Rubric for Course Organization and Design
|Much of the course is under construction, with some key components identified such as the syllabus.
|Course is organized and navigable. Students can understand the key components and structure of the course.
|Course is well-organized and easy to navigate. Students can clearly understand all components and structure of the course.
|Course documentation does not communicate clearly what is expected of students.
|Course documentation identifies and delineates roles of students and faculty in the online environment.
|Course documentation clearly identifies and delineates roles of students and faculty in the entirety of the course and online environment.
A. Course Information (usually found in the syllabus) is easily located and provides complete and clear information on:
- Course description is given.
- Instructor information is presented: contact info, biographical information, and availability information. Instructional materials needed for the course are provided (textbook, course materials, readings).
- Credit hours – course provides information regarding number of credit hours earned for successfully completing the course.
- Content – A clear, concise list of modules and activities that will be completed within each of the course modules/chapters/topics is provided.
- Assignments – Each course requirement/assignment includes the due date, instruction on how to submit it, and the estimated amount of time needed for completion.
- Expectations for course participation are clearly stated.
- Grading policy, grading scale and weights are provided.
- Calendar of due dates and other events is provided.
- Technical Competencies – Provide a list of technical competencies/skills necessary for course completion.
- Technical Requirements – A list of technical requirements such as connect speed, hardware and software needed to be able to participate fully in the course.
- The instructor provides a brief biography, photograph, and/or an appropriate self-introduction, which presents the instructor as approachable and engaging.
- A welcome statement from the instructor, that includes clear instructions on how to get started and where to find various course components.
- Icebreaker – You have an activity for students and the instructor to introduce them
|Aesthetic design does not present and communicate course information clearly.
|Aesthetic design presents and communicates portions of course information clearly.
|Aesthetic design presents and communicates course information clearly throughout the course.
Learner Support & Resources
A. Institutional/Program Support and resources
- Policies – Links to institutional/program information and/or policies and procedures are provided.
- Technical Support – Links, Email addresses, and/or phone numbers for technical support are provided.
- The Help Desk provides networking and technical support for Roane State campus computers. If you have technical problems with your computer, email, password, or RaiderNet, please contact the RSCC Help Desk at (865) 354-3000 ext. 4357 (HELP) or send an email to firstname.lastname@example.org or visit the Help Desk website (Opens in new window)
- D2L Support – For information on how to use D2L visit the CTAT website (opens in new window). For D2L or academic technology support please feel free to contact CTAT at 865-882-4556 or email us at email@example.com
- For after hours help call 855-664-1161 afterhours, weekends, holidays
- ADA Support – Statement of ADA Compliances and procedure for requesting special services is provided. This statement is usually in the syllabus.
- Library Support – For help with a library question, you can chat with a librarian on the Library website (opens in new window)
- Records and Registration Support – The office of records and registration personnel will answer registration procedure questions at http://www.roanestate.edu/?5365-Records-and-Registration
B. Academic Support and Resources
- Glossary – a glossary of terms are available
- Orientation – Opportunities for program and course orientation are provided. I always have a section in my D2L course or my syllabus for new students who are new to the online environment with some basic information that students who have taken classes before will already know.
- Resources – A list of academic resources with links to the institution’s library, tutoring center, counseling services, and other resources is provided. Well here it is important for the students to know library services for distance education students. Will the library mail books to them? Does the library have a librarian on duty “Ask Now”? What service(s) do the universities library provide distance education students? Good to give them a list of all student services on campus students have and how they have the same services but how they have to access them. If the university gives services to students on campus then all those same services need to be available to distance education students. Especially if they only attend long distance.
- Gradebook – A gradebook is available for checking progress.
|Web pages are inconsistent both visually and functionally.
|Most web pages are visually and functionally consistent.
|All web pages are visually and functionally consistent throughout the course.
- Scrolling – Scrolling is minimized or facilitated with anchors.
- Consistency – Consistent layout design orients users throughout the site.
- Fonts – Font type, size, and color are readable and consistent throughout the site.
- Pop-up windows – Use pup-up windows (windows with specific information, no scroll bars, and no menus) is appropriate.
- Frames – Windows open in appropriate frames that do not confuse users. The use of additional frames, other than those within the LMS, is avoided.
B. Use of Multimedia
- Technical requirements – Audio/Video hardware requirements do not extend beyond the basic sound cards, speakers, and video players unless appropriately needed to meet course goals and objectives. It is important here to state the technology students will need to watch video and audio within the course.
- Audio Standards – Audio files meet minimum standards in the following areas.
- Audio quality is clear
- Audio file length is adequate to meet the goals of the activity without being too large to restrict users’ ability to download the file on computers with lower bandwidths.
- Audio file length is adequate to meet the goals of the activity without adding unnecessary information.
- Audio player required is compatible with multiple operating systems and requires only a standards, free plug-in.
- Video Standards – Video files meet minimum standards in the following areas:
- Video quality is clear.
- Video file length is adequate to meet the goals of the activity without being too large to restrict users’ ability to download the file on computers with lower bandwidths.
- Video file length is adequate to meet the goals of the activity without adding unnecessary information.
- Video player required is compatible with multiple operating systems and requires only a standard, free plug-in.
C. Use of images
- Image Quality – images are clear
- Image File Size – Image files are optimized for efficient loading
- Animation of Images – Use of animated GIFs is limited to only those that contribute to the learning experience or support the course content.
- Consistency – Navigation aids are located in the same location: graphics used as links are consistent.
- Hyperlink Identity – Navigation cues are present, clearly identifiable, offered in text and graphic formats, and are obvious links based on visual cues such as color, underlining and text directives.
- Hyperlink Function – Course has no broken links
- Hyperlink Target – Hyperlinks open in appropriate windows or frames.
A. Layout /Design
- Physical Course – Opportunities for learner feedback throughout the course on issues surrounding the course’s physical structure (e.g. spelling, navigation, deadlinks, etc.) are provided. I talked about the Q&A section earlier and this will really help provide a place for this one to be fulfilled. Every course should have a Q&A discussion forum then students can post questions and other students can answer them. Saves the faculty member from getting so many emails.
- Instruction – Opportunities for learners to offer feedback to instructor on instructional strategies are provided.
- Content – Opportunities for learners to offer feedback on course content are provided.
|Accessibility features are not implemented nor addressed.
|Accessibility features are partially implemented or addressed.
|Accessibility features are completely implemented or addressed.
- The course avoids using text or visuals that flicker, as flickering animations may trigger epileptic seizures.
- The course uses color combinations that provide sufficient contrast between foreground and background.
- The course uses appropriate formatting (font, color, etc.) to maximize readability for students with color blindness or visually impaired students. Does not rely on red versus green color combinations to relay information because colorblind people cannot distinguish between the two colors. Best colors for presentations are black, white and gray.
- The course provides a statement telling students how to access ADA services on their campus.
- Closed Caption. The video has accurate text captions that are synchronized to the video.
- A descriptive text transcript (including all relevant visual and auditory clues and indicators) is provided for all video/audio files. Text transcripts can be attached as Word or PDF files and should be placed alongside the video or audio file (podcast, mp3’s, etc.).
- This course uses ALT (Alternative Text) tags on all visual elements, whether in MS word, PowerPoint, on the D2L screen, within a test or email, or elsewhere. The purpose of ALT text is to explain the meaning of an image when someone cannot view the image directly.
- All linked images have descriptive alternative text (“alt” tags).
- Complex images used for learning (such as info-graphics) have extended text descriptions.
- All images, image maps, and/or image buttons have “alt” tags.
- Scanned PDF documents are made screen readable with OCR technology (not scanned as an image but an actual text document so screen readers can read the text).
- Interpreters (for deaf students) have access to the course throughout the semester