KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number: ITEC 7481: Designing and Developing Online Learning
Program Name: Online Teaching Certification; Online Teaching Endorsement
Department Instructional Technology
Degree Title (if applicable)
Proposed Effective Date Spring 2012
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a
new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as
part of a new program. Current catalog information (Section I) is required for each
existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Approved
Traci Redish
Faculty Member
_08/01/2011
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___NA
Course Prefix and Number
___NA
Course Title
___NA
Class Hours
____Laboratory Hours_______Credit Hours________NA
Prerequisites
___NA
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ITEC 7481______________________________
Course Title: Designing and Developing Online Learning___
Class Hours
3 ____Laboratory Hours____0___Credit Hours____3____
Prerequisites ITEC 7480 Introduction to Online Learning
Description (or Proposed Degree Requirements)
In this course, candidates develop a high-quality online learning experience for students using
research-based elements and instructional design principles in online education. Candidates learn
how to assess student learning needs, organize content into learning modules, create authentic and
meaningful assessments, and engage learners in varied technologically-based activities to achieve
learning outcomes. Candidates create this online course in a widely-used learning management
system. As a practicum experience, candidates are enrolled in an online course currently being
taught by an experienced online teacher. Candidates discuss how these experienced teachers apply
principles discussed in class and how they organize, manage, and facilitate online teaching and
learning.
III.
Justification
With the rise of online and blended learning in education, today’s teachers must know how to
apply current research to design and develop high-quality online learning for children and
adolescents. They must also acquire the technical skills necessary to organize and deliver those
online learning experiences through complex software packages referred to as Learning
Management Systems (LMSs) or Course Management Systems (CMSs), which offer unique
affordances and constraints when compared to face-to-face instruction. Understanding the need
for effective online designers, developers, and facilitators in education, the Georgia Professional
Standards Commission (GaPSC) has authorized standards for an Online Teaching Endorsement
for certified Georgia teachers. For these reasons, this course provides students with hands-on
practice in creating online learning experiences for students in a widely-used LMS. This course
will serve as one of three courses KSU is proposing to satisfy the PSC’s Online Teaching
Endorsement requirements.
IV.
Additional Information (for New Courses only)
Instructor: Jo Williamson
Texts:
Conrad, R. & Donaldson, J. (2004). Engaging the online learner: Activities and resources for
creative instruction. San Francisco: Jossey-Bass.
Smith, R. (2008). Conquering the content: A step-by-step guide to online course design
Wan, H. & Gearhart, D. (2006). Designing and developing Web-based instruction.
Prerequisites: ITEC 7480 Introduction to Online Learning
Objectives:
From GA PSC Standards for Online Teaching Endorsement
Standard I: Content Knowledge, Skills, and Concepts for Instructional Technology
(i) The program shall insure that the candidate possesses knowledge, skills, and understanding of
concepts related to technology (as described in the ISTE National Educational Technology
Standards for Teachers) as well as competency in technology specific to an online learning
environment.






effectively use and assist others in word-processing, spreadsheet, and presentation
software (I,i, I)
incorporate visual resources into an online module (I,i, III)
utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools,
electronic whiteboards, etc.) (I,i, IV)
troubleshoot typical software and hardware problems (I,i,V)
effectively use and incorporate subject specific developmentally appropriate software in
an online learning module (I, i, VI)
demonstrate continual growth in technology knowledge and skills to stay abreast of
current and emerging technologies (I,i,VII)
Standard II: Online Teaching and Learning Methodology, Management, Knowledge,
Skills, and Dispositions
i) The program shall prepare candidates to plan, design, and incorporate strategies to encourage
active learning, interaction, participation and collaboration in the online environment.
 apply current research on teaching and learning with technology when planning learning
environments and experiences (II, i, II)
 incorporate within instructional designs sufficient support, directions, and guidelines for
online learners (II,i, VI)
 differentiate instruction of students’ learning styles and needs and assist students in
assimilating and accommodating meaningful information (II,i, IX)
 apply technology to engage students’ higher order thinking skills and creativity (II,i,XI)
Standard II: Online Teaching and Learning Methodology, Management, Knowledge,
Skills, and Dispositions
(ii) The program shall prepare candidates to proactively lead an online classroom in a manner
that enhances the likelihood of student success, through regular feedback, prompt responses to
student questions and concerns, and clear expectations.
 provide an effective online syllabus that lays out the terms of the class interaction for
both teacher and students, defines clear expectations for both teacher and students, details
the grading criteria and appropriate and inappropriate behavior for students, and explains
the course organization to students (II,ii,III)
 provide an online syllabus with objectives, concepts, and ideas, and learning outcomes in
a clearly written, concise format. (Also includes key components in syllabus:
expectations for interactions, grading criteria, inappropriate behavior criteria, class
organization, etc.) (II, ii, IV)
(v) The program shall prepare candidates to develop and deliver assessments, projects, and
assignments which meet learning goals and assess learning progress by measuring student
achievement of learning goals.
 continually review all materials and Web resources for alignment with course objectives
and standards and or appropriateness (II,v,I)
 create assignments, projects and assessments that are aligned to address visual, auditory,
and tactile learning styles (II,v,II)
 use authentic assessment of student acquired knowledge and skills as part of the
evaluation process (II,v,III)
 provide continuous evaluation of students, to include pre- and post- testing as well as
student input throughout the course (II,v,IV)
 develop a triangulation of the assignments, assessments and standards-based learning
goals (II,v, V)
 create assignments that are authentic and relevant to the content and should elicit a
response from the student comparable with the level of competency demanded in the
related task (II,v, VI)
 create assessments, assignments and projects that address multiple intelligences (II,v,
VII)
(vi) The program shall prepare candidates to be responsive to special education and cultural
differences among students in the online classroom, and to encourage intercultural interaction
and inclusive learning.
 respect diverse talents and use strategies designed to include all students (II,vi, I)
 provide activities, modified as necessary, that are relevant to special education
modifications, student age, cultural background and experiences (II,vi, II)
 encourage collaboration and interaction among all students (II,vi, III)
 provide student-centered lessons and activities that are based on concepts of active
learning and that are connected to real-world applications (II,vi, IV)
 provide opportunities for students to consider meaning and reflect on new knowledge
(II,vi,V)
Standard III: Effective Online Assessment
(i) The program shall require demonstrated competence in creating and implementing
assessments in online learning environments in ways that assure validity and reliability of
instruments and procedures.
 create or select effective assessment instruments to measure online learning that reflect
sufficient content validity (i.e., adequately sample the content that they are designed to
measure) and reliability (i.e., produce consistent results from administration to
administration) (III, i, I)
 implement online assessment measures and materials in ways that insure instrument
validity and reliability (III, i, II)
 assess student knowledge and instruction in a variety of ways (III, i, III)
(ii) The program shall require demonstration of effective strategies enabling students’ to
complete self and peer assessments as they fulfill course requirements.
 employ effective self-evaluation tools to ensure their courses have a variety of timely and
appropriate activities to assess student readiness for course content and mode of delivery
(III,ii,I)
 provide opportunities for student self assessment within courses (III,ii,II)
(iii) The program shall require demonstrated competence in using data and findings from
assessment to modify instructional methods and guide student learning.
 gather appropriate background and content knowledge assessment data for each student
and base instruction on student assessment data. (III,iii,I)
 demonstrate awareness of observational data (i.e., tracking data in electronic courses,
web logs, email, etc.) and its uses in monitoring course progress and effectiveness (III, iii,
III)
 provide opportunities for evaluating teaching effectiveness within the online environment
(i.e., classroom assessment techniques, teacher evaluations, teacher peer reviews) (III, iii,
IV)
Instructional Method
The course will be 100% online. The following instructional strategies will be used to
collaboratively and interactively present course material and engage students in critical
thinking and discourse at the graduate level:





Lecture/Demonstration
Class/small group discussion
Authentic, Project-based learning (Creating an online class in an LMS)
Peer Review
Instructor Review/Coaching
Method of Evaluation
The following assessments will be used to monitor the progress of candidates in meeting course
objectives and professional standards. (See attached syllabus.)
Assessment
Assignment
Rubric:
Online
Course
Rubric
Designing and Developing an Online Course
Study Guides, Summaries, Discussions
Rubric for Online Postings and Response
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth
0
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
ITEC
7481
Designing Online Learning
3-0-3
Spring 2012
Regular
NA
NA
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
BAGWELL COLLEGE OF EDUCATION
Ed.D. Program
Instructional Technology - ITEC 7481
Designing and Developing Online Learning
Kennesaw State University
Bagwell College of Education
Department: Instructional Technology
Semester:
Credit Hours: 3
INSTRUCTOR:
Instructor Name
e-mail: xxxxxx@kennesaw.edu or GeorgiaVIEW email
Office Phone: ###.###.####
Home Phone: ###.###.####
CLASS SESSIONS: Online (See course schedule for dates/times for Synchronous Meetings
and due dates for asynchronous learning activities)
PREREQUISITES: ITEC 7480 Introduction to Online Learning
REQUIRED TEXTS:
Conrad, R. & Donaldson, J. (2004). Engaging the online learner: Activities and resources for
creative instruction. San Francisco: Jossey-Bass.
Smith, R. (2008). Conquering the content: A step-by-step guide to online course design
Wan, H. & Gearhart, D. (2006). Designing and developing Web-based instruction.
LAST DAY TO WITHDRAW WITHOUT ACADEMIC PENALTY:
COURSE CATALOG DESCRIPTION:
Prerequisites: Admission to the M.Ed. program in Instructional Technology or approval of
Instructional Technology faculty to enroll in this course as an elective course.
In this course, candidates develop a high-quality online learning experience for students using
research-based elements and instructional design principles in online education. Candidates learn
how to assess student learning needs, organize content into learning modules, create authentic
and meaningful assessments, and engage learners in varied technologically-based activities to
achieve learning outcomes. Candidates create this online course in a widely-used learning
management system. As a practicum experience, candidates are enrolled in an online course
currently being taught by an experienced online teacher. Candidates discuss how these
experienced teachers apply principles discussed in class and how they organize, manage, and
facilitate online teaching and learning.
PURPOSE/RATIONALE:
With the rise of online and blended learning in education, today’s teachers must know how to
apply current research to design and develop high-quality online learning for children and
adolescents. They must also acquire the technical skills necessary to organize and deliver those
online learning experiences through complex software packages referred to as Learning
Management Systems (LMSs) or Course Management Systems (CMSs), which offer unique
affordances and constraints when compared to face-to-face instruction. Understanding the need
for effective online designers, developers, and facilitators in education, the Georgia Professional
Standards Commission (GaPSC) has authorized standards for an Online Teaching Endorsement
for certified Georgia teachers. For these reasons, this course provides students with hands-on
practice in creating online learning experiences for students in a widely-used LMS. This course
will serve as one of three courses KSU is proposing to satisfy PSC Online Teaching Endorsement
requirements.
KSU CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates at the doctoral level develop into leaders for learning and facilitators of the
teaching and learning process. Finally, the PTEU recognizes, values, and demonstrates
collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process,
the teacher education faculty at KSU believe that the concept of expertise is central to preparing
effective classroom teachers and teacher leaders. Researchers describe how during the continuum
phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that
expertise is not an end-state but a process of continued development.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve
student learning and meet Georgia Technology Standards for Educators. During the courses,
candidates will be provided with opportunities to explore and use instructional media. They will
master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, and create WWW resources.
Diversity:
A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore
how multiple attributes of multicultural populations influence decisions in employing specific
methods and materials for every student. Among these attributes are ethnicity, race,
socioeconomic status, gender, giftedness, disability, language, religion, family structure,
sexual orientation, and geographic region. An emphasis on cognitive style differences
provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (770-423- 6443) and develop an
individual assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above. For more information
contact the Student Life Center at 770-423-6280.
Field Experience Statement:
In this course candidates are expected to engage in field experiences. Thirty (30) hours of the
field experience will involve a course assignment requiring you to design and develop an online
course. This course assignment will be identified in the course syllabus with [Field Experience]
beside the assignment name. This means you must complete a field experience log for that
assignment. The log documents the activities you engage in to complete the assignment, the
number of hours it took you to complete, the diverse populations you worked with while
completing the assignment, and a reflection of what you learned. The field experience log will be
provided to you by your instructor in a Word document. You are required to submit the field
experience log at the same time you turn in your assignment.
In addition to the 30 hours of structured field experiences described above, candidates are
required to complete 10 hours of UNSTRUCTURED field experiences. Each candidate should
work with school/district personnel to identify technology-related activities that the candidate
could complete in the school/district related to online teaching and learning. For example, you
may offer a professional learning session on the learning management system used in your
school/district. You might develop a website to assist other teachers in getting started with online
learning. You might work with the district office to make policy recommendations for online
learning in your district. For additional ideas, candidates are encouraged to review the Online
Teaching Endorsement PSC standards. A field experience log should also be completed to
document the 10 hours of unstructured field experiences. This log should be turned in to the
professor by the end of the semester.
Online Practicum Experience:
In this course, candidates will complete a 20 hour online practicum experience. Candidates will
be enrolled as observers in an online course currently being taught by an experienced online
teacher. Candidates will observe and reflect on the quality of the online teaching and course
design using the “Online Course Rubric” provided by the instructor. See the course assignments
section for more details.
GOALS AND OBJECTIVES:
This course is designed to meet the following objectives:
PSC Standards for Online Teaching Endorsement:
Standard I: Content Knowledge, Skills, and Concepts for Instructional Technology
(i) The program shall insure that the candidate possesses knowledge, skills, and understanding of
concepts related to technology (as described in the ISTE National Educational Technology
Standards for Teachers) as well as competency in technology specific to an online learning
environment.






effectively use and assist others in word-processing, spreadsheet, and presentation
software (I,i, I)
incorporate visual resources into an online module (I,i, III)
utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools,
electronic whiteboards, etc.) (I,i, IV)
troubleshoot typical software and hardware problems (I,i,V)
effectively use and incorporate subject specific developmentally appropriate software in
an online learning module (I, i, VI)
demonstrate continual growth in technology knowledge and skills to stay abreast of
current and emerging technologies (I,i,VII)
Standard II: Online Teaching and Learning Methodology, Management, Knowledge,
Skills, and Dispositions
i) The program shall prepare candidates to plan, design, and incorporate strategies to encourage
active learning, interaction, participation and collaboration in the online environment.




apply current research on teaching and learning with technology when planning learning
environments and experiences (II, i, II)
incorporate within instructional designs sufficient support, directions, and guidelines for
online learners (II,i, VI)
differentiate instruction of students’ learning styles and needs and assist students in
assimilating and accommodating meaningful information (II,i, IX)
apply technology to engage students’ higher order thinking skills and creativity (II,i,XI)
Standard II: Online Teaching and Learning Methodology, Management, Knowledge,
Skills, and Dispositions
(ii) The program shall prepare candidates to proactively lead an online classroom in a manner
that enhances the likelihood of student success, through regular feedback, prompt responses to
student questions and concerns, and clear expectations.
 provide an effective online syllabus that lays out the terms of the class interaction for
both teacher and students, defines clear expectations for both teacher and students, details
the grading criteria and appropriate and inappropriate behavior for students, and explains
the course organization to students (II,ii,III)
 provide an online syllabus with objectives, concepts, and ideas, and learning outcomes in
a clearly written, concise format. (Also includes key components in syllabus:
expectations for interactions, grading criteria, inappropriate behavior criteria, class
organization, etc.) (II, ii, IV)
(v) The program shall prepare candidates to develop and deliver assessments, projects, and
assignments which meet learning goals and assess learning progress by measuring student
achievement of learning goals.
 continually review all materials and Web resources for alignment with course objectives
and standards and or appropriateness (II,v,I)
 create assignments, projects and assessments that are aligned to address visual, auditory,
and tactile learning styles (II,v,II)
 use authentic assessment of student acquired knowledge and skills as part of the
evaluation process (II,v,III)
 provide continuous evaluation of students, to include pre- and post- testing as well as
student input throughout the course (II,v,IV)
 develop a triangulation of the assignments, assessments and standards-based learning
goals (II,v, V)
 create assignments that are authentic and relevant to the content and should elicit a
response from the student comparable with the level of competency demanded in the
related task (II,v, VI)
 create assessments, assignments and projects that address multiple intelligences (II,v,
VII)
(vi) The program shall prepare candidates to be responsive to special education and cultural
differences among students in the online classroom, and to encourage intercultural interaction
and inclusive learning.





respect diverse talents and use strategies designed to include all students (II,vi, I)
provide activities, modified as necessary, that are relevant to special education
modifications, student age, cultural background and experiences (II,vi, II)
encourage collaboration and interaction among all students (II,vi, III)
provide student-centered lessons and activities that are based on concepts of active
learning and that are connected to real-world applications (II,vi, IV)
provide opportunities for students to consider meaning and reflect on new knowledge
(II,vi,V)
Standard III: Effective Online Assessment
(i) The program shall require demonstrated competence in creating and implementing
assessments in online learning environments in ways that assure validity and reliability of
instruments and procedures.
 create or select effective assessment instruments to measure online learning that reflect
sufficient content validity (i.e., adequately sample the content that they are designed to
measure) and reliability (i.e., produce consistent results from administration to
administration) (III, i, I)
 implement online assessment measures and materials in ways that insure instrument
validity and reliability (III, i, II)
 assess student knowledge and instruction in a variety of ways (III, i, III)
(ii) The program shall require demonstration of effective strategies enabling students’ to
complete self and peer assessments as they fulfill course requirements.
 employ effective self-evaluation tools to ensure their courses have a variety of timely and
appropriate activities to assess student readiness for course content and mode of delivery
(III,ii,I)
 provide opportunities for student self assessment within courses (III,ii,II)
(iii) The program shall require demonstrated competence in using data and findings from
assessment to modify instructional methods and guide student learning.
 gather appropriate background and content knowledge assessment data for each student
and base instruction on student assessment data. (III,iii,I)
 demonstrate awareness of observational data (i.e., tracking data in electronic courses,
web logs, email, etc.) and its uses in monitoring course progress and effectiveness (III, iii,
III)
 provide opportunities for evaluating teaching effectiveness within the online environment
(i.e., classroom assessment techniques, teacher evaluations, teacher peer reviews) (III, iii,
IV)
Course Assignments:
I.
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)
A. A Welcome Statement and Site Navigation Instructions (II.i. II); (I.i.VI)
(15 points)
B. Basic Support, Directions, and Guidance, including:
1. Overview of the types and specifications of the technologies (hardware, software,
and peripherals) to which students must have access in order to complete the course
(Note: Required technologies and specifications should be reasonably accessible to
students in order to ensure equitable access to digital content employed in the course)
(I.i.I); (II.i.VI)
2. Ideas for gaining access to these technologies via public or low-cost means should a
student not have home access to the necessary technologies for the course (I i I); (I.i
VII); (II. i. VI)
3. Overview of technical skills needed to successfully complete the course (I.i I); (I. i.
VII); (II.i.VI)
4. Links to technical documentation and online tutorials to assist students in acquiring
the technical skills needed for the course (I.i.I); (I.i.VII); (II.i.VI)
5. Links to technical support resources and directions to assist students in case of
technical difficulties with LMS or with course content (I.i.VII); (II.i.VI)
6. ADA-compliance statement by the LMS publisher (II.i.VI)
7. Instructor statement on how universal design principles were applied in constructing
the specific course within the LMS and class-specific instructions on how students
with documented ADA disabilities can access the course content/receive required
support services (II.i.VI)
8. Instructions how students who believe they may have an ADA disability can receive
testing and diagnostic services (II.i.VI)
9. Definitions of Netiquette and expectations for teacher and student behavior in online
discussions, email, synchronous meetings, and other forms of communication to be
used in the course (II.i.VI), (III.ii.I)
(30 points)
C.
Community Building Activities, including:
1. Instructor introductions (II. ii. II); (II. vi. III)
2. Methods for students to introduce themselves to one another and to set foundations
for an accepting learning community, that values diversity among members (II, ii,
II); (II. vi. III)
3. Methods for students to provide instructor and peers with information about their
current knowledge on the content to be covered, their personal/professional
experiences, and their learning styles/preferences (II. ii. II); (II. vi. III); (III. ii. I);
(II. iii. I)
(15 points)
D.
Course Syllabus and Orientation to Course Syllabus, including:
1. Terms of class interaction for both teachers and students, including attendance policy
for synchronous activities (II.ii.III); (II. ii. IV)
2. Teacher contact information and guidance (II.ii.III); (II. ii. IV)
3. Information on teacher response time to questions and assignments (II.ii.III); (II. ii.
IV)
4. Information on how to receive instructional support from teacher and other support
services, as appropriate (II.ii.III); (II. ii. IV)
5. Grading criteria (II.ii.III); (II. ii. IV)
6. Policy for submitting and grading late assignments (II.ii.III); (II. ii. IV)
7. Academic honesty and copyright/privacy policies (II.ii.III); (II. ii. IV)
8. Appropriate behavior expectations (II.ii.III); (II. ii. IV)
9. Consequences for violating academic honesty, copyright/privacy policies, and
behavior expectations
10. Clear, measurable course goals and learning modules objectives (II.ii.III); (II. ii. IV)
11. Course schedule (II.ii.III); (II. ii. IV)
12. Required assignments (II.ii.III); (II. ii. IV)
13. Procedures for submitting assignments (II.ii.III); (II. ii. IV)
14. Alignment grid showing how assignments, assessments, and standards-based learning
goals are related to one another (II. v. I); (II. v. V)
(45 points)
E.
Learning Modules (at least three) that:
1. Clearly outline required learning activities that will help students achieve learning
standards associated with the module (II. v. I)
2. Provide authentic, relevant, and real-world learning experiences for students to
engage with content (II. v. VI); (II. vi. IV)
3. Provide opportunities for meaningful instructor-student and peer-peer interaction to
support learning (II. vi. III)
4. Appropriately use both synchronous and asynchronous learning opportunities to
support learning (I, i, IV)
5. Incorporate visual resources into online modules (I, i, III)
6. Effectively use and incorporate subject specific developmentally appropriate
software in an online learning module (I. i. VI)
7. Engage students in active roles in their learning process and opportunities to
construct meaning (II. vi. V)
8. Elicit a response from the student comparable with the level of competency
demanded in a related task (II. v. VI)
9. Assist students to consider meaning, reflect on new knowledge, and assimilate/apply
information (II. vi. V)
10. Apply technology to engage students in higher-order thinking skills and creativity
(II. i. XI);
11. Differentiate instruction based on students’ diverse talents and learning needs (II. i.
IX); (II.vi.I)
12. Differentiate instruction based on students’ special education modifications, age,
cultural and linguistic background, academic achievement, cultural background,
and experiences (II.vi.I); (II.vi.II);
13. Address multiple intelligences, including the needs of visual, auditory, and tactile
learner (II. v. II), (II. v. VII)
14. Include appropriate citations and ethical/legal use of copyrighted material
(105 points)
F.
Assessments of Student Learning that:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Make evaluation criteria CLEAR to students through well-constructed, rubrics,
checklists, grading forms, etc. (III. i. I)
Address ALL learning standards associated with the course/learning modules (II. v.
I)
Address multiple intelligences, including visual, auditory, and tactile learning styles
(II. v. II), (II. v VII)
Use authentic assessment strategies to determine student acquisition of knowledge
and skills (II. v. III)
Include pre- and post- testing to show student growth in content knowledge (II. v. V)
Are reasonable expectations given the learning activities included in the course (II.
v. V), (II. v. VI)
Require students to engage in authentic performances to show mastery of content (II.
v. VI)
Are modified to accommodate special education needs, student age, cultural
background and experiences (II. vi. II)
Are valid (i.e., adequately sample the content that they are designed to measure) and
reliable (i.e., produce consistent results from administration to administration) (III. i.
I)
Are implemented in ways that insure instrument validity and reliability (III. i. II)
Include varied and multiple ways to assess each learning standard (III. i. III)
Gather appropriate background and content knowledge assessment data throughout
the course for each student, so that instruction can be customized to students’ group
and individual learning needs throughout the course. (III. iii. I)
Provide both formative and summative assessment practices, including opportunities
for students to self-assess, receive peer feedback, and receive ongoing response on
performance from the instructor (III. ii. II)
(60 points)
G. Evaluation of Course Materials and Instructional Practices including:
1. An evaluation of student readiness to engage in online learning, in general, and the
specific modes of delivery used in the course (III. ii. I)
2. Student input on course materials the course so that ongoing improvements to
course content and delivery can be made for ALL learners (II. v. IV)
3. Opportunities for evaluating teaching effectiveness within the online environment
(i.e., classroom assessment techniques, teacher evaluations, teacher peer reviews) so
that ongoing improvements can be made for ALL learners (III. iii. IV)
(30 points)
(TOTAL SECTIONS A-G = 300 POINTS)
II. STUDY GUIDES/DISCUSSION FORUMS - Students will complete a study guide
over the assigned readings in each module (20 points each). Students will post their study
guides and a three-five paragraph summary on the readings (10 points each). Students
will respond to peers’ postings as assigned by the instructor (10 points each).
(40 points each x 6 modules – Total of 240 points).
III. PRACTICUM EXPERIENCE (20 HOURS): Candidates will be enrolled as observers
in online courses currently being taught by experienced online teachers. Candidates will
observe and describe how the instructor accomplished the following and reflect on the
quality of the online course using the “Online Course Rubric” provided by the instructor:
1. welcomed students into class
2. provided course navigation instructions
3. created a sense of community and fostered peer-to-peer interaction
4. structured a course syllabus
5. provided an overview for the course/syllabus
6. structured and organized learning modules/experience
7. fostered student engagement, knowledge acquisition, and higher-order thinking
8. assessed student learning/provided feedback/communicated grades
9. monitored course for plagiarism and other forms of cheating
10. evaluated the course and instructional practices
11. accessibility
12. culturally linguistic diversity
(200 points)
TOTAL FOR CLASS= 740 points
EVALUATION AND GRADING:
A:
B:
C:
F:
90 -100%
80 - 89%
70 - 79%
69% or lower
666-740 points
592-665 points
518-591 points
517 points or less
Grades for each assignment will be posted in the GeogiaVIEW gradebook within one week
after submitting the assignment.
ACADEMIC HONESTY STATEMENT:
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Any work that students present in
fulfillment of program or course requirements should reflect their own efforts, achieved without
giving or receiving any unauthorized assistance. Any student who is found to have violated these
expectations will be subject to disciplinary action.
REFERENCES AND BIBLIOGRAPHY:
Asayesh, G. (1993, Summer). Staff development for improving student outcomes. Journal of
Staff Development, 14(3), 24-27.
Bender, T., (2003). Discussion-Based Online Teaching to Enhance Student Learning: Theory,
Practice and Assessment. Sterling, VA: Stylus Publishing.
Bonk, C. & Graham, C. (2006). Handbook of blended learning. San Francisco: Wiley.
Central Regional Educational Laboratory. (n.d.) Professional development: Learning from the
best. http://www.ncrel.org/pd/toolkit.htm.
Collison, G., Elbaum, B., Haavind, S., & Tinnker, R. (2000). Facilitating online learning:
Effective strategies for moderators. Madison, WI: Atwood Publishing.
Conrad, R. & Donaldson, J. (2004). Engaging the Online Learner : Activities and Resources for
Creative Instruction. San Francisco: Jossey-Bass.
Horton, W. (2006). e-Learning by Design. San Francisco: Wiley (See second edition in 2012)
Palloff, R. & Pratt, K. (2005). Collaborating online: Learning together in Community. San
Francisco: Jossey-Bass.
Palloff, R. & Pratt, K. (2003). The virtual student: A profile and guide to working with online
learners. San Francisco: Jossey-Bass.
Palloff, R. & Pratt, K. (1999). Building leaning communities in cyberspace. San Francisco:
Jossey-Bass.