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Rubric to Aid and Review Design of a Blended (3b) or Online

Course (4)
Based on http://www.csuchico.edu/celt/roi/index.shtml

Baseline (1-2) Effective (3-4) Exemplary (5- Score


6)

1. Learner Support & Resources


Links to information for online learner support and links to Little to no contains some contains
campus resources. information information extensive
information
• Library, link
• Ref to Learning Services
• How to get help

Programme & course specific resources are provided. Little to no course- Some course- Variety of
specific resources, specific course-specific
• Textbooks/ readings
and limited contact resources, some resources,
• Programme information information. contact contact
information information
• Learning objectives given. complete.
• Contact information: teacher, school, programme

Access is provided to resources to support course content Little to no access Access to some Access to a
resources wide range of
• software,
resources
• plugins
Baseline (1-2) Effective (3-4) Exemplary (5- Score
6)

• important websites,
• databases needed
• instructions on how to use the above

Students provided with information on the role the online Course information Course Course
environment will play in the course. is unclear about information information
this identifies and clearly
explains in some identifies this
measure

No opportunity Some Multiple


There is opportunity for students to give feedback on the
ease of use of the online technology and the accessibility of opportunities opportunities
the course.
2. Online Organisation & Design
Course structure Course is still under Course is Course is well-
construction, or organised and organised,
• construction of course complete
structure confusing navigable. complete and
• clear layout easy to
navigate.
• easy to navigate

Visual Design Poor Adequate Pleasing :


visual design
• useful headings, bullet points and keywords improves
• colours & fonts create clarity course page
interpretation
• images are of appropriate size

Organisation of Information Resources and files Files are Files are well
are disorganised. somewhat organised
File Management
Resource and file organised. File Resources are
• files are organised into folders for easy retrieval and names are non- names usually organised. File
updating descriptive. describe file names describe
content. file content.
• file names describe file content
Resource Management
• resources on course page(s) organised and
consistent

Presentation of text in the course Poor presentation Varying quality High quality
levels presentation
• Text is of appropriate length for its function throughout
(preamble is short, does not take up course page real
estate)
• Text is of appropriate size (headings are not too big)
• Emphasized text is either bold or in colour (not in all
caps or underlined)
• Scanned text is of high quality
• Where possible, text is chunked into short
paragraphs

Learning resources No/Few learning Some learning Learning


resources resources resources in
• Can be accessed & downloaded variety of
• Are available in different formats (ie podcast plus formats
transcript)

All resources used in the course adhere to copyright policy Resources re-used Some re-used All re-used
(documents, articles, videos, images, audio files, are not attributed resources are resources are
animations, etc) attributed. attributed
appropriately

3. Instructional design & delivery


Interaction / communication opportunities between student little or no some many
and : opportunities opportunities opportunities
• lecturer
• peers
• content
• technology
• environment (work/life)
Description of learning objectives within course Topical learning Topical learning Clear topical
objectives are objectives are learning
Ie Topical learning objectives are defined
absent or vague or objectives.
incomplete complex.

Alignment of learning objectives & learning activities Learning objectives Learning Learning
not supported with objectives activities
activities loosely facilitate
supported by achievement of
some learning the learning
activities objectives

Mix of learning activities cater for variety of learning styles provides mainly one provides a mix of consistent
type of activity at least 2 types variety
• visual, textual, kinaesthetic, auditory
but not throughout
• neomillenial or ‘digital native/immigrant’ consistently courses
• others throughout the
course

Learning activities are directly related to assessment No resemblance Some Clearly related
activities and provide student with aid for assessment. and little aid resemblance and and clearly aid
some aid

Critical thinking & reflective activities Course provides Course provides Course
limited or no such some such provides
activities activities multiple such
activities

Problem- or project-based activities Course provides Course provides Course


limited or no such some such provides
activities activities multiple such
activities

Learning activities for collaboration and/or sharing and co- Course provides Course provides Course
construction of knowledge are used throughout the course limited or no such some such provides
activities activities multiple such
activities

No motivational Some Motivational


Motivational activities or techniques are used throughout the
course activities or motivational activities or
techniques activities or techniques
techniques throughout

Learners has little Some choice Much choice


Course is learner-centred. Learner has choice in
choice
• Projects/Activities
• Negotiation of learning goals
• Time and place/tool of participation
• Application of learning to own context

Instructor uses Instructor Instructor uses


Instructor uses both formal and informal student feedback
on an ongoing basis in planning of instruction and student feedback requests and formal and
assessment once at the end of uses student informal
the course feedback a few student
times during the feedback
course throughout the
course

4. Assessment and Evaluation of Learning


Course has no Course has some Multiple, timely
Assessment of student readiness ( for mode of delivery and
activities to assess activities to and appropriate
course content)
this. assess activities to
assess.

infrequent Some Are regular and


Opportunities for students to receive feedback from teacher
about their own performance appropriate

No Some Throughout the


There is opportunity for student self-assessment and/or peer
feedback opportunities course

No Some Multiple
There is opportunity for students to give feedback to faculty
on course content and tools. opportunities

Inappropriate Satisfactory Excellent


Assessment format chosen is best fit for course content and
learning environment eg
• Authentic assessment techniques like portfolios,
online collaboration, project-based work
• Automated quizzes
• Use of online tools for assessment

5. Innovative Teaching with Technology


Very limited or Selection of tools Wide variety of
Use of appropriate and/ or varied technological tools
selection but used used, some tools used
inappropriately appropriate appropriately

Limited use and Some use and Used


A variety of multimedia elements and/or learning objects are
used and are relevant to accommodate different learning relevance relevance. throughout and
styles throughout the course. relevant

Course hardly uses Course optimises Course


The course uses the internet as a resource to effectively
internet access to Internet access optimises
engage students in the learning process in various ways
throughout the course engage students in and effectively Internet access
the learning engages and effectively
process. students in the engages
learning process. students

Little to no Some emphasis Emphasis on


Course aids in the development of 21st century skills
emphasis on 21st on 21st century 21st century
century skills skills skills
throughout

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