FSU Best Practices for Online Delivery of Instruction

From FerrisConnect KnowledgeBase

Contents 1 Learner Support & Resources 2 Online Organization & Design 3 Instructional Design and Delivery 4 Assessment & Evaluation of Student Learning 5 Appropriate and Effective Use of Technology 6 Faculty Use of Student Feedback 7 Other

Learner Support & Resources

1.1 Course contains information for online learner support and links to campus support resources.

Refer students to support resources on MyTech Support at http://www.ferris.edu/techsupport/

1.2 Activities to assess student readiness for course content and delivery mode are available

Refer students to “Student Readiness: Is Online Learning Right for me?” http://www.ferris.edu/HTMLS/academics/center/IT/webct/readiness.htm, and/or “FerrisConnect Orientation for Students” at http://www.ferris.edu/webct/student_orientation/index.html

1.3 Course provides contact information for instructor, department and/or program

In addition to information presented within the syllabus, course homepage displays instructor contact information.

Faculty provide learners with information on their preferred method of contact, as well as a clearly stated policy on how frequently they will read/respond to e-mail.

1.4 Expectations for time/activity commitment and connectivity requirements are stated and available prior to enrollment

Use Faculty or course public Webpage to publish course description and expectations prior to enrollment; provide prospective students with web address for Faculty or course public Web page.

Within the syllabus as well as additional locations, faculty should try to estimate the volume of time learners are expected to spend on line to complete required assignments or learning activities.

Within the syllabus as well as additional locations, faculty should identify all software and plug-ins students will need for the materials posted on the course site.

1.5 Redundant availability and coordination of learner support information is enabled prior to course start via mail, or public web pages

In addition to publishing a public Webpage, the course syllabus and/or other resources may be provided to prospective students or enrollees prior to course start.

Online Organization & Design

2.1 Design presents and communicates course information clearly and course is easily navigated

2.2 Links to essential tools and information are positioned consistently

Conformity is recommended to aid student access to the most common needs (grades, learner help, instructor contact info, course orientation, syllabus, mail)

Promotes quick adaptation to the course environment, particularly for returning students

2.3 Course syllabus identifies any additional application programs or browser plug-ins necessary to access and use course materials

Links or web addresses are provided to obtain accessory programs

2.4 Web pages are visually and functionally consistent

Page length of 1-2 screens maximum, or navigation tools (bookmarks) provided

Layout of homepage and folders requires no scrolling to see all links

Icons are illustrative of the content or function behind them; icons are not duplicated if representing different content or functions

Web pages are provided for display in browser-compatible format (.html, .swf); links to "printer-friendly” alternatives may also be made available (e.g. .pdf, .doc, or .rtf)

2.5 Accessibility issues are addressed

High contrast color-schemes are available to enhance readability for visually impaired

Text equivalents are available for non-text elements

Video content includes open captioning

Instructional Design and Delivery

3.1 Course goals and learning objectives are clearly stated and accessible.

Goals & learning objectives are presented both in the syllabus as well as included within each individual assessment activity utilized by the instructor.

Grading rubrics, if appropriate, are presented to learners in advance of the assessment activity.

3.2 Learning activities maximize opportunities for interaction among the participants.

Course offers opportunities for student to student interaction

Course offers opportunities for student to resource interaction

Course offers opportunities for student to instructor interaction

3.3 Learning activities and assessment measures try to address different learning styles.

3.4 Learning activities and assessment measures appropriately match the level of knowledge-base learning and higher order thinking appropriate to the course level and discipline.

Assessment & Evaluation of Student Learning

4.1 Learning objectives, instructional and assessment activities are related

Course design demonstrates clear alignment of learning objectives with appropriate instructional activities and assessment measures

4.2 Instructor expectations for assignments are clearly communicated, both within the syllabus and within the activity used for evaluating learners (Assignment Tool, Assessment Tool, Discussion Tool)

4.3 Utilize internal assessment tools where appropriate

Explanation of assessment tool is provided

Descriptive (content-related) titling of assessment(s) is used

There are opportunities to practice using the tool

4.4 Multiple assessment methods are used to measure content knowledge and skills

The instructor recognizes differences in learning rates or preferences, and provides different ways for students to demonstrate achievement of course objectives

4.5 Opportunities are available for students to receive feedback about their own performance

The instructor provides timely communication re: student progress and achievement

Appropriate and Effective Use of Technology

5.1 Designed for connectivity resources available to users

Activities, file types and sizes are accessible via the connection speeds commonly available to the audience

5.2 Multimedia elements are relevant to learning, and optimized for multiple transmission speeds

Attention is given to formatting multimedia elements so they are accessible via connection speeds commonly available to the audience; options are provided for broadband, and non-broadband connections

5.3 Appropriate tools are used to facilitate varied forms of communication

Public and private asynchronous or synchronous communication tools are available to support the participants and their learning activities

Faculty Use of Student Feedback

6.1 Instructor offers opportunity for students to give anonymous feedback to faculty on course content and activities

The instructor solicits periodic feedback while course is in progress in order to increase effectiveness of instructional methods and assessments

6.2 Instructor offers opportunity for student to give anonymous feedback on ease of accessing and using online technology in course·

The instructor can become aware of any technical problems that may require adjustment or correction of course material format or tool use

Technical problems that involve campus systems can be referred to the appropriate personnel

6.3 Instructor uses student feedback to help modify instruction and assessment of student learning·

Instructor is able to initiate changes in response to identified concerns

Other

7.1 Utilize appropriate course backup and maintenance practices

· Instructor maintains current course backup (restore point in FerrisConnect); downloads and archives student records and gradable work at end of course.

7.2 Faculty forwards appropriate feedback to systems administrators regarding non-content related issues with course access or operation

Best Practices Committee