April 7, 2006
Part I |
Mediocre Design |
Good Design |
Excellent Design |
Learning Content
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A. Learning content is supportive to the clearly stated course goals and the learning objectives.
B. Learning content is well-organized and easy to navigate. C. Learning content contains theories, practices, and information (limited to text books and course readings). D. Learning content is comprehensible and presented with close-to-classroom speech tones. E. Learning content is accessible by most learners with contact information on ADA support. |
A. Learning content is supportive to the clearly stated course goals and the learning objectives. B. Learning content is well-organized and easy to navigate. C. Learning content contains up-to-date theories, practices, and information with some breadth and depth (some additional sources included). D. Learning content is comprehensible & inspiring with limited appropriate multimedia and presented with warm & close-to-classroom speech tones. E. Learning content is accessible by most learners with disabilities with contact information on ADA support.
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A. Learning content is supportive to the clearly stated course goals and the learning objectives. B. Learning content is well-organized and easy to navigate. C. Learning content contains up-to-date theories, practices, and information with sufficient breadth and depth (more additional sources for further study included). D. Learning content is comprehensible, inspiring & challenging with appropriate multimedia and presented with warm & close-to-classroom speech tones. E. Learning content is accessible by learners with disabilities based on the guidelines of Section 508 with contact information on ADA support. |
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Part II |
Mediocre Design |
Good Design |
Excellent Design |
Learning Activities |
A. The learning activities tend to promote the achievement of the stated goals and objectives.
B. The learning activities offer limited opportunities for student – content, instructor – student, and student – student interactions. C. The learning activities prompt instructor to be present and engaged with the students infrequently and sporadically. D. The learning activities include limited assignments that help students to develop critical thinking and real-world problem-solving skills. E. The learning activities are listed and time on task is emphasized (Late submitted works may be acceptable due to unforeseen difficulties or pre-arrangement) . |
A. The learning activities effectively promote the achievement of the stated goals and objectives.
B. The learning activities offer some opportunities for student – content, instructor – student, and student – student interactions. C. The learning activities prompt instructor to be present and engaged with the students. D. The learning activities include some assignments that help students to develop critical thinking and real-world problem-solving skills. E. The learning activities are presented with directions and time on task is emphasized (Late submitted works may be acceptable due to unforeseen difficulties or pre-arrangement) .
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A. The learning activities maximally promote the achievement of the stated goals and objectives throughout the course.
B. The learning activities offer ample opportunities for student – content, instructor – student, and student – student interactions. C. The learning activities prompt instructor to be actively present and engaged with the students frequently. D. The learning activities include a variety of assignments that help students to develop critical thinking and real-world problem-solving skills. E. The learning activities are clearly articulated with detailed instructions & necessary resources and time on task is emphasized (Late submitted works may be acceptable due to unforeseen difficulties or pre-arrangement). |
Part III |
Mediocre Design |
Good Design |
Excellent Design |
Learning Resources
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A. Learning resources are very limited and relevant to the course goals and objectives.
B. Learning resources include limited internal and external links to course specific resources. C. Learning resources contain limited or no multimedia materials. D. Learning resources provide no instructions on how to access or download the resources. E. Learning resources are cited and legally used (may be cited from second sources). |
A. Learning resources are available and relevant to the course goals and objectives.
B. Learning resources include some internal and external links to course specific resources and additional resources for further study. C. Learning resources contain appropriate multimedia materials. D. Learning resources provide some instructions on how to access or download the resources. E. Learning resources are appropriately cited and legally used (most from the first sources). |
A. Learning resources are extensive and relevant to the course goals and objectives.
B. Learning resources include a variety of internal and external links to course specific resources and additional resources for further study. C. Learning resources contain appropriate and different multimedia materials which respect diverse talents and ways of learning. D. Learning resources provide clear instructions on how to access or download the resources. E. Learning resources are appropriately cited and legally used (from the first sources only).
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Part IV |
Mediocre Design |
Good Design |
Excellent Design |
Learning Assessment&Course Evaluation |
A. Learning assessments are somewhat consistent with the learning objectives, content, activities and learning resources.
B. Learning assessments are available periodically with limited types, prompting some feedbacks (instructor – students and students – students). Self-assessments do not exist. C. Learning assessments contain policies on preventing plagiarism and cheatings. D. Learning assessments are presented with grading policy. E. Course evaluations are offered for students for collecting feedbacks, which may be used for the purpose of gathering statistic data alone.
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A. Learning assessments are more consistent with the learning objectives, content, activities and learning resources.
B. Learning assessments are ongoing with some types, prompting regular feedbacks (instructor - students and students – students). Self-assessments are also available for self-checking. C. Learning assessments contain policies on preventing plagiarism and cheatings. D. Learning assessments are presented with grading policy and rubrics. E. Course evaluations are offered to students for collecting feedbacks, which will be used for improving course instructions.
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A. Learning assessments are completely consistent with the learning objectives, content, activities and learning resources.
B. Learning assessments are ongoing with multiple types, prompting frequent and meaningful feedbacks (instructor – students and students – students). Self-assessments are also available for self-checking throughout the course. C. Learning assessments contain policies and tools on preventing plagiarism and cheatings. D. Learning assessments are presented with transparent and easy to understand grading policy and rubrics. E. Course evaluations are offered to students and faculty for collecting feedbacks, which will be used for improving the future course designs, course revisions and course instructions.
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Part V |
Mediocre Design |
Good Design |
Excellent Design |
Learning Support
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A. Instructor Support –Instructors offer support through announcements, discussions and emails only. No spaces for instructors to add additional comments. B. Peers Support – No online space for students to ask questions or make comments to the whole class besides email or group discussions. C. Librarian Support – A virtual library link is available in each course. D. School Support – Limited support such as academic advising, technical support, ADA support, unit and school policies are available in each course. E. External Support – Limited links to external policies, information and tutorials. |
A. Instructor Support – Instructors are offered a space in each module for adding any additional comments or personal views in each module.
B. Peers Support - Students are offered an online space within a course to ask questions or make comments to the whole class. C. Librarian Support – A virtual library link is available in each course with a Liberian’s contact information. D. School Support – Some support such as academic advising, technical support, ADA support, unit and school policies are available in each course. E. External Support – Some links to relevant external policies, information and tutorials. |
A. Instructor Support – Instructors are offered a space in each module for adding any additional comments or personal views in each module with a reply option for students to make responses.
B. Peers Support - Students are offered a space to ask questions or make comments to the whole class in each course module with a reply option, which are relevant to the course or the course module. C. Librarian Support – A virtual library link is available in each course with a Liberian’s contact information. D. School Support – complete support such as academic advising, technical support, ADA support, unit & school policies and online tutorials are available in each course. E. External Support – Extensive links to relevant external policies, information and tutorials.
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