Millie's take on Chico State rubric for on-line instruction
Submitted by Millie Vilaplana on Tue, 09/15/2009 - 12:07
- Include different types of support that explain, motivate and illustrate how on-line learning works and how learner can take full advantage of it
- Course organization is as self-explanatory as possible, using visual, color, graphic, tabular cues, clear concepts and terminology, simple layman's language
- The course syllabus provides the overall curriculum structure as well as the how, when, why the on-line course will tie in
- At start of course, ask learner to complete initial assessment of their readiness and depending on their answers branch out into required preliminary information, different levels, or straight into core subject concepts
- Ensure that learning objectives, instructional objectives and assessment are aligned; if not, resolve what's missing even if it means revising parts of the course
- Determine the type, frequency and quality of required instructor(s) feedback to learner
- Encourage, inquire, reinforce students interacting and learning from their peers through chat spaces, blogs or virtual meetings (whatever is more practical)
- Login to post comments