1 | Category | Standard | Points | ATS Recommendation | ||||||||||||||
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2 | Category 1: Course Overview and Introduction | 1.1 Instructions make clear how to get started and where to find various course components. | 3 | Include a "Getting Started" or "Start Here" section at the top of your D2L site that outlines how you've mapped your course, including where learners can find help, where they can find grades, how they can get in touch with you, and how the course content is organized. | ||||||||||||||
3 | Category 1: Course Overview and Introduction | 1.2 Learners are introduced to the purpose and structure of the course. | 3 | Include a section titled "Course Overview" that covers this information, either as a standalone module in your D2L course, or in the "Getting Started" section above. | ||||||||||||||
4 | Category 1: Course Overview and Introduction | 1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly. | 2 | Include a section of your syllabus titled "Netiquette" or "Online etiquette". Some starter language is available at: http://link.mnsu.edu/netiquette | ||||||||||||||
5 | Category 1: Course Overview and Introduction | 1.4 Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided. | 2 | A "Policies" or "Guidelines" section details expections regarding leaners' interactive behavior, learners' academic conduct, and course grading standards. | ||||||||||||||
6 | Category 1: Course Overview and Introduction | 1.5 Minimum technology requirements are clearly stated and instructions for use provided. | 2 | Include a "Technology" section, or include technology requirements along with "Materials Requirements." Detail exactly which software, hardware, and any technological tools that learners will need to use during the course. | ||||||||||||||
7 | Category 1: Course Overview and Introduction | 1.6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated. | 1 | Include a section of the syllabus that states the competencies in classic learning objective language. Do NOT mention specific courses, unless you also state the equivalent skills or knowledge needed for the course -- remember, learners not enrolled in our curriculum may take your online course. For example: Learners enrolling in this course should have taken PHYS 3601 at MNSU, and/or be able to identify, define, and apply all of Newton's Laws of Thermodynamics. | ||||||||||||||
8 | Category 1: Course Overview and Introduction | 1.7 Minimum technical skills expected of the learner are clearly stated. | 1 | In your "Technology" section, or under "Materials and Skills Required," clearly state general and specific technical skills that learners will be expected to have prior to the course. | ||||||||||||||
9 | Category 1: Course Overview and Introduction | 1.8 The self-introduction by the instructor is appropriate and available online. | 1 | Include a video or text-based introduction to yourself. Explain your background, your connection to the topic in the course, and your interest. This can be either in the "Getting Started" section or in an "Introduction" Discussion post. | ||||||||||||||
10 | Category 1: Course Overview and Introduction | 1.9 Learners are asked to introduce themselves to the class. | 1 | Create a discussion board titled "Introduce yourself" and make an early participation grade assignment to post answers to the following questions: 1. Your name 2. Your year in school 3. Your major 4. Your previous experience with this topic (other courses in the area you've taken, other topics you're interested in, personal exploration) 5. What you hope to learn from the course | ||||||||||||||
11 | Category 2: Learning Objectives (Competencies) | 2.1 The course learning objectives or competencies describe outcomes that are measurable. | 3 | Include a section of the syllabus titled "Course Learning objectives or competencies" and ensure that they align with other components in your course (learning activities and assessment strategies). Make sure that your module-level learning objectives or competencies are written using measureable verbs. http://link.mnsu.edu/bloomstaxonomy | ||||||||||||||
12 | Category 2: Learning Objectives (Competencies) | 2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies. | 3 | For each module or unit, include a section that outlines the learning objectives or competencies that comport to proper learning objectives or competencies format ("learners should be able to 'verb', 'noun') and cover a range of Bloom's Taxonomy. Make sure that your module-level learning objectives meet the needs of your course-level learning objectives. If you think of your course in terms of Modules made up of Lessons, ensure that Lessons and activities have activities that support module objectives or competencies, which support course objectives or competencies. http://link.mnsu.edu/bloomstaxonomy | ||||||||||||||
13 | Category 2: Learning Objectives (Competencies) | 2.3 All learning objectives or competencies are stated clearly and written from the learner’s perspective. | 3 | Ensure that you write all learning objectives or competencies in the format of "learners will be able to 'verb', 'noun'". | ||||||||||||||
14 | Category 2: Learning Objectives (Competencies) | 2.4The relationship between learning objectives or competencies and course activities is clearly stated. | 3 | Including a "Course Map" will show the direct links between learning objectives (or competencies), learning activities, and assessment strategies. | ||||||||||||||
15 | Category 2: Learning Objectives (Competencies) | 2.5 The learning objectives or competencies are suited to the level of the course | 3 | Ensure that you the learning objectives or competencies include verbs that recognize the intended level of cognitive function for your learners. | ||||||||||||||
16 | Category 3: Assessment and Measurement | 3.1 The assessments measure the stated learning objectives or competencies. | 3 | As you construct assignments and assessments, ask yourself "does this reasonably assess what I've stated I care about?" If you want learners to create, for example, asking them to take a multiple choice test is unlikely to accurately assess this objective. | ||||||||||||||
17 | Category 3: Assessment and Measurement | 3.2 The course grading policy is stated clearly. | 3 | Include a section of your syllabus titled "grading policy". Outline each graded assignment, the percentage of the final grade, and either the rubric for each assignment/assessment or a reference to the location of this rubric. Some assessments, such as tests and quizzes, may not have a public rubric that can be shared in advance of the assessment, but you should at least make clear what learning goals you will be assessing in the assessment. | ||||||||||||||
18 | Category 3: Assessment and Measurement | 3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and participation and are tied to the course grading policy. | 3 | Include explicit, public rubrics for each graded assignment and/or assessment when possible. If not possible (for example, for tests or quizzes), at least make clear to learners what knowledge learners will be tested on in each assignment/assessment and what learning goals the assessment is assessing. Rubrics should have the following qualities: They should include examples of each criteria for the grade They should include an articulation of what "excellent", "good", "fair", "poor", and "far below expectations" look like (or some other scale of the instructor's choosing") They should be continuous for positive integers adding up to the final grade, with excellent being the # of points a learner can get to move toward an "A" in that category", "good" being the points that a learner can get toward a "B" in that category, etc. | ||||||||||||||
19 | 3.4 The assessment instruments selected are sequenced, varied, and appropriate to the learner work being assessed. | 2 | Consider each assessment, and ensure that you can map it back to the course and module level learning goals/objectives or competencies. Include a variety of assessment strategies that match the cognitive function of your various module-level learning objectives. | |||||||||||||||
20 | 3.5 The course provides learners with multiple opportunities to track their learning progress. | 2 | Include opportunities for learners to get feedback on what they are understanding and not understanding. Consider including a reflection component to the class where you ask learners to engage in "metacognitive" reflection -- ask them to gauge their own understanding of the materials and to create a remediation plan. Perhaps even include old tests and encourage them to seek remediation if they score below a certain level. Multiple attempt or self-scoring quizzes as well as ineractive games and peer review can all be useful tools. | |||||||||||||||
21 | Category 4: Instructional Materials | 4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies. | 3 | Consider each activity (lecture, reading, etc.), and ensure that you can map it back to the course and module level learning goals/objectives or competencies. Try to vary the activities in the course when possible. | ||||||||||||||
22 | Category 4: Instructional Materials | 4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. | 3 | Make your goals for each activity clear to learners and map it back to the module and course goals when appropriate. | ||||||||||||||
23 | Category 4: Instructional Materials | 4.3 All instructional materials used in the course are appropriately cited. | 2 | All sources need to be cited clearly within your D2L course, even when an external link is provided to this information. Remember, if the link or document does not load, students will still be able to find the materials using the citation. | ||||||||||||||
24 | Category 4: Instructional Materials | 4.4 The instructional materials are current. | 2 | Stay current and revise your course to reflect current thinking in the field. *Materials must be relevant. Sometimes older materials are more accurate and relevant. Make sure that you can support your reasoning for your materials. | ||||||||||||||
25 | Category 4: Instructional Materials | 4.5 A variety of instructional materials is used in the course. | 2 | Try not to overemphasize a single (i.e., your) epistemological bias; present a range of perspectives, even those contrary to your own. | ||||||||||||||
26 | Category 4: Instructional Materials | 4.6 The distinction between required and optional materials is clearly explained. | 1 | Clearly explain which materials are optional. | ||||||||||||||
27 | Category 5: Course Activities and Learner Interaction | 5.1 The learning activities promote the achievement of the stated learning objectives or competencies. | 3 | Consider each activity (weekly assignment, project, etc.), and ensure that you can map it back to the course and module level learning goals/objectives or competencies. Try to vary the activities in the course when possible. | ||||||||||||||
28 | Category 5: Course Activities and Learner Interaction | 5.2 Learning activities provide opportunities for interaction that support active learning. | 3 | When possible, encourage learners to engage with one another in sensemaking and "muddiest point" discussions. Try to structure assignments or activities to include opportunities for opportunistic failure and "leveling up". | ||||||||||||||
29 | Category 5: Course Activities and Learner Interaction | 5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated. | 3 | Include a clear statement in the syllabus and for each assignment about the timeframe for which feedback will be provided. | ||||||||||||||
30 | Category 5: Course Activities and Learner Interaction | 5.4 The requirements for learner interaction are clearly stated. | 2 | If appropriate, include sections in the syllabus and/or getting started guide (possible as part of "netiquette" or "policies & guidelines") that articulates expectations for interaction and group work. http://link.mnsu.edu/netiquette | ||||||||||||||
31 | Category 6: Course Technology | 6.1 The tools used in the course support the learning objectives or competencies. | 3 | Consider each tool you ask learners to use and each piece of media you ask them to watch (movies, speeches, lectures, tc.), and ensure that you can map it back to the course and module level learning goals/objectives or competencies. Try to vary the activities in the course when possible. | ||||||||||||||
32 | Category 6: Course Technology | 6.2 Course tools promote learner engagement and active learning. | 3 | When possible, encourage learners to engage with one another in sensemaking and "muddiest point" discussions. Try to structure assignments or activities to include opportunities for opportunistic failure and "leveling up". Consider ways of having learners co-create with peers and self-remediate. | ||||||||||||||
33 | Category 6: Course Technology | 6.3 Technologies required in the course are readily obtainable. | 2 | Ensure that clear instructions for how to use the technologies required are made available to learners. Make it clear where learners go for technical assistance. Try to avoid using cloud-based tools when enterprise tools are available (i.e., institutionally supported tools). | ||||||||||||||
34 | Category 6: Course Technology | 6.4 The course technologies are current. | 1 | Avoid using antiquated technologies -- but also avoid bleeding edge technologies, unless they are vetted and accessible. | ||||||||||||||
35 | Category 6: Course Technology | 6.5 Links are provided to privacy policies for all externaltools required in the course. | 1 | Make sure learners have access to any and all relevant information. | ||||||||||||||
36 | Category 7: Learner Support | 7.1 The course instructions articulate or link to a clear description of the technical support offered and how to access it. | 3 | Include links to the following resources: • MNSU Libraries, http://lib.mnsu.edu • D2L support: https://d2l.mnsu.edu • Information and Technology Services, http://www.mnsu.edu/its/, (507) 389-6654 • Accessibility Resources, http://www.mnsu.edu/dso/ • Center for Academic Success, including services to assist with writing, math and science, and study skills, http://www.mnsu.edu/success/ • Campus Wellness, including mental health and addiction services, http://www.mnsu.edu/campuswellness/ • Student Handbook http://www.mnsu.edu/students/basicstuff/, including academic integrity, FERPA, and civility and harassment policies | ||||||||||||||
37 | Category 7: Learner Support | 7.2 Course instructions articulate or link to the institution’s accessibility policies and services. | 3 | Include links to the following resources: • MNSU Libraries, http://lib.mnsu.edu • D2L support: https://d2l.mnsu.edu • Information and Technology Services, http://www.mnsu.edu/its/, (507) 389-6654 • Accessibility Resources, http://www.mnsu.edu/dso/ • Center for Academic Success, including services to assist with writing, math and science, and study skills, http://www.mnsu.edu/success/ • Campus Wellness, including mental health and addiction services, http://www.mnsu.edu/campuswellness/ • Student Handbook http://www.mnsu.edu/students/basicstuff/, including academic integrity, FERPA, and civility and harassment policies | ||||||||||||||
38 | Category 7: Learner Support | 7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help learners succeed in the course and how learners can obtain them. | 2 | Include links to the following resources: • MNSU Libraries, http://lib.mnsu.edu • D2L support: https://d2l.mnsu.edu • Information and Technology Services, http://www.mnsu.edu/its/, (507) 389-6654 • Accessibility Resources, http://www.mnsu.edu/dso/ • Center for Academic Success, including services to assist with writing, math and science, and study skills, http://www.mnsu.edu/success/ • Campus Wellness, including mental health and addiction services, http://www.mnsu.edu/campuswellness/ • Student Handbook http://www.mnsu.edu/students/basicstuff/, including academic integrity, FERPA, and civility and harassment policies | ||||||||||||||
39 | Category 7: Learner Support | 7.4 Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and how learners can access the services. | 1 | Include links to the following resources: • MNSU Libraries, http://lib.mnsu.edu • D2L support: https://d2l.mnsu.edu • Information and Technology Services, http://www.mnsu.edu/its/, (507) 389-6654 • Accessibility Resources, http://www.mnsu.edu/dso/ • Center for Academic Success, including services to assist with writing, math and science, and study skills, http://www.mnsu.edu/success/ • Campus Wellness, including mental health and addiction services, http://www.mnsu.edu/campuswellness/ • Student Handbook http://www.mnsu.edu/students/basicstuff/, including academic integrity, FERPA, and civility and harassment policies | ||||||||||||||
40 | Category 8: Accessibility and Usability | 8.1 Course navigation facilitates ease of use. | 3 | Navigation through the course should be logical, efficient, and easy to use. This means it must be well planned and organized. Design elements should be consistent throughout the course and labels should be informative (i.e. Unit 1 should also include the title of the topic or concept covered). Including a map for the course flow may be helpful in organizing the course as well as for learners to navigate with. | ||||||||||||||
41 | Category 8: Accessibility and Usability | 8.2 Information is provided about the accessibility of technologies required in the course. | 3 | Include a statement in your syllabus saying: If you are a learner with a physical or cognitive disability please contact Accessibility Resources or the instructor to arrange for the appropriate accommodation. Include a link to MNSU Accessibility Resources web page and phone number: http://www.mnsu.edu/dso/ http://www.mnsu.edu/dso/contact.html 507-389-2825 (V) 800-627-3529 or 711 (MRS) | ||||||||||||||
42 | Category 8: Accessibility and Usability | 8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. | 2 | For example, provide closed captioning or text transcripts to accompany any video or other audio presented in your course. | ||||||||||||||
43 | Category 8: Accessibility and Usability | 8.4 The course design facilitates readability. | 2 | The course content is organized so that learners can find information easily. | ||||||||||||||
44 | Category 8: Accessibility and Usability | 8.5 Course multimedia facilitate ease of use. | 2 | Course multimedia should be easy to access, view, and operate. |