MSUM Online / Blended Course Checklist (Self-Evaluation)

Course Code (ex:  ENG101): 

Course Title:   

Developer(s):  

Planned Course Start Date: 

Delivery Mode:      (Hybrid -- any class that meets significantly less than the regularly-scheduled  on-ground classes).

Department Chair Signature (recognition that course is being delivered as online/hybrid)

 

  1. Course Overview and Introduction

The overall design of the course, the navigational information, and the course/instructor/student information are made transparent to the student at the beginning of the course.

Specific Review Standards: Yes No Notes
I.1 Introduction to the Course:" a statement OR "Welcome Letter" introduces the student to the course and to the structure of the student learning.

 
I.2 Introduction to the Instructor (paragraph, possibly a photograph or a link to your E-Folio)

 
I.3 Have students provide a brief introduction to themselves via discussion board (optional).
I.4 Links in the Course Policies and Schedule section to help documents relating to the instructional management system or course web site.

 
I.5 Course Layout:  easy to navigate and understand   
(note:  a Dragon Logo and MSUM information should be present on the opening page. 
Also, please include a statement about Disability Services .)
I.6 The syllabus is written in accordance with MSUM's "Course Syllabus Policy"
 
I.7 In addition, the instructor must include the following items for a hybrid/online course syllabus. 
Any student requirements / responsibilities for course interaction are clearly articulated:
  List of required course technologies. 
Plugins and Readers that may be required
  Notification of cooperative groupwork, graded discussion, etc.  Electronic Group Work Areas, Teaching through Discussion Links
  Netiquette Guidelines (MSUM Netiquette Guidelines)
  Guidelines for Discussion / Discussion Grading Rubric  (sample)
I.8 Permission Consent Form (sample) to allow use of submitted discussions, assignments, etc. as examples for future offerings of the course. Add how long the permissions stand.
 
I.9   The elements of the course - learning content, instructional methods, technologies, and course materials -- complement each other.
I.10 Program framework - to be completed by  Education and Educational Leadership programs)  -- how does this course fit into the program?

 

  1. Learning Objectives and Competencies

Specific Review Standards: Yes No Notes
II.1 Learning objectives are clearly defined and explained. They assist the learner to focus on learning activities.
 

 

  1. Assessment of Student Learning

Specific Review Standards: Yes No Notes
III.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.  Examples:  proctored exams, project-based learning, electronic portfolios.
 
 III.2 The grading policy is easy to locate and understand.
III. 3. Grades are available online via web-based gradebook so that students can monitor their progress.
III. 4. The types of assessments selected and the methods used for submitting assessments are appropriate for the distance learning environment. (electronic dropboxes, email attachments, publisher's web-based exercises, proctored exams, oral exams using Horizon Wimba)
III. 5. Multiple methods of student evaluation measure the achievement of the stated outcomes.  For example, formative assessment techniques (including practice quizzes, homework, self-tests, ungraded activities) provide immediate feedback to learners.  Summative assessment techniques (research papers, exams, portfolios, projects) provide more formal, graded assessments.
 A

 

  1. Resources and Materials

Course materials are designed to achieve specific objectives and learning outcomes and are prepared by qualified persons competent in their fields.  Materials are credible.
Specific Review Standards: Yes No Notes
IV.1 Resources and materials are easily accessible to and usable by the learners.
 
IV.2 All course materials are made available in a format appropriate to the online environment.  For example, pdf and html formats are more widely accessible on a variety of computers than PowerPoint, Word, Excel, etc. Provide printable versions of content where appropriate.

 
IV.3 The course  materials have sufficient depth in content and are sufficiently comprehensive for the student to learn the course content. 
 
IV.4 Instructional materials address various learning styles(simulations, video clips, audio clips, text with images, etc.).
 

  1. Instructional Strategies / Learner Interaction

Specific Review Standards: Yes No Notes
Learner to Content Contact:
  Course employs active learning strategies.  
Instructor to Learner Contact:
  Prompting -- the course developer has provided for monitoring individual progress, notification about lack of online presence, and notification about failure to meet deadlines
  Instructor has planned for REGULAR contact with the students via phone, email, discussion board, pager, etc.
  Clear standards are set for instructor response and availability (turn-around time for email, grades posted, etc.)
  Directions for contacting instructor are clear and specific (online office hours, subject line for email helps organization of electronic communication, etc.)
  Student understands learning style (VARK)
Learner to Learner Contact:
  Instruction provides for learner to learner interaction via email, chat, discussion board, posting news items

 

  1. Learner Support

  2. Compliance with Academic Policies, ADA, Copyright

    Specific Review Standards: Yes No Notes
    VII.1 Use MSUM's materials
    from Greg Toutges.  Disability Statement
    VII.2 Copyright -- Teach Act Checklist.
    VII.3 Student compliance with
    plagiarism, academic honesty
    VII.4 All resources and materials
    used in the online course are appropriately cited.