Online Course Proposal Form Form 1

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CAT Course Proposal Form, Last Revised January 2010

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Online Course Proposal Form

Form 1

The purpose of this form is to guide the approval and development of online courses at the University of the District of Columbia (UDC). This form should be used when proposing to shift a traditional course (one that is currently taught in the classroom) to the online format. Note all online courses offered by the University of the District of Columbia must use Blackboard Course Management System as the online platform for content delivery and all courses will be assessed by a peer-review committee. It should also be used to guide the development of new online courses, which will also be guided by policies and procedures adopted by the Academic Senate.

If you are proposing to develop a wholly new course for UDC, please follow the guidelines set forth by the Academic Senate and also use the QMR as a guide, see appendix A, Phase III.

If you are proposing to designate a hybrid course (one which uses both the traditional classroom for face-to-face class meetings in addition to online components) please use the Hybrid Course Proposal Form. Note, the QMR is the appropriate guide for the development of computer mediated modules in the hybrid or blended course.

Please complete this form as thoroughly as possible and submit to your chair to begin the approval process. Appendix A lays out a detailed table of steps and procedures to begin the process of proposing and developing an online course. Appendix B and C provide guidelines and an assessment rubric for developing an online course, and Appendix D provides a comprehensive guide to the selection and construction of learning objects and modules for online course planning and development.

Note: The assessment rubric and checklist will be used during the peer review stage as a metric to assess the proposed online course.

Prior to proposing or developing an online course, all faculty must complete a course in online course development or submit evidence of having completed such course to their Chair with a copy of certification submitted to the Center for Academic Technology for record keeping. It is the expectation that the Center for Academic Technology will support and implement a 30+ hour professional certification program open to all faculty or instructors external to UDC wishing to develop the skills and abilities to develop and teach in the online environment.

Once you have completed Form 1 and attached relevant documents, submit it electronically to your Chair for approval and comment, your chair will forward to the Dean for review and comment. Your Dean will submit the form and documents to the Assistant Dean, Center for Academic Technology who will review collaboratively with members from the Committee for Online Learning and return the form to your chair.

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Faculty Information

Name: __________________________________________________________

Title: ___________________________________________________________

College: _________________________________________________________

Department or Program: ___________________________________________

Email: ___________________________________________________________

Official Course Title:______________________________________________________

Department, Course, and Section Numbers: (_) (__)

(_____)

Department Course

Section

Justification for Developing this Course in the Online format

In order to build an online capacity of courses and diversity of offerings, please provide descriptive

metrics to guide planning and resource allocation.

1. Please provide examples of how the proposed course meets one or more of the following selection

criteria. If available, provide supporting data.

(a) high enrollment potential

(b) strong demand from students for online course

(c) strong or emerging market demand

(d) course required for certain degrees or certificates

(e) course is part of a degree or certificate program being put entirely online

(f) course is part of a College initiative or grant project

(g) provides students with an alternative

(h) other ________________________________________________________

2. What student audience do you anticipate will enroll in this course? What are the perceived

benefits for students taking this course online rather than on campus?

Experience Teaching With Online Format

1. Please describe your qualifications to teach this course in an online format. Be sure to address:

(a) why you want to develop and teach this course online;

(b) your past experience with distance or online education, if any;

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Preliminary Course Design Plans:

1. Please provide a course overview and introduction. This must include a description of the course as

it appears in the UDC Course Catalog. You should also attach a current copy of your course syllabus.

2. Please list your learning objectives for the course. Make sure the learning objectives align to the

official course description found in the UDC course catalog and that they are measureable. You may

find that using Bloom’s Taxonomy is a helpful guide.

3. Please provide a description of how learning outcomes (both formative and summative) will be

assessed. Also, please specify how you will document the effectiveness of the tools, applications, and

modules constructed or selected to build knowledge.

4. How will you verify the authenticity of student work and exams? Meaning, how will you either

proctor or verify that the students submitting work and taking exams is the same student registered in

the course.

5. Please identify the instructional resources, tools, and materials that will be use to facilitate learning

in the course. Indicate your level of competency or need for training. Use the table below.

Technology Tools

I plan to use this tool

(yes/no/not sure)

I am competent with

this tool

I will seek training on

this tool

Blackboard

SoftChalk

Podcasting

Wimba

Course Cartridges

Synchronous chats

Video

Ebrary resources

Other Special equipment

of software

6. Please indicate whether a textbook has been selected for this course. If so, provide the textbook

name, publisher, and ISBN. Is this available as an e-book?

7. Describe (briefly) how you will facilitate student discussions, interaction, and collaboration in the

online environment.

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9. List any training beyond the applications above that you will need to effectively teach this course

online.

Submission Deadlines for faculty

Summer or Fall Online Courses

Please submit all documents to your Chair on or before the

Second Friday in January

Spring Online Courses

Please submit all documents to your Chair on or before the

First Tuesday After Labor Day

Preliminary review and support to develop online course

1. Chair’s Feedback and Support of proposal: Please indicate your feedback and approval for this

proposal, and provide comments about the instructor and/or the need for the course, if needed.

2. Dean’s Feedback and Support of proposal: Please indicate your approval or disapproval for this

proposal, and provide comments about the need for the course. Then send Form electronically to

Suzan Harkness (

[email protected]

), assistant dean Center for Academic Technology for committee

review and signature. Dr. Harkness will return a signed copy of the form to the chair.

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Signatures

Initiated by: __________________________Date

Department Chair: _____________________Date

Please forward all documents to your Dean on or before the third Friday in January or on the first Tuesday following Labor Day.

Academic Dean: _______________________Date

Please forward all documents to CAT on or before the fourth Friday in January or on the second Tuesday following Labor Day.

Graduate Dean: _______________________Date

Please forward all documents to CAT on or before the last Friday in January or first Friday in February or on the third Tuesday following Labor Day.

Assistant Dean, CAT: ____________________Date

Appendix A

Online Course Proposal Process

Procedure

Responsible party

Phase I: Pre-Development And Approval Stage

1. Content expert/course developer completes online course development training course. Is provided Online course development

guidelines and assessment rubric. Please allow 2-6 weeks to complete the online course. If you have had online course training, please submit a copy of your certification to your chair and to the Cat office.

Faculty in coordination with CAT and C4OL- the training will take place in an online format with periodic face-to-face interaction as necessary.

2. Identify need/ or course Dean, Chair, Faculty

3. Identify Faculty – content expert Dean, Chair, Self-identify (faculty) 4. Prepare “Online Course Proposal Document

Form 1” and submit to Chair for approval

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process.

If the intention is to propose a summer or fall course, please submit all documents to your chair on or before the second Friday in January. If you propose to teach a spring course, submit your documents on or before the first Tuesday following Labor Day. 5. Chair provides approval and/or feedback and submits “Form” to Dean for approval to proceed. <one week>

Departmental Chair

6. Dean reviews proposal and provides feedback on “Form” then forwards Form to the Assistant Dean, CAT. <one week>

Dean

7. CAT and C4OL committee will review proposal and assess the proposal and

technological needs associated and sign and or return Form to Chair. One complete copy of the proposal will remain on file with CAT. <one week>

CAT and C4OL committee

8. Chair communicates to faculty whether or not they have authority to begin online course development.

Chair

Phase II: Course Development

1. Faculty make request to Bb office to create course shell in Blackboard

Faculty, CAT-Bb office

2, Chair designates course in SIS+ as an online course for registration purposes

Department Chair

3. Build online content, objects, widgets & modules

Faculty

3a. Provide technical assistance and instructional design support

CAT staff

3b. Provide mentoring & feedback using QM Online Rubric for Online Courses Assessment & Development

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Phase III: Peer Review And Assessment

1. Submit to QM for external review or to a three-member QM certified peer review committee for assessment

Instructional Faculty (content expert), Chair, Dean, C4OL, QM external review team, QM certified internal review team

2. QM certified team reviews course QM certified internal review team or QM external review team

3. Review Team submits written assessment to faculty

QM certified internal review team or QM external review team

4. Faculty makes revisions to online course as needed

Faculty

5. Course is reviewed again by internal review team to include certified QM reviewers, chair, department C4OL committee liaison, and or dean (graduate dean if it is a graduate course) alongside original assessment report

Sign off

Certified QM reviewers, departmental C4OL liaison, Chair, college dean and or graduate dean.

Phase IV: Teach Course

1. Teach course Faculty

2. Assess course outcomes, both the learning outcomes and effectiveness, pre, midterm, and post.

Faculty/Department

3. Provide outcome statistics to CAT office Faculty 4. Make course unavailable

Archive course

Faculty CAT

Phase V: Post Course Reflection

1. Complete Self Reflection Survey (Obtain survey instrument from CAT)

Faculty/CAT

2. Departmental review & reflection of online course. Deposit completed instrument with CAT.

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Appendix B: QM Assessment Rubric and Developmental Guidelines

Quality Matters Rubric Standards 2008-2010 edition with Assigned Point Values

Points

Course Overview and Introduction

1.1 Instructions make clear how to get started and where to find various course components.

1.2 A statement introduces the student to the purpose of the course and to its components; in the case of a hybrid course, the statement clarifies the relationship between the face-to-face and online components. 1.3 Etiquette expectations (sometimes called “netiquette” for online discussions, email, and other forms of communication are stated clearly.

1.4 The self-introduction by the instructor is appropriate and available online. 1.5 Students are asked to introduce themselves to the class.

1.6 Minimum student preparation, and, if applicable, prerequisite knowledge in the discipline are clearly stated. 1.7 Minimum technical skills expected of the student are clearly stated.

3 3 1 1 1 1 1 Learning Objectives

2.1 The course learning objectives describe outcomes that are measurable.

2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives.

2.3 All learning objectives are stated clearly and written from the students’ perspective.

2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly. 2.5 The learning objectives are appropriately designed for the level of the course.

3 3 3 3 2 Assessment and Measurement

3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.

3.2 The course grading policy is stated clearly.

3.3 Specific and descriptive criteria are provided for the evaluation of students’ work and participation. 3.4 The assessment instruments selected are sequenced, varied, and appropriate to the content being assessed. 3.5 “Self-check” or practice assignments are provided, with timely feedback to students.

3 3 3 2 2 Resources and Materials

4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives.

4.2 The relationship between the instructional materials and the learning activities is clearly explained to the student. 4.3 The instructional materials have sufficient breadth, depth, and currency for the student to learn the subject. 4.4. All resources and materials used in the course are appropriately cited.

3 3 2 1 Learner Engagement

5.1 The learning activities promote the achievement of the stated learning objectives.

5.2 Learning activities foster instructor-student, content-student, and if appropriate to the course, student-student interaction.

5.3 Clear standards are set for instructor responsiveness and availability (turn-around time for email, grade posting, etc.)

5.4 The requirements for student interaction are clearly articulated.

3 3 2 2 Course Technology

6.1 The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course.

6.2 The tools and media support student engagement and guide the student to become an active learner. 6.3 Navigation throughout the online components of the course is logical, consistent, and efficient. 6.4 Students have ready access to the technologies required in the course.

6.5 The course components are compatible with current standards for delivery modes. 6.6 Instructions on how to access resources at a distance are sufficient and easy to understand. 6.7 The course design takes full advantage of available tools and media.

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Learner Support

7.1 The course instructions articulate or link to clear description of the technical support offered.

7.2 Course instructions articulate or link to an explanation of how the institution’s academic support system can assist the student in effectively using the resources provided.

7.3 Course instructions articulate or link to an explanation of how the institution’s student support services can help students reach their educational goals.

7.4 Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information.

2 2 1 1 Accessibility

8.1 The course incorporates ADA standards and reflect conformance with institutional policy regarding accessibility in online and hybrid courses.

8.2 Course pages and course materials provide equivalent alternatives to auditory and visual content. 8.3 Course pages have links that are self-describing and meaningful.

8.4 The course ensures screen readability.

3 2 2 1

Appendix C: Blackboard Rubric Checklist

 Area / Tool / Feature Description

Announcements The first page displayed when any user enters a course site. Brief messages

should be posted here, such as a message welcoming students to the class and messages conveying pertinent information about course assignments, updates, reminders, and exams.

Identifying Information Does the Announcements Page display the course title, course number, section numbers, start date, and a brief description of the course?

Welcome Message Have you included a welcome message that greets students, invites them to explore the course site, and directs them to specific information within the site? Have you made the announcement a permanent announcement, so it will be available throughout the semester?

Navigation Cues Have you included a permanent announcement containing a table or list defining what each of the main areas of the site contain (types of information, types of tools, etc.)?

Updates Have you instructed students to check announcements regularly? Are you using announcements to keep students informed and updated on important

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Course Information Used to display general information about the course. Typically, this area will

consist of two folders, one containing a course syllabus and the other containing a course schedule.

Syllabus

Course Title Is the course title the same as the title listed in the Directory of Classes? Course Numbers Is the course number the same as the course number listed in the Directory of

Classes? Have you included the course registration number (for example:

10471) the subject and course number (for example: POLI 1169-206), and the relevant section number (for example: Section 02)?

Credit Hours Are credit hours listed? Course Start Date and

End Date Are dates listed for the start and end of the course? This information is particularly important for online courses, for which the start and end dates may differ from those of on-campus courses.

Course Description Does the course description contain, at a minimum, the official course description found in the UDC Catalog?

Prerequisites Defined by

Catalog Are all prerequisites listed as they appear in the UDC Catalog? Prerequisites Defined by

Instructor Are all instructor-defined prerequisites listed, such as level of computer experience or access to particular software? Textbook Information

(Bibliographic and Purchasing)

Does the syllabus list the title, author, publisher, date of publication, and ISBN? Are links to electronic bookstores provided, along with instructions for

purchasing the textbook or e-book? Other Materials

Information Does the syllabus list all other required or recommended materials? Are links to online book outlets provided, along with instructions for purchasing materials? Have you ensured that the links to e-books are accurate and available to students?

System Requirements Does the syllabus list the minimum system requirements for participation in the course, including all necessary hardware and software (see the CAT web resources for this information)? Are links provided for any required helper applications or plug-ins, such as PowerPoint Viewer or Adobe Acrobat Reader? Have you noted any special hardware or software required for course work (for instance, modeling or graphing software)?

On-Campus Sessions Does the syllabus list the dates and times of any on-campus sessions (for instance, labs or proctored exams)? Does the syllabus identify these sessions as either required or optional? Are the locations of these on-campus meetings specified?

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Participation Criteria Does the syllabus define expectations about participation in the class, including the frequency, timing, and quality of participation? If participation is graded, are grading criteria included?

Schedule Does the schedule contain due dates of all assignments, activities, and tests? Does it list class meetings and topics of discussion, where appropriate? Does it list all on-campus activities, such as labs or proctored exams? Does it note that the instructor reserves the right to make changes to the schedule and that changes will be announced on the Announcements page?

Policies Statement Do you post a notice regarding academic integrity, dishonesty, plagiarism, copyright protection, citation style format for written works, student verification and authenticity for works submitted, etc…

Staff Information Contact information and biographical information about faculty and staff involved

with the course.

Biographical Information Does “Staff Information” include the names and titles of faculty and staff

(program or departmental contact)? Does it contain brief biographies of faculty? Does it include photos of faculty (optional)?

Office Hours Are virtual office hours listed, along with an explanation of how virtual office hours are conducted (through instant messaging, Voice-over-IP technology, Wimba, Blackboard chat room, etc.)? Are any on-campus office hours listed? Are both types of office hours convenient for students with varied schedules? Phone Number Are phone numbers listed for faculty and department or program office? E-Mail Addresses Are e-mail addresses listed for faculty? Is a policy on response time provided

(for example, “I try to respond to all e-mail within 24 hours”)?

Course Documents Content-specific area containing the majority of content information delivered

online, such as lecture materials, handouts, presentations, and related readings. Organization Have you placed content in folders within the Course Documents area? Does

each folder have a unique, informative name? Have you organized the folders in a logical, intuitive structure? For example, you might create folders organized chronologically (Week 01, Week 02, etc.); by module (Module 01, Module 02, etc.), by author (Updike, Bellow, Smiley, etc.), or by type of material (Handouts, Presentations, Lecture Notes, etc.).

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Organization Have you placed assignments in individual folders within the Assignments Area? Does each folder have a unique, informative name? Have you organized the folders in a logical, intuitive structure? For example, you might create folders organized chronologically (Week 01, Week 02, etc.); by module (Module 01, Module 02, etc.), or by author (Updike, Bellow, Smiley, etc.).

Submission Requirements Does each assignment specify the manner in which students are to submit their work, including file names and file format? Do you include a message about non-compatible characters in file names or extensions?

Plug-Ins and Additional

Software If the assignment requires plug-ins or additional software (such as RealAudio, Java, or RealVideo), have you included links to sites where the plug-ins or software can be downloaded?

Books An area for posting reading lists and items relating to literature associated with

the course.

Content If you have enabled the Books section, have you included reading lists or other material related to literature used in the course? Have you included full

bibliographic information and purchasing information as appropriate? Don’t forget to include the ISBN for books or links to purchase or download e-books.

Communication Holds all of the communication tools. Links to the discussion board, e-mail

student and group pages, Wimba, Pronto, etc.

Send E-Mail Have you considered creating groups of students to make sending e-mail more efficient? When sending e-mail, do send a copy to yourself so you maintain an archive of e-mail you’ve sent.

Discussion Board The Communication Area contains a link to the Discussion Board, which is also linked from a button on the main page. See “Discussion Board,” below.

Virtual Classroom The Communication Area contains a link to the Virtual Classroom, which is also linked from a button on the main page. See “Virtual Classroom,” below.

Roster Is the student roster complete and accurate? If not, contact the Blackboard Help Desk at [email protected] or phone 274-5665. You are also able to enroll students or delete students who have dropped the course.

Group Pages If you have formed collaborative groups of students, have you enabled the collaboration and communication tools for each group (e-mail, virtual classroom, discussion board, and file exchange)? Have you provided an accurate,

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Wimba Will you be using Wimba in your class? Have you enabled the Wimba classroom and provided instructions to the students on how to run the desktop wizard? Wimba will enable you to communicate in both a synchronous and

asynchronous manner, post podcasts, share documents, or hold chat sessions.

Discussion Board A web-based, asynchronous communication tool that permits users to carry on a

conversation without having to be available at the same time. Conversations consist of messages posted by the instructor and students and are grouped into forums containing threads and all related replies or responses.

Forums Have you created forums with unique, informative titles and useful, informative descriptions? Have you organized the forums in some logical, intuitive structure? Have you provided a forum for off-topic posts that may still be of interest to members of the class? Do you provide a place for students to virtually congregate, such as a “Cyber Café”?

Content Have you posted thought-provoking questions or assertions that will generate discussion and critical thinking? Where appropriate, have you steered the discussion by posing additional questions or assertions? Have you provided students with guidelines for participating on the Discussion Board? Have you provided students with examples of appropriate and inappropriate posts? Security Have you carefully weighed the advantages and disadvantages of allowing

anonymous posts? Have you considered any potential problems, such as viruses, that might be caused by allowing files to be attached to posts? Setup Have you carefully considered whether students should be able to start new

threads? Edit or remove their posts? Upload file attachments? Post anonymously? NOTE: Anonymous posts cannot be graded.

Virtual Classroom Synchronous tool consisting of a chat room, a whiteboard, and a

question-and-answer area. If you won’t be using the Virtual Classroom, you should disable it in Course Settings.

Applications Have you considered using the Bb Virtual Classroom or Wimba Pronto to hold "live" classroom discussions, tutoring sessions, or virtual office hours? Have you considered using the Bb Virtual Classroom or Wimba Pronto to enable guest speakers and subject matter experts to communicate with members of the class?

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Groups Pages that allow groups of students to use collaborative tools (e-mail, virtual

classroom, discussion board, and file exchange).

Collaboration Tools If you have formed collaborative groups of students, have you enabled the appropriate collaboration and communication tools for each group (e-mail, virtual classroom, discussion board, and file exchange)?

External Links Links to web sites and other online resources that contain content relevant to the

course.

Course Content Links Have you provided links to websites, newsgroups, mailing lists, or other online resources relevant to the course content?

Technical-Support

Services Have you provided links to information provided by campus technical-support services? Suggested links: OIT Help Desk (202-274-5941/ http://[email protected]); and UDC Blackboard Help desk (202-274-5665/ [email protected]) chat help: http://help.perceptis.com/udc_chat_user_info.php. Other UDC Resources Have you provided links to other online resources provided by UDC? Suggested

links include Learning Resources (http://www.lrdudc.wrlc.org/index.html) the Academic Calendar (http://udc.blackboard.com/webapps/portal/frameset.jsp), UDC Bookstore:

(http://udc.blackboard.com/webapps/portal/frameset.jsp?tab_id=_109_1), Course Catalog: (http://www.udc.edu/docs/udc_catalog_08_11_sm.pdf), Library:

(http://udc.blackboard.com/webapps/portal/frameset.jsp?tab_id=_109_1), Ask a Librarian: (http://www.lrdudc.wrlc.org/lrdask.html), Disability Resource Center: (http://www.udc.edu/drc/), and The Student Handbook:

(http://www.udc.edu/docs/handbook_complete.pdf).

Tools

Assignment Manager Have you shown students how to use the Assignment Manager to access and submit files, either by demonstrating the tool or by providing instructions for its use? Have you established a convention for naming files submitted by students? Edit Your Home Page Student home pages can help to build a sense of community and camaraderie.

Have you encouraged students to create home pages containing information about themselves, their studies, and their other interests? Have you provided guidelines for appropriate content? Have you reviewed student home pages to ensure that no inappropriate content is present?

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Course Calendar Will you use the course calendar to organize deliverables and information to guide your students? Does the Course Calendar contain an entry for the due dates of all assignments, activities, and tests? Does it list class meetings and topics of discussion, where appropriate? Does it contain institutional term information, such as course start/end dates, add/drop dates, holidays, and withdrawal dates?

Grade Center Have you informed students that they can check their grades online? Have you assigned meaningful names to the entries in the grade center so students can easily identify a particular assignment?

Manual Have you notified students that an online Blackboard manual is available? Have you encouraged students to use it? To locate the manual, visit the CAT web resources page.

Tasks Have you encouraged students to use the Tasks feature to help them schedule their time?

Electronic Blackboard Have you notified students that they can use the Electronic Blackboard to take notes?

Address Book Have you encouraged students to use the address book as a way of efficiently keeping in touch with faculty and classmates?

Course Options (in Control Panel)

Course Properties Have you provided the course title, course number, section numbers, and a brief description of the course? Does the title match the title found in the Course

Catalog? Does the course description contain, at a minimum, the official course

description found in the Course Catalog? Have you assigned the course to a subject area and discipline?

Course Images Have you selected the UDC color scheme for navigation buttons? Have you added the UDC logo banner to the title page of the course? Remember, the color red is not visible to students with visual challenges and should not be used as a text color.

Course Resources Have you considered using the customizable, discipline-specific resources available from Blackboard.com or from your textbook provider?

User Management (in Control Panel)

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List/Modify Users As necessary, are you using the List/Modify Users feature to list students enrolled in your class to view student information, including passwords and e-mail addresses to ensure accuracy?

Assessment (in Control Panel)

Pool Manager Have you considered creating pools of questions that can be used to create quizzes and surveys consisting of randomly generated questions?

Online Grade Center Have you informed students that they can check their grades online? Are you posting grades as soon as possible? Have you created unique, informative titles for each grade center entry, so students can easily find a particular assignment? Are you regularly backing up your grade book by exporting it as a comma-separated value file (.CSV) or saving the spreadsheet view as an HTML file? Course Statistics Have you considered ways in which you can use the course statistics to

determine how students are using the course web site? Have you considered using course statistics to identify areas of your course that need to be refined, revised, or further developed? Have you considered using the course statistics to drive a research study?

Assistance (in Control Panel)

Online Support Have you visited the Online Support pages at Blackboard.com to see what kind of technical support is available for instructors and students? Have you reviewed the other online resources available at Blackboard.com or the CAT web

recourses?

Online Manual Have you reviewed the online manual for instructors (as opposed to the manual for students)?

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