ITEC 7481: LMS Coursework Document Template for Meeting the Requirements of the Online Course Assessment

(OCA)
Directions: Add a screen shot and description for each section to document your LMS design and development
work in each area.
Online Course Development [FIELD EXPERIENCE] - Candidates will use a learning management system (LMS)
to develop a high-quality K-12 online course that incorporates research and best practices in online learning for
children and/or adolescents. The course will contain the following:
(note: Key diversity components are italicized and underlined) - (TOTAL SECTIONS A-G = 300 POINTS)
Element

Screen Shot

Descript
ion

A. A Welcome Statement and Site Navigation Instructions (2.1.2); (1.1.6)

(15 points)
1. Welcome
Statement

I was
able to
provide a
simple
introduct
ion of the
course
and what
we are
learning.

Template by Julia S. Fuller, 2014 1

2. Site
Navigation
Instruction
s

An
announc
ement
guiding
my
students
to a
short
video
guiding
them
through
the
course.

Template by Julia S. Fuller, 2014 2

B. Basic Support, Directions, and Guidance, including:

(30 points)
1. Overview
of the
types and
specificatio
ns of the
technologi
es
(hardware,
software,
and
peripherals
) to which
students
must have
access in
order to
complete
the course
(Note:
Required
technologi
es and
specificatio
ns should
be
reasonably
accessible
to students
in order to
ensure
equitable
access to
digital
content
employed

A quick
overview
of all
technolo
gy the
student
will need
in order
to be
successf
ul in this
course.

Template by Julia S. Fuller, 2014 3

in the
course)
(1.1.1);
(2.1.6)

I
provided
various
links to
google
docs,
windows
media
player,
adobe
flash and
firefox to
provide
free and
easy
resource
s for the
students
to use.

2. Ideas for
gaining
access to
these
technologi
es via
public or
low-cost
means
should a
student not
have home
access to
the
necessary
technologi
es for the
course
(1.1.1);
(1.1.7);
(2.1.6)

t Screen Shot]

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3. Overview
of
technical
skills
needed to
successfull
y complete
the course
(1.1.1);
(1.1.7);
(2.1.6)

A list of
skills
needed
to be
successf
ul with
YouTube
videos
that can
help
them
enhance
their
learning.

Template by Julia S. Fuller, 2014 5

4. Links to
technical
documenta
tion and
online
tutorials to
assist
students in
acquiring
the
technical
skills
needed for
the course
(1.1.1);
(1.1.7);
(2.1.6)

A list of
skills
needed
to be
successf
ul with
YouTube
videos
that can
help
them
enhance
their
learning.

Template by Julia S. Fuller, 2014 6

5. Links to

technical
support
resources
and
directions
to assist
students in
case of
technical
difficulties
with LMS
or with
course
content
(1.1.7);
(2.1.6)

A link
provided
by
Canvas
that
escorts
students
to
teacher
and tech
support.

Template by Julia S. Fuller, 2014 7

6. ADAcomplianc
e
statement
by the LMS
publisher
(2.1.6)

ADA
statemen
t typed
from my
Hall
County
Resource
page.

Template by Julia S. Fuller, 2014 8

7. Instructor
statement
on how
universal
design
principles
were
applied in
constructin
g the
specific
course
within the
LMS and
classspecific
instruction
s on how
students
with
documente
d ADA
disabilities
can access
the course
content/re
ceive
required
support
services
(2.1.6)

A
statemen
t
explainin
g the
ways I
assist
students
with
disailities

Template by Julia S. Fuller, 2014 9

8. Instruction
s how
students
who
believe
they may
have an
ADA
disability
can
receive
testing and
diagnostic
services
(2.1.6)

Stateme
nt in the
2nd
paragrap
h
showing
how they
can
receive
assistanc
e.

Template by Julia S. Fuller, 2014 10

9. Definitions
of
Netiquette
and
expectatio
ns for
teacher
and
student
behavior in
online
discussions
, email,
synchrono
us
meetings,
and other
forms of
communic
ation to be
used in the
course
(2.1.6),
(3.2.1)

A link to
a
netiquett
e video
followed
by a
graded
discussio
n to
assure
for
understa
nding.

Template by Julia S. Fuller, 2014 11

C. Community Building Activities, including:

(15 points)
1. Instructor
introductio
ns (2.2.2);
(2.6.3)

A
welcome
post that
I posted
on their
classroo
m
discussio
n.

Template by Julia S. Fuller, 2014 12

2. Methods
for
students to
introduce
themselve
s to one
another
and to set
foundation
s for an
accepting
learning
community
, that
values
diversity
among
members
(2.2.2);
(2.6.3)

A group
discussio
n post
that will
allow the
students
to get to
know
each
other
and the
online
communi
ty they
are in.

3. Methods
for
students to
provide
instructor
and peers
with
informatio
n about
their
current
knowledge
on the
content to
be
covered,

A part of
the
group
discussio
n in
which
they are
explainin
g their
prior
experien
ces with
governm
ent.
Template by Julia S. Fuller, 2014 13

their
personal/p
rofessional
experience
s, and
their
learning
styles/pref
erences
(2.2.2);
(2.6.3);

(3.2.1);
(2.3.1)
D. Course Syllabus and Orientation to Course Syllabus, including:
(45 points)

Template by Julia S. Fuller, 2014 14

1. Terms of
class
interaction
for both
teachers
and
students,
including
attendance
policy for
synchrono
us
activities
(2.2.3);
(2.2.4)

Announc
ement
made to
give
students
informati
on on
preferred
contact
and
attendan
ce.

Template by Julia S. Fuller, 2014 15

2. Teacher
contact
information
and
guidance
(2.2.3);
(2.2.4)

Announc
ement
giving
contact
informati
on to my
students.

Template by Julia S. Fuller, 2014 16

3. Informatio
n on
teacher
response
time to
questions
and
assignmen
ts (2.2.3);
(2.2.4)

Announc
ement
giving
details
about
expected
response
from
both
teacher
and
student.

Template by Julia S. Fuller, 2014 17

4. Informatio
n on how
to receive
instruction
al support
from
teacher
and other
support
services,
as
appropriat
e (2.2.3);
(2.2.4)

Announc
ement
showing
where to
find
support.

5.

Grading
criteria
(2.2.3);
(2.2.4)

Grades
per
found on
my
syllabus

6. Policy for
submitting
and
grading
late
assignmen
ts (2.2.3);

Late
policy as
shown
on
syllabus
Template by Julia S. Fuller, 2014 18

(2.2.4)
7. Academic
honesty
and
copyright/p
rivacy
policies
(2.2.3);
(2.2.4)
8. Appropriat
e behavior
expectatio
ns (2.2.3);
(2.2.4)

Cheating
policy as
per
syllabus

Netiquett
e
discussio
n in
order to
show
proper
behavior
expectati
ons

Template by Julia S. Fuller, 2014 19

9. Consequen
ces for
violating
academic
honesty,
copyright/p
rivacy
policies,
and
behavior
expectatio
ns
10.Clear,
measurabl
e course
goals and
learning
modules
objectives
(2.2.3);
(2.2.4)

.
Consequ
ences of
cheating
as per
syllabus

Broad
descripti
on of
goals
found on
syllabus
specific
goals will
be found
on each
module,
and on
my
module
my goals
and
standard
s are
listed.
Template by Julia S. Fuller, 2014 20

Template by Julia S. Fuller, 2014 21

11.Course
schedule
(2.2.3);
(2.2.4)

Listing of
dates
with
topic,
chapter,
and
Georgia
Performa
nce
Standard
s

Template by Julia S. Fuller, 2014 22

12.Required
assignmen
ts (2.2.3);
(2.2.4)

Show
required
tests
that
students
need to
take

13.Procedures
for
submitting
assignmen
ts (2.2.3);
(2.2.4)

Power
Point to
help
show
how to
turn in
assignm
ents.

14.Alignment

Shows
Template by Julia S. Fuller, 2014 23

grid
showing
how
assignmen
ts,
assessmen
ts, and
standardsbased
learning
goals are
related to
one
another
(2.5.1);
(2.5.5)

how
standard
s are
linked to
topic and
assignm
ents

Template by Julia S. Fuller, 2014 24

E. Learning Modules (at least three) that:

(105 points)
1. Clearly
outline
required
learning
activities
that will
help
students
achieve
learning
standards
associated
with the
module
(2.5.1)

Outline
with
standard
s, goals,
and
ordered
tasks for
students
to
achieve
goals,
with
Power
Points
and
videos.

Template by Julia S. Fuller, 2014 25

Template by Julia S. Fuller, 2014 26

2. Provide
authentic,
relevant,
and realworld
learning
experience
s for
students to
engage
with
content
(2.5.6);
(2.6.4)

2 lessons
using
prior
knowled
ge,
applying
the
content
that was
taught
and
using
current
U.S. laws
and
governm
ent to
support
their
views.

Template by Julia S. Fuller, 2014 27

3. Provide
opportuniti
es for
meaningful
instructorstudent
and peerpeer
interaction
to support
learning
(2.6.3)

Set up
for the
synchron
ous
meeting
with
students
as well
as help
chat
room.
Template by Julia S. Fuller, 2014 28

4. Appropriat
ely use
both
synchrono
us and
asynchron
ous
learning
opportuniti
es to
support
learning
(1.1.4)

A live
class to
help go
over
learning
and email and
help
discussio
n to help
assist
students
with
their
needs.

Template by Julia S. Fuller, 2014 29

Template by Julia S. Fuller, 2014 30

5. Incorporate
visual
resources
into online
modules
(1.1.3)

Videos
provide
great
visual
resource
s as well
as
pictures
found in
the
power
points.

Template by Julia S. Fuller, 2014 31

6. Effectively
use and
incorporate
subject
specific
developme
ntally
appropriat
e software
in an
online
learning
module
(1.1.6)

This
assignm
ent is
using
Glogster
to allow
my
students
to create
a poster
showing
their
understa
nding of
the 3
branches
of
governm
ent.

Template by Julia S. Fuller, 2014 32

7. Engage
students in
active roles
in their
learning
process
and
opportuniti
es to
construct
meaning
(2.6.5)

Students
research
the
amendm
ents and
then
rank
them
and then
have to
actively
look at
which 5
they
would
keep and
explain
why
those
rights
are
importan
t to
them.

Template by Julia S. Fuller, 2014 33

8. Elicit a
response
from the
student
comparabl
e with the
level of
competenc
y
demanded
in a related
task
(2.5.6)

This is
asking
for the
student
to
respond
using an
applicati
on of the
knowled
ge that
has been
given to
them in
the prior
module.

9. Assist
students to
consider
meaning,
reflect on
new
knowledge,
and
assimilate/
apply
information
(2.6.5)

[Insert
Descripti
on]

Template by Julia S. Fuller, 2014 34

10.Apply
technology
to engage
students in
higherorder
thinking
skills and
creativity
(2.1.11)

Using
glogster,
movie
maker,
and
youtube
to create
political
campaig
n
commerc
ials.

Template by Julia S. Fuller, 2014 35

11. Differentia
te
instruction
based on
students
diverse
talents and
learning
needs
(2.1.9);
(2.6.1)

Use of
multiple
modalitie
s to
accomm
odate
students
needs
through
multiple
avenues.

Template by Julia S. Fuller, 2014 36

12. Differentia
te
instruction
based on
students
special
education
modificatio
ns, age,
cultural
and
linguistic
backgroun
d,
academic
achieveme
nt, cultural
backgroun
d, and
experience
s (2.6.1);
(2.6.2)

IEP
statemen
t posted
on the
LMS ADA
statemen
t

Template by Julia S. Fuller, 2014 37

13. Address
multiple
intelligenc
es,
including
the needs
of visual,
auditory,
and tactile
learner
(2.5.2),
(2.5.7)

Use of
PowerPoi
nt,
YouTube,
and
activities
to
accomm
odate
various
types of
learners.

Template by Julia S. Fuller, 2014 38

14.Include
appropriat
e citations
and
ethical/leg
al use of
copyrighte
d material

Copyrigh
t
statemen
t posted
by
myself
on the
LMS.

F. Assessments of Student Learning that:

(60 points)

Template by Julia S. Fuller, 2014 39

1. Make
evaluation
criteria
CLEAR to
students
through
wellconstructe
d, rubrics,
checklists,
grading
forms, etc.
(3.1.1)

A rubric
for our
mock
election
assignm
ent an
example
of the
evaluatio
n found
on the
site

Template by Julia S. Fuller, 2014 40

2. Address
ALL
learning
standards
associated
with the
course/lear
ning
modules
(2.5.1)

Standard
s listed
for the
module
that
were
being
addresse
d during
this
module

Template by Julia S. Fuller, 2014 41

3. Address
multiple
intelligenc
es,
including
visual,
auditory,
and tactile
learning
styles
(2.5.2),
(2.5.7)

Using
multiple
methods,
videos,
powerpoi
nts, and
assignm
ents to
help
students
understa
nd the
topic.

Template by Julia S. Fuller, 2014 42

4. Use
authentic
assessmen
t strategies
to
determine
student
acquisition
of
knowledge
and skills
(2.5.3)

This
lesson
has the
student
apply
their
knowled
ge of the
Declarati
on of
Independ
ence.

Template by Julia S. Fuller, 2014 43

5. Include
pre- and
posttesting to
show
student
growth in
content
knowledge
(2.5.5)

Post
providing
the
access
link to
our SLO
pretest
for
American
Governm
ent, the
same
test we
will take
at the
end of
the
semester
to show
growth.

Template by Julia S. Fuller, 2014 44

6. Are
reasonable
expectatio
ns given
the
learning
activities
included in
the course
(2.5.5),
(2.5.6)

Expectati
ons are
given in
the
syllabus
and in
the
rubrics
listed for
each
assignm
ent.
Expectati
ons for
each unit
are given
of the
mastery
of the
topic as
well as a
list of
each
item that
should
be
complete
d to
accompli
sh this.

Template by Julia S. Fuller, 2014 45

7. Require
students to
engage in
authentic
performan
ces to
show
mastery of
content
(2.5.6)

Students
will be
conducti
ng a
mock
election
and in
the
process
will be
required
to
perform
in
commerc
ials,
which
goes
through
their
mastery
of the
election
process.

Template by Julia S. Fuller, 2014 46

8. Are
modified
to
accommod
ate special
education
needs,
student
age,
cultural
backgroun
d and
experience
s (2.6.2)

Through
the quiz
editor I
am able
to
provide
students
with
special
needs
extended
time on
the quiz
and I am
able to
only
allow the
student
to see
one
question
at a time
to avoid
the
student
from
getting
distracte
d.

Template by Julia S. Fuller, 2014 47

9. Are valid
(i.e.,
adequately
sample the
content
that they
are
designed
to
measure)
and
reliable
(i.e.,
produce
consistent
results
from
administrat
ion to
administrat
ion) (3.1.1)

This is an
example
module
quiz for
elections
and
political
parties.
Each
quiz is
set up
similar to
measure
the
students
knowled
ge of the
content.
Since
each
quiz
resemble
s one
another
they are
reliable
and
provide
consisten
t results.
The
compute
r scores
each
based on
the data
I 2014 48
Template by Julia S. Fuller,

10.Are
implement
ed in ways
that insure
instrument
validity
and
reliability
(3.1.2)

I have
given
students
a log in
code that
only I
give
them,
they
have a
time
limit to
ensure
they only
have
time to
answer
the
question
s and not
look
them up.
It also
shuffles
the
answers
so it isnt
the same
for each
student

Template by Julia S. Fuller, 2014 49

11.Include
varied and
multiple
ways to
assess
each
learning
standard
(3.1.3)

Multiple
class
discussio
n,
projects,
and
quizzes
all to
assess
the
content
knowled
ge.

Template by Julia S. Fuller, 2014 50

12.Gather
appropriat
e
backgroun
d and
content
knowledge
assessmen
t data
throughout
the course
for each
student, so
that
instruction
can be
customized
to
students
group and
individual
learning
needs
throughout
the course.
(3.3.1)

Discussio
n
question
s and
pretest
to help
decipher
where
my
students
are at
and what
I need to
emphasi
ze to
help my
students
acquire
knowled
ge.

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Template by Julia S. Fuller, 2014 52

13.Provide
both
formative
and
summative
assessmen
t practices,
including
opportuniti
es for
students to
self-assess,
receive
peer
feedback,
and
receive
ongoing
response
on
performan
ce from the
instructor
(3.2.2)

The use
of both
class
discussio
n and
projects
will be
used to
provide
formativ
e
assessm
ents for
the
students,
and
summati
ve
assessm
ents are
used in
both the
pre and
post test
as well
as the
module
quizzes

Template by Julia S. Fuller, 2014 53

G. Evaluation of Course Materials and Instructional Practices including:

(30 points)

Template by Julia S. Fuller, 2014 54

1. An
evaluation
of student
readiness
to engage
in
online
learning, in
general,
and
the
specific
modes of
delivery
used in the
course
(3.2.1)

A link to
the UNC
online
readines
s site in
which
the
students
will
screen
shot and
send me
the
results.

2. Student
input
on
course
materials
the course
so
that
ongoing
improvem
ents
to
course
content
and
delivery
can
be
made for
ALL
learners
(2.5.4)

Survey
discussio
n for the
students
to give
me a
quick
recap of
the pros
and cons
of the
lesson.

Template by Julia S. Fuller, 2014 55

3. Opportunit
ies
for
evaluating
teaching
effectivene
ss
within
the online
environme
nt
(i.e.,
classroom
assessmen
t
techniques
,
teacher
evaluation
s, teacher
peer
reviews)
so
that
ongoing
improvem
ents
can
be
made
for
ALL
learners
(3.3.4)

Survey
designed
to ask
students
what
items
were
most
beneficia
l or least.
Also
what
improve
ments
could be
made to
the
course
and what
lessons
were the
most
productiv
e.

Template by Julia S. Fuller, 2014 56

The Online Course Assessment (OCA) is completed in ITEC 7481 Designing and Developing Online Learning. It
assesses the candidates ability to develop a syllabus for an online course in education. It assesses PSC standards
(1.1.1), (1.1.3) (1.1.4), (1.1.6), (1.1.7), (2.1.2), (2.1.6), (2.1.9), (2.1.11), (2.2.2), (2.2.3), (2.2.4), (2.5.1), (2.5.2), (2.5.3),
(2.5.4) (2.5.6), (2.5.7), (2.6.1), (2.6.2), (2.6.3), (2.6.4), (2.6.5), (2.6.8), (3.1.1), (3.1.2), (3.2.1), (3.2.1), (3.2.3), (3.3.1),
(3.1.3)

Template by Julia S. Fuller, 2014 57