麻豆果冻传媒

Assessment 

Grading

• Provide students with course grading policies
• Set consistent due dates for regular assignments, discussion posts, and/or quizzes
• Clearly communicate the criteria for graded assignments
  • Rubrics
  • Models or exemplary work
• Keep online gradebook up to date
• Use both formative and summative assessments
  • Formative assessments occur during the learning process allowing the instructor to give actionable feedback and/or adjust learning strategies or instructional next steps.
  • Summative assessments are more evaluative than diagnostic and given at the conclusion of a learning period.  Summative assessments are used to determine students' achievement of learning goals. 

Feedback

• Design a feedback process that promotes student learning
  • Frequent, specific feedback related to learning goals
  • Consider using both written and audio feedback (Video Note)
• Provide opportunities for students to assess their own learning
  • Give criteria, examples, or reflective questions to gauge learning
  • Supply rubrics to ensure criteria is clear to all learners

Academic Integrity

Academic Integrity in the online classroom presents its own unique challenges. Effective course design can help prevent academic dishonesty by creating course content and assessments that suit the online environment and student success goals. 

• Communicate clear expectations and consequences of academic dishonesty
• Use formative assessments to assess learning frequently throughout the course
• Incorporate a variety of assessment types
  • Group-based assignments
  • Collaborative projects
• Use proctored exams and Respondus lockdown browser

iLearn Tools: Video Note, Turnitin, Yuja Media, Assignment Tool, Video Note, Rubric tool in iLearn
Other Instructional Technology: Respondus, Poll Anywhere

Content 

Chunk Information

• In Person: 10-12 minute information push followed by a 3-4 min. activity (& repeat)

• Online:
  • Include modules broken down by units/weeks with recommended due dates
  • Record lecture videos in short segments (5-15 minutes)
  • Allow multiple opportunities for content interaction

Multimodalities

• Post materials online for accessibility
• Provide a variety of formats for content (text, spoken, images, and videos)
  • Linguistic: Written or spoken words. Includes word choice, delivery, organization.
  • Visual: Images and characters that people see. Includes color, layout, style, size, and perspective.
  • Aural: Focused on sound. Includes music, sound effects, silence, tone, volume, and emphasis.
  • Gestural: The interpretation of movement. Includes facial expressions, body language, and hand gestures.
  • Spatial: Physical arrangement, organization, and proximity. Includes navigation and design.
    (Adapted from: )

Content Look and Layout

• Organization
  • Organize content in an understandable manner and keep consistent layout for modules
  • Release content by start dates or utilize
  • Remove old course content (broken links, outdated materials, unused modules/content)
• Navigation
  • Include a course 鈥渨alkthrough鈥� at the beginning of the semester to ensure students know how to use the materials and content they will need throughout the course.
  • Post frequently used links on the course homepage (announcements, widgets, etc.).

Engagement 

Learner-Content

• Pre-plan engagement strategies and implement various interactive activities
  • Manipulatives, real world scenarios,  and station rotations
• Utilize interactive platforms and other multimedia options
  • Poll Everywhere & Poll Feature in TEAMs
  • Video & Audio Note in iLearn
  • FLIP, (formerly FlipGrid)
• Consider creating a weekly discussion post, or class discussion, in which students can:
  • Practice a new concept and apply learning
  • Reflect on the information covered
  • Engage with other students
• Offer multiple options for delivery formats to promote authentic student work
  
  • In Person Discussions
  • Visuals / Graphics (i.e. Powerpoint or Prezi, Canva)
  • Example: Provide two different prompts or questions for students to answer (choose 1)

Learner-Instructor

• Welcome students with a short and engaging introduction video
  • Communicate class schedule and structure (online, hybrid, in-person)
  • Outline expectations for student centered learning in course syllabus and introduction
• Provide consistent and timely feedback (i.e. tool in iLearn)
• Offer multimodality formats for student centered learning
  • Poll students to promote participation
  • Provide options for students in regard to course assignments 

Learner-Learner

• Encourage discussions and interactions with student introduction videos
• Issue clear expectations for responses and comments between students
  • Chat features in video platforms
  • Length of material or video
  • Content to include or avoid
• Incorporate teaching strategies that encourage engagement
  • Turn & Talk Time / Think-Pair-Share
  • Jigsaw Method / Expert Groups
  • Partner / Group Work
• Designate a place (i.e. discussion board or Flip topic) for Q & A, Study Tips, and Helpful Techniques

Tools: 

• iLearn: Discussions, Audio Note, Video Note, Rubric Tool, Yuja media (for screen recording)
• Other Instructional Technology Tools: Chat function in Teams & Zoom, Poll Everywhere, Flip, Prezi, Canva

Accessibility Resources 

Below you will find resources to help make your course more accessible. If at any point you have questions or would like to know more about the technology available, you can contact the CITL. If you have questions about accessibility in general, you can visit the Accessible Education Center for more information.

Learner Success Resources Document Accessibility

Syllabus