course/program, students have access to technical assistance, including detailed instructions regarding the electronic media used, practice sessions prior to the beginning of the course, and convenient access to technical support staff.
  • Questions directed to student service personnel are answered accurately and quickly, with a structure system in place to address student complaints.
  • Support systems are reviewed regularly to ensure their currency and effectiveness.
  • Distance learning opportunities are available to learners through a variety of fully accessible modes of delivery and resources.
  • A learner support system to assist the learner in using the resources is provided. This system includes technology and technical support, site facilitation, library and information resources, advising, counseling, and problem-solving assistance.
  • Course development models and support services consider the needs of the learner in relation to the learning mode(s) used and make provision for delivery of appropriate resources based on the design of the learning activities, the technology involved, and the needs of the learner.
  • Access to support services, such as scheduling, registration and library resources, is convenient, efficient, and responsive to learner needs as well as consistent with the aim of providing learning at a distance.
  • Distance learning activities provide to the learner all information pertinent to the learning opportunity, such as course prerequisites, modes of study, evaluation criteria and technical needs.

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Evaluation and Assessment I agree good design should lead to good outcomes but the assessment process is driven by the department/division and guided by the assessment committee. Accreditation bodies are however are looking for institutional effectiveness, so a question that may be posed to CCTL as a unit (middles states, others) is how do you measure your effectiveness/outcomes (metrics)? Not necessesarily directly related to this documents but those questions will come up in the future. 

  • The program's I am not sure what program means educational effectiveness and teaching/learning process is assessed through an evaluation process that uses several methods and applies specific standards.
  • Data on enrollment, costs, and successful or innovative use of technology are used to evaluate program effectiveness.
  • Intended learning outcomes are reviewed regularly to ensure clarity, utility and appropriateness.
  • Distance learning programs organize learning around demonstrable learning outcomes, assist the learner to achieve those outcomes, and assess learner progress by reference to those outcomes.
  • Course design enables individual learners to help shape learning outcomes and how they are achieved.
  • Learning outcomes are described in observable, measurable, and achievable terms.
  • Instructional design is consistent with and shaped to achieve the intended learning outcomes.
  • Online learning technologies and delivery systems are used in a way that facilitates the achievement of intended learning outcomes.
  • Learning outcomes are assessed in a way that is relevant to the content, the learner's situation, and the distance learning systems employed.
  • Assessment of learning is timely, appropriate, and responsive to the needs of the learner.

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