Online Initiative
Request for Proposals: Online Course and Module Development Projects
Shared Online Course Fund 2014-15
October 3, 2014
This package contains information prepared by the Council of Ontario Universities
regarding the process and criteria for the submission of course and/or module
development project proposals for the 2014-15 Shared Online Course Fund. Please
see the following Table of Contents for a list of enclosed documentation.
Table of Contents
page #
2014-15 Shared Online Course Fund – University Proposal Guidelines ......................... 1
Appendix A: Further Information on Course and Module Categories .............................. 6
Appendix B: Preliminary Statement of Intent – Courses and Modules ............................ 9
Appendix C: Statement of Design Intent – Courses ...................................................... 11
Appendix D: Statement of Design Intent – Modules ...................................................... 15
Appendix E: Evaluation Rubrics – Courses and Modules ............................................. 18
Appendix F: List of Courses Approved in 2013-14 ........................................................ 28
2014-15 Shared Online Course Fund – University Proposal Guidelines
The Council of Ontario Universities (COU) is administering the 2014-15 call for
proposals and distribution of funding provided by the Ministry of Training, Colleges and
Universities (MTCU) to support the development of high quality, university degree credit
online courses – a second call similar to the call last year in the Ontario Online initiative.
The Ministry’s goals in this initiative include: leveraging existing online strengths in the
sector and developing new opportunities for collaboration; improving institutional
productivity and the efficient use of resources; providing high quality online learning
opportunities for students; and enhancing student access and mobility. In pursuing
these goals, the Ministry seeks to enhance the national and international profile of
Ontario as a leader in online education.
Ministry funds (in a separate envelope) will also support the development of Ontario
Online, a centre of excellence in online and technology-enhanced learning. Ontario
Online will be an incorporated member organization, whose members will be all
publicly-assisted colleges and universities willing to participate.
Background
The Ministry of Training, Colleges and Universities has provided $4.5 M in 2014-15 for
Ontario universities through the Shared Online Course Fund.
Resources available through the Shared Online Course Fund are directed at online
course development or redesign, and the development of reusable content (modules).
The description below outlines the process and criteria for selecting online course
development/redesign or module projects to grow and enhance high quality online
learning opportunities for students.
These criteria have been approved by the Ontario University Online Steering
Committee (which has been established by the Ontario Council of Academic VicePresidents), to apply the Ministry’s guidelines more specifically and clearly to the
university sector.
Description of goals and process
As described in the Shared Online Course Fund guidelines, an MTCU objective is to
support the development of high-quality online courses and learning modules that are
broadly available and recognized for credit or sharing across multiple institutions. A
maximum of $75,000 has been made available per online course development/redesign
project or module development/redesign (one-time funding). A total of $4.5M has been
provided in the university sector to support these projects.
For the 2014-15 round of course funding, the development of collaborations among and
within Ontario universities (and/or across the sector) will be given a higher priority. The
Ministry’s objective is that, with increased opportunities for collaboration, Ontario
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2014-15 Shared Online Course Fund - University Proposal Guidelines
universities can enhance online and technology-enabled course development and
offerings, improve student access to a variety of course and program types, and realize
efficiency gains. Collaboration encouraged by the 2014-15 call may also support the
development of a community of practice in the sector, and enable the development of
fully online programs.
For the purpose of this initiative, collaboration is broadly defined, to include partnerships
between universities (for example, through shared course design or delivery,
cooperation between content experts and university-based multi-media experts, or
transfer credit agreements), and within universities (where separate departments
collaborate to develop a more efficient means of delivering common content).
Collaborations outlined in Shared Online Course Fund proposals may include
partnerships between:
•
Two or more Ontario universities;
•
A university (or universities) and a college (or colleges) in Ontario; or
•
Different academic departments within a university.
Collaborations may be developed at the course or program level.
Funding Categories
Projects eligible for funding fall into two categories:
1. Online course development or redesign; or
2. Learning module development or redesign.
Proposals may be submitted for courses or modules delivered in English or in French.
Proposals may be submitted for graduate-or undergraduate-level courses or modules.
These categories are further described below:
Online courses:
Online courses eligible for funding may be:
a. Courses designed for high enrolments, including introductory or foundational
courses;
b. Courses developed to improve sustainability of a low-enrolment program
across more than one institution. These include low-enrolment upper-level, or
graduate-level, courses; or
c. Online courses to facilitate the development of fully online degree programs.
The Ministry’s emphasis is on funding for online introductory or foundational courses.
The Ministry’s guidelines also acknowledge that funds can be directed to other
categories of courses. Appendix A provides additional information on course and
module categories.
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2014-15 Shared Online Course Fund - University Proposal Guidelines
Evidence of collaboration will also be emphasized in the review process. Proposals
evidencing collaborative course development or delivery across universities (or across
colleges and universities) will be prioritized over proposals designed, developed and
delivered by individual universities.
Learning modules:
Learning modules are self-contained instructional units that focus on particular topics,
and which students may complete online. Learning modules may be used in online,
blended or flipped classes, or may be used as part of the curriculum for a fully online
course.
Online modules that will be considered for development or redesign include those that:
a. Have the potential to be used as learning objects for multiple courses—hybrid
or fully online courses; or
b. Provide learning supports for online students (for example, modules focused
on research or writing skills).
Learning modules supported through the Shared Online Course Fund are required to be
made available without charge and in an inter-operable format to other publicly-assisted
colleges and universities under an appropriate agreement (for example, a Creative
Commons license) that allows, at a minimum, use in their own courses. Inter-operability
means that these modules must be developed using methodologies and technologies
that enable re-use across multiple learning environments (i.e., no learning platform
dependencies). Intellectual property rights for modules will remain as outlined through
existing institutional agreements applying to their creators.
Appendix A provides additional information on module categories.
The University Online Steering Committee encourages high-quality proposals in all
categories of courses and modules. While submissions for introductory or foundational
courses will take precedence, there is no notional or required allocation of funding
among the categories.
Evaluation of proposals will prioritize assessment of the quality of the proposed
course/module. As noted in Appendix E: Evaluation Rubrics – Courses and Modules,
the quality of course and module proposals will be most heavily weighted in evaluation.
Evaluation process and criteria
A panel of online learning experts from outside Ontario will assess each development or
redesign proposal and determine a score. Please note the following:


Criteria related to creating a high quality learning experience for students will be
most heavily weighted in the evaluation process (see Appendix E: Evaluation
Rubrics – Courses and Modules).
Collaborative design and/or delivery will be scored highly in evaluation;
institutions should provide evidence to support plans for collaboration.
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2014-15 Shared Online Course Fund - University Proposal Guidelines

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o Collaborative course design and/or delivery will be more highly scored
than credit transfer arrangements.
o More explicit credit transfer plans, or existing approved course
equivalencies will be scored more highly than statements of transfer credit
intent.
With respect to course modules, proposals for modules that comprise a higher
proportion of course content, or content that is applicable across more course
subjects, will be scored more highly.
o Proposals including a set of modules (more than one) appropriate for a
single course are encouraged.
Proposed budgets for modules should be commensurate with the proportion of
course content provided.
The university must commit to having the course or module ready for online
delivery by the 2015-16 academic year.
The university must commit to offering online courses funded in this round each
year for the next 5 years (through to and including the 2019-20 academic year).
Institutions must agree to make learning modules available without charge and in
an interoperable format to other publicly-assisted colleges and universities under
an appropriate licensing agreement.
All submissions must be approved by the submitting university’s Provost.
If proposals for courses or modules that would be substantively the same are received,
only one proposal will be funded (if it meets the criteria of the call).
Tasks and Timeline
Institutions will make two submissions to COU.
The first submission is a Preliminary Statement of Intent (see Appendix B), outlining, for
each proposal, the category of the proposal (type of course or module[s]), subject area,
level, and other information that is available and may be helpful. This Preliminary
Statement of Intent will be posted by COU for review by all universities. The purpose of
this step is to help universities find potential partners and avoid potential duplicate
submissions. This submission is strongly encouraged but not mandatory. Please note
that a full proposal (see below) can be submitted whether or not a Preliminary
Statement of Intent is received. Preliminary Statements of Intent are due by October
20, 2014.
The second submission is a full proposal – one cover memo listing all courses and/or
modules proposed by the submitting university (for collaborative projects, there must be
one lead university who submits the proposal) and a separate Statement of Design
Intent for each course or module(s). Submissions must be received by November 14,
2014. Funding allocation decisions will be communicated to universities by early 2015.
Courses and modules must be available for online delivery by the 2015-16 academic
year.
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Please note: successful applicants will be required to complete course and financial
reporting requirements as established by the Ministry.
Please send completed Preliminary Statements of Intent and Statements of
Design Intent to:
Peter Gooch
Senior Director, Policy and Analysis
Council of Ontario Universities
180 Dundas Street West, Suite 1100
Toronto, ON M5G 1Z8
416.979.4328
pgooch@cou.on.ca
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APPENDIX A: Further Information on Course and Module Categories
These criteria have been approved by the Ontario University Online Steering
Committee (which has been established by the Ontario Council of Academic VicePresidents), to apply the Ministry’s guidelines more specifically and clearly to the
university sector.
Online courses:
Online courses eligible for funding may be:
a. Courses designed for high enrolments, including introductory or foundational
courses;
b. Courses developed to improve sustainability of a low-enrolment program
across more than one institution. These include low-enrolment upper-level, or
graduate-level, courses; or
c. Online courses to facilitate the development of fully online programs.
a. Courses
designed for
high enrolments






These courses must be fully online.
Course quality will be most heavily weighted in the
evaluation process (see Appendix E: Evaluation Rubrics
– Courses and Modules).
Proposals should include articulated strategies for
accommodating high enrolment (scalability) while
ensuring a quality learning experience.
Collaborative design across universities is not
mandatory, but will receive more points in evaluation.
Introductory/foundational course proposals in this
category will also be reviewed in light of courses already
approved in the first round of online funding to avoid
duplications (see Appendix F for list of courses approved
in 2013-2014).
Credit transfer arrangements will be scored for funding in
this category, including the number of institutions
intending to, or those already recognizing credit
equivalence (more institutions and more explicit
agreements or established equivalencies will earn more
points).
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b. Courses
developed to
improve
sustainability of a
low-enrolment
program across
more than one
institution. These
include lowenrolment upperlevel, or
graduate-level,
courses

c. Online courses to
facilitate the
development of
fully online
programs










To be eligible for funding in this category, two or more
universities would present an explicit plan to develop
and/or accept an online course for credit across
participating universities.
Courses developed in this category would result in a
complementary set of courses offered across
participating universities to improve their capacity to offer
low-enrolment programs.
Course quality will be most heavily weighted in the
evaluation process (see Appendix E: Evaluation Rubrics
– Courses and Modules).
Shared course design and/or delivery (with 2 or more
universities) is not mandatory, but would receive more
points in evaluation.
Universities looking to re-develop a traditional or blended
program into a fully online program may submit a course
development proposal in this category.
Proposals in this category should include a timeline for
delivering a fully online program as well as a succinct
plan for development and delivery of the overall program
that also briefly addresses rationale and demand for a
fully online program.
Course quality will be most heavily weighted in the
evaluation process (see Appendix E: Evaluation Rubrics
– Courses and Modules).
Evidence of credit transfer for courses in this category is
encouraged and would strengthen a proposal. Points will
be assigned for the number of institutions intending to
recognize the course for transfer (more institutions will
earn more points).
Collaborative course design through partnerships across
different universities or across different programs in the
same institution is encouraged.
A funded proposal in this category will commit the
university to deliver the program fully online, within the
timeline to which the university commits as part of the
proposal. There is no limit on the number of courses
proposed for development in this category.
Higher points will be awarded to proposals that commit to
offer a fully online program in the near future; the sooner
the availability, the higher the points.
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2014-15 Shared Online Course Fund - University Proposal Guidelines
Learning modules:
Online learning modules that will be considered for development or redesign include
those that:
a.
Have the potential to be used as learning objects for multiple courses—hybrid or
fully online courses; or
b.
Provide learning supports for online students (for example, modules focused on
research or writing skills).
a. Online modules
that have the
potential to be
used as learning
objects for
multiple
courses—hybrid
or fully online
courses.




b. Online modules
that provide
learning
supports for
online students
(for example,
modules
focused on
research or
writing skills).


Proposals may focus on content for introductory or
foundational courses, including content for courses that
have prerequisites (for example, foundational second
year courses).
Content designed for large and/or introductory courses
will score higher than other proposals.
Proposals may focus on foundational course content
including course topics funded in the first round of the
Shared Online Course Fund (2013-2014). These
proposals must be accompanied by a rationale justifying
duplication.
Proposals for a set of modules are welcomed. A
proposed set of modules should show coherence, but
should include stand-alone learning objects.
Proposed modules should be applicable to students at
multiple institutions and across multiple programs (rather
than relevant only to specific curricula or programs).
Proposals can target students at all learning levels (for
example, remedial skills development or advanced skill
development).
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APPENDIX B: PRELIMINARY STATEMENT OF INTENT –
Courses and Modules
This Preliminary Statement of Intent will be posted by COU for review by all universities.
The purpose of this step is to help universities find potential partners, and to avoid
potential duplicate submissions. This submission is strongly encouraged but not
mandatory. Full proposals (see Appendix C or D) can be submitted whether or not a
statement of intent is received.
Directions: Please complete the following document, ensuring it does not exceed 2
pages in length.
Preliminary Statement of Intent Due Date: October 20, 2014
Proposal Type:
___ Course(s) designed for high enrolments, including introductory or foundational
courses
___ Course(s) developed to improve sustainability of a low-enrolment program across
more than one institution. These include low-enrolment upper-level (or graduatelevel) courses
___ Online course(s) to facilitate development of a fully online degree programs
___ Learning module(s)
Institution Contact Information:
Institution:
Contact Name:
Title:
Telephone:
Email:
Proposed Course/Module Title: Please note that this title will be posted on a common
website; a link to this document will be provided. Please include the following
information:
Course/module title:
Content area or discipline:
Level:
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Course/Module Description: Provide a brief description of your proposed course or
module.
Please send to Peter Gooch at pgooch@cou.on.ca by October 20, 2014.
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APPENDIX C: STATEMENT OF DESIGN INTENT – Courses
Submit a separate Statement of Design Intent for each online course development or
redesign project. When responding to prompts, be mindful of the evaluation rubric
provided in Appendix E and wherever possible provide evidence to support your plans
and capabilities. Each Statement of Design Intent must not exceed 10 pages.
Statement of Design Intent Due Date: November 14, 2014
Proposal Type:
__ Course designed for high enrolments, including introductory or foundational courses
__ Course developed to improve sustainability of a low-enrolment program across more
than one institution. These include low-enrolment upper-level, or graduate-level,
courses
__ Online course to facilitate the development of a fully online program
**Please submit a separate Statement of Design Intent for each course proposed
towards the development of a fully online program.
1. Institution Contact Information
For collaborative proposals, please indicate lead institution and partners
(Lead) Institution:
Contact Name:
Title:
Telephone:
Email:
(Partner) Institution:
Contact Name:
Email:
(Partner) Institution:
Contact Name:
Email:
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2. Course Information – Provide the course title and summarize the intended learning
outcomes. Note whether the proposal is to develop a new online course or to
redesign an existing online course. Note the level (i.e. 1st year, introductory, general
education, upper year, etc.), prerequisites (if any), and credential toward which the
course will be counted for credit (note: at the direction of the University Online
Steering Committee, courses must be counted towards an undergraduate or
graduate degree).
Course Title:
Course Number/Subject:
Course Year Level:
Course Prerequisite (if necessary):
Credential (Undergraduate/Graduate):
Learning Outcomes:
3. Description of Course Pedagogy – Describe the evidence-based pedagogical
foundation of the course and how it plans to make use of best practices in
technology-enabled learning. Describe any proposed tools or technology that will be
harnessed to facilitate learning.
4. Enrolment – Provide an estimate or projection of student enrolment. Evidence of
demand for this course will strengthen the proposal.
5. Development Expertise – Identify those individuals who will lead the development
(and the delivery if known) of the course. Describe any relevant expertise in both the
subject matter and in online pedagogy.
6. Credit Recognition – List any institutions that have tentatively committed to
recognizing the course for credit by 2015-16, pending necessary approvals; and/or
provide evidence of existing credit equivalencies granted by other institutions.
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7. Budget – Provide information about budget requirements for the course
development or redesign proposal, indicating the allocation of resources across
categories of expenditure. Maximum budget per course proposal is $75,000.
As relevant, please complete the following:
8. Preparation for Scale – For introductory or foundational courses, describe the
specific resources or institutional capacity to accommodate a large number of
students enrolled at multiple institutions while maintaining quality.
9. Contribution to Low Enrolment Program – For low-enrolment, upper-level (or
graduate-level) courses, describe how the course contributes to the capacity of more
than one university to sustain high quality, low-enrolment programs effectively.
10. Development of Fully Online Programs – As appropriate, provide information
about online program development, including the percentage of the program
currently available online, how courses are sequenced and connected in the
program curriculum, and plans for moving to fully online delivery.
11. Acknowledgments of Intent (Please read the terms and check the box.)
The developing (lead) institution acknowledges that funds received through the
Shared Online Course Fund are for the express purpose of the development or
redesign of online courses that will be ready for delivery through Ontario Online in
the 2015-16 academic year. The developing (lead) institution further acknowledges
that these courses will be offered to students with the necessary academic
background, including those registered in other institutions. The developing (lead)
institution further acknowledges that courses developed through this fund will be
described as part of the Ontario Online initiative of the Ministry of Training, Colleges
and Universities. The developing (lead) institution expresses an intent to consider
participation in the Ontario Online consortium, contingent on its review of the
purposes and proposed structures of the consortium. To broaden opportunities for
registered students, the developing (lead) institution further expresses an intent to
consider formal recognition of courses offered by other publicly-assisted institutions
through Ontario Online.
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The developing (lead) institution affirms that the new/re-designed course will meet all
legal requirements of Canadian copyright law as well as the AODA and its related
standards.
Applicant Signature – Each course development proposal must be approved by the
Provost/Academic Vice-President of the (lead) institution and must include his/her
signature.
______________________________
Signature
______________________________
Name and Title
______________________________
Date
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APPENDIX D: STATEMENT OF DESIGN INTENT – Modules
Submit a separate Statement of Design Intent for each module development or redesign
project. When responding to prompts, be mindful of the evaluation rubric provided in
Appendix E and wherever possible provide evidence to support your plans and
capabilities. Each Statement of Design Intent must not exceed 10 pages.
Please note: A Statement of Design Intent may include a set of modules, or a
single module.
Statement of Design Intent Due Date: November 14, 2014
Proposal Type:
__ Learning objects for multiple courses—hybrid or fully online
__ Learning support for online students
1. Institution Contact Information
Institution:
Contact Name:
Title:
Telephone:
Email:
As relevant, please include collaborator information:
Partner Institution:
Contact Name:
Email:
2. Module Information – Provide a description of the online module(s) and summarize
the proposed learning outcomes. Note whether the proposal is to develop a new
online module(s) or to redesign existing online module(s). Note whether the
module(s) can be used as a learning object in multiple online courses or disciplines,
or will be used for learning support. Note the number of proposed modules (as
appropriate) and the amount of content covered in the module(s) (as a percentage of
a one-semester course).
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3. Licensing Information—Indicate how the module(s) will be made available without
cost to other publicly-assisted college and universities in Ontario.
4. Description of Pedagogy – Describe the evidence-based pedagogical foundation
of the module(s) and how it plans to make use of best practices in technologyenabled learning. Describe any proposed tools or technology that will be harnessed
to facilitate learning.
5. Applicability – Describe the extent to which other institutions (or other courses
within the institution) have committed to use/consider using the module(s).
6. Development Expertise – Identify those individuals (e.g. faculty members,
librarians, institutional teaching and learning centres, etc.) who will lead module
development and delivery (if known). Describe any relevant expertise in both the
subject matter and in online pedagogy.
7. Budget – Provide information about the budget required for module development or
redesign proposal, indicating allocation of resources across categories of
expenditure. Note the maximum budget per proposal is $75,000. A proposal may
contain one or more modules. Proposed budgets for modules should be
commensurate with the proportion of course content provided (as a percentage of
content provided in a one-semester course).
8. Acknowledgment of Intent
The developing institution acknowledges that funds received through the Shared
Online Course Fund are for the express purpose of the development or redesign of
online modules that will be ready for delivery in the 2015-16 academic year and will
be made available to other institutions (as specified in the licensing agreement)
through Ontario Online. The developing institution further acknowledges that these
modules will be available to students and faculty at other institutions. The developing
institution further acknowledges that modules developed through this fund will be
described as part of the Ontario Online initiative of the Ministry of Training, Colleges
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and Universities. The developing institution expresses an intent to consider
participation in the Ontario Online consortium, contingent on its review of the
purposes and proposed structures of the consortium.
The developing (lead) institution affirms that the new/re-designed course will meet all
legal requirements of Canadian copyright law as well as the AODA and its related
standards.
The developing (lead) institution affirms that the module(s) will be accessible in an
inter-operable format.
Applicant Signature – Each module development proposal must be approved by the
Provost/Academic Vice-President of the institution and must include his/her signature.
______________________________
Signature
______________________________
Name and Title
_______________________________
Date
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APPENDIX E: EVALUATION RUBRICS – Courses and Modules
The Statement of Design Intent documents submitted by proposing universities will be
evaluated using the rubrics below. Rubrics are included for each course and module
category: courses designed for high enrolments, including introductory or foundational
courses; courses developed to improve sustainability of a low-enrolment program
across more than one institution, including low enrolment upper level, or graduate level,
course; online courses to facilitate the development of fully online programs; and
learning modules. Specific criteria are included by category to correspond to MTCU
goals; percent of total scores for each category are also indicated.
A panel of online learning experts from outside Ontario will use the following rubrics to
assess each online course or module development/redesign proposal and determine an
overall score. Each criteria will be evaluated on a scale of 0-5 (0 = no evidence,
5 = excellent).
Courses designed for high enrolments, including introductory
or foundational courses.
MTCU Goal
Criteria
(Criteria will be subtotaled
for each of the goals, and
each goal will represent a
specified weight in the
final score)
(These criteria will be used to evaluate each
Statement of Design Intent [Appendix C].
Statements should provide evidence to
support plans and capabilities outlined in
each of the sections below. Reviewers will
consider the strength of the evidence set out
in your proposal.)
High quality; welldeveloped pedagogy for
an exceptional student
learning experience
Learning outcomes are clearly articulated
and measurable, appropriate to the course
level and level of students.
Score
(0-5)
(0=no
evidence,
5=excellent)
Proposed formative and summative
assessments are articulated, and include a
final examination where appropriate, that
measures the intended learning outcomes
and provides meaningful feedback to the
learner (can include ungraded assessments).
Students are able to complete all course
requirements from wherever they are
geographically.
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Proposal includes a variety of learning
activities to promote interactivity (e.g., with
content, with peers, and with the instructor).
Course design includes information about
course structure and organization of content.
Course design and materials reflect current
(evidence-based) online pedagogical
approaches and best practices. Proposed
tools, technology, and media types to be
implemented will facilitate learning.
Proposal includes approaches to gathering
evidence concerning pedagogical
effectiveness.
Proposal includes strategies to ensure high
quality ongoing instructional support,
communication and feedback for students.
TOTAL for “High Quality” (total score for this category will be
converted to a 100 point scale; this score will represent 45% of the
overall total)
Collaboration
Course development or delivery partnerships
between, among or within institutions are
clearly articulated.
(0=no
evidence,
3=within
one
institution,
5=between
multiple
institutions)
Proposal includes evidence of sustainability
of collaboration.
Roles and responsibilities of collaborators
are clearly outlined.
Credit recognition arrangements or intentions
are clearly outlined.
TOTAL for “Collaboration” (total score for this category will be
converted to a 100 point scale; this score will represent 30% of the
overall total)
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Scalability
Strategies for accommodating high
enrolment while ensuring a quality learning
experience are clearly articulated.
Proposal includes evidence of demand for
course (including historical enrolments if
available or expectations of external
demand).
TOTAL for “Scalability” (total score for this category will be
converted to a 100 point scale; this score will represent 10% of the
overall total)
Capacity of institution to Proposal demonstrates successful
develop and offer
experience with online pedagogy for those
course
involved in course development and delivery.
Proposal demonstrates online course
development experience with tools, supports,
and processes.
Quality assurance standards and processes
are in place.
Support process/model is in place for
instructors and students during development
and delivery of course.
Related academic and technical supports
and resources are available online (e.g.,
library access, learning skills, writing skills,
technology assistance).
Proposal includes an articulated plan to keep
the course current and implement
improvements based on student feedback.
TOTAL for “Capacity of institution” (total score for this category will
be converted to a 100 point scale; this score will represent 15% of
the overall total)
OVERALL TOTAL SCORE
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Courses developed to improve sustainability of a low-enrolment
program across more than one institution, including low-enrolment
upper-level, or graduate-level, courses.
MTCU Goal
Criteria
Score
(0-5)
(Criteria will be subtotaled (These criteria will be used to evaluate each
Statement of Design Intent [Appendix C].
for each of the goals, and
Statements should provide evidence to
each goal will represent a
(0=no
support
plans
and
capabilities
outlined
in
each
evidence,
specified weight in the final
5=excellent)
of
the
sections
below.
Reviewers
will
consider
score)
the strength of the evidence set out in your
proposal.)
High quality; welldeveloped pedagogy for
an exceptional student
learning experience
Learning outcomes are clearly articulated and
measurable, and are aligned with programlevel outcomes and degree-level
expectations.
Proposed formative and summative
assessments, include a final examination
where appropriate, that measures the
intended learning outcomes and provides
meaningful feedback to the learner (can
include ungraded assessments). Students are
able to complete all course requirements from
wherever they are geographically.
Proposal includes a variety of learning
activities intended to promote interactivity
(e.g., with content, with peers, and with the
instructor).
Course design includes information about
course structure and organization of content.
Course design and materials reflect current
online pedagogical approaches and best
practices. Tools, technology, and media types
to be implemented will facilitate learning.
Proposal includes approaches to gathering
evidence concerning pedagogical
effectiveness.
Proposal includes strategies to ensure high
quality ongoing instructional support,
communication and feedback for students.
TOTAL for “High Quality” (total score for this category will be
converted to a 100 point scale; this score will represent 45% of the
overall total)
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Collaboration
(0=no
evidence,
3=within
one
institution,
5=between
multiple
institutions)
Course development or delivery partnerships
between, among, or within institutions are
clearly articulated.
Proposal includes evidence of sustainability of
collaboration.
Roles and responsibilities of collaborators are
clearly outlined.
Credit recognition arrangements or intentions
are clearly outlined.
TOTAL for “Collaboration” (total score for this category will be
converted to a 100 point scale; this score will represent 40% of the
overall total)
Scalability
Strategies for accommodating anticipated
enrolment increases that may accompany
collaborative delivery or credit transfer
agreements are clearly articulated.
TOTAL for “Scalability” (total score for this category will be converted
to a 100 point scale; this score will represent 5% of the overall total)
Capacity of institution(s)
to develop and offer
course
Proposal demonstrates successful experience
with online pedagogy for those involved in
course development and delivery.
Proposal demonstrates online course
development experience with tools, supports,
and processes.
Quality assurance standards and process are
in place.
Support process/model is in place for
instructors and students during development
and delivery of course.
Related academic and technical supports and
resources are available online for all enrolled
students (e.g., library access, learning skills,
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2014-15 Shared Online Course Fund - University Proposal Guidelines
writing skills, technology assistance).
Proposal includes an articulated plan to keep
the course current and implement
improvements based on student feedback.
TOTAL for “Capacity of institution” (total score for this category will
be converted to a 100 point scale; this score will represent 10% of the
overall total)
OVERALL TOTAL SCORE
Online course(s) to facilitate the development of a fully online program.
MTCU Goal
Criteria
(Criteria will be subtotaled
for each of the goals, and
each goal will represent a
specified weight in the
final score)
(These criteria will be used to evaluate each
Statement of Design Intent [Appendix C].
Statements should provide evidence to
support plans and capabilities outlined in
each section below. Reviewers will consider
the strength of the evidence set out in your
proposal.)
High quality; welldeveloped pedagogy for
an exceptional student
learning experience
Learning outcomes are clearly articulated
and measurable, and are aligned with
program-level outcomes and degree-level
expectations.
Proposed formative and summative
assessments, include a final examination
where appropriate, that measures the
intended learning outcomes and provides
meaningful feedback to the learner (can
include ungraded assessments). Students are
able to complete all course requirements from
wherever they are geographically.
Score
(0-5)
(0=no
evidence,
5=excellent)
Proposal includes a variety of learning
activities intended to promote interactivity
(e.g., with content, with peers, and with the
instructor).
Course design includes information about
course structure and organization of content.
Course design and materials reflect current
online pedagogical approaches and best
practices. Tools, technology, and media types
to be implemented will facilitate learning.
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2014-15 Shared Online Course Fund - University Proposal Guidelines
Proposal includes approaches to gathering
evidence concerning pedagogical
effectiveness.
Proposal includes strategies to ensure high
quality ongoing instructional support,
communication and feedback for students.
TOTAL for “High Quality” (total score for this category will be
converted to a 100 point scale; this score will represent 40% of the
overall total for course proposals)
Development of fully
online programs
Proposal includes a well-developed plan for
design and delivery of the online program.
Plan must show coherence as an online
program (rather than simply a transformation
of individual courses into an online program).
Outline must include information about how
courses are sequenced and connected.
Proposal includes a clear rationale for
development of an online program, including
anticipated audience and enrolment.
Proposal includes evidence of progress
toward the fully online program (either
courses already delivered online or
institutional commitments to supporting the
online program), in addition to a proposed
timeline for meeting online program goals.
TOTAL for “Online program development” (total score for this
category will be converted to a 100 point scale; this score will
represent 35% of the overall total)
Collaboration
Course/program development or delivery
partnerships between, among, or within
institutions are clearly articulated.
(0=no
evidence,
3=within
one
institution,
5=between
multiple
institutions)
Evidence of credit transfer is clearly evident.
(More institutions intending to accept the
course will earn more points.)
TOTAL for “Collaboration” (total score for this category will be
converted to a 100 point scale; this score will represent 10% of the
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2014-15 Shared Online Course Fund - University Proposal Guidelines
overall total)
Capacity of institution to
develop and offer
course(s)
Proposal demonstrates successful experience
with online pedagogy for those involved in
course development and delivery.
Proposal demonstrates online course
development experience with tools, supports,
and processes.
Quality assurance standards and process are
in place.
Support process/model is in place for
instructors and students during development
and delivery of course.
Related academic and technical supports and
resources are available online (e.g., library
access, learning skills, writing skills,
technology assistance).
Proposal includes an articulated plan to keep
the course(s) current and implement
improvements based on student feedback.
TOTAL for “Capacity of institution” (total score for this category will
be converted to a 100 point scale; this score will represent 15% of the
overall total)
OVERALL TOTAL SCORE
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2014-15 Shared Online Course Fund - University Proposal Guidelines
Learning Module Rubric
MTCU Goal
Criteria
(Criteria will be subtotaled
for each of the goals, and
each goal will represent a
specified weight in the
final score)
(These criteria will be used to evaluate each
Statement of Design Intent [Appendix D].
Statements should provide evidence to
support plans and capabilities outlined in
each of the sections below. Reviewers will
consider the strength of the evidence set out
in your proposal.)
High quality; welldeveloped pedagogy for
an exceptional student
learning experience
Learning outcomes are clearly articulated,
appropriate and measurable.
Score
(0-5)
(0=no
evidence,
5=excellent)
Proposal includes formative and/or
summative assessment(s), where
appropriate.
Proposal includes a description of learning
modalities, levels of interactivity, and levels of
media.
Learning activities are intended to promote
engagement.
Materials reflect current online pedagogical
approaches and best practices. Tools,
technology, and media types to be
implemented will facilitate learning.
Content is well organized and structured.
TOTAL for “High Quality” (total score for this category will be
converted to a 100 point scale; this score will represent 45% of the
overall total for module proposals)
Applicability for multiple
courses and/or across
institutions
Proposal includes evidence of applicability
across courses and/or institutions.
Proposal includes evidence of other
institutions or programs intending to use
materials.
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An appropriate licensing agreement for use
without costs to other publicly-assisted
universities and colleges in Ontario is
articulated.
TOTAL for “Applicability” (total score for this category will be
converted to a 100 point scale; this score will represent 30% of the
overall total for module proposals)
Collaboration
Proposal includes evidence of collaboration in
the design or delivery of the module (for
example, including content design, use of
technology, or presentation of materials).
Module development and/or delivery
partnerships are clearly articulated.
Roles and responsibilities of collaborators are
clearly outlined.
TOTAL for “Collaboration” (total score for this category will be
converted to a 100 point scale; this score will represent 10% of the
overall total for module proposals)
Capacity of institution to
develop module(s)
Proposal demonstrates successful experience
with online pedagogy for those involved in
module development and delivery.
Proposal demonstrates development
experience with tools, supports, and
processes.
Quality assurance process is in place.
Proposal includes an articulated plan keep
the module current.
Proposal includes a budget rationale for
module(s) under development, including,
where appropriate, an approximation of the
percent of course content included in the
module.
TOTAL for “Capacity of institution” (total score for this category will
be converted to a 100 point scale; this score will represent 15% of the
overall total for modules)
OVERALL TOTAL SCORE
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2014-15 Shared Online Course Fund - University Proposal Guidelines
APPENDIX F: List of Courses Approved in 2013-2014
University Course Title
Course
Catalogue
Number
GEOG 1F90
Brock
Introduction to Human Geography
Carleton
Bioacoustics
Carleton
Introduction to Psychology I & II
Carleton
Introduction à la société et à la culture québécoises
BIOL 5502
PSYC
1001/1002
CDNS 2510
Carleton
Language Matters
ALDS 1001
Carleton
Linear Algebra for Scientific Thinkers
MATH 1107
Guelph
Introductory Macroeconomics
ECON*1100
Guelph
Introductory Microeconomics
ECON*1050
Guelph
Principles of Geology
ENVS*1060
Guelph
Foundations of Leadership
HROB*2010
Guelph
Introductory Marketing
MCS*1000
Guelph
Introduction to Computer Applications
CIS*1000
Laurier
Music of the World
MU275
Laurier
Love and its Myths
RE103
Laurier
Astronomy II: Journey Through the Cosmos
AS102
Laurier
Astronomy I: Our place in the cosmos
AS101
Laurier
History of Rock
MU121
Laurier
Introduction to Environmental Studies
ES101
Laurier
Risks and Disasters: A Geographical Introduction
GG231
Laurier
Foundations for Community Engagement and Service
UU150
Laurier
Introduction to Mathematics for Finance
MA170
McMaster
Electronic Devices and Circuits I
McMaster
Technological Entrepreneurship
McMaster
Personal Finance
McMaster
Canadian Children
ELEC ENG 2EI5
GEN TECH
3EN3
COMMMERCE
4FP3
SOC SCI 2O03
McMaster
World Art and Cultural Heritage
McMaster
Statistics for Engineering
ART HIST 1AA3
CHEM ENG
4C03/6C03
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2014-15 Shared Online Course Fund - University Proposal Guidelines
McMaster
Geography of Canada
GEOG 2RC3
OCADU
Colour & 2-Dimensional Design
GDES 1B24
OCADU
History and Evolution of Typography
VISD 2B36
OCADU
Creative Practice: Preparing for a Changing World
GDEX 3B16
Ottawa
Éléments de sociologie
SOC 1501
Ottawa
Introduction à la science politique
POL 1501
Ottawa
Calcul différentiel et intégral
MAT 1720
Ottawa
20th Century World to 1945
HIS 1111
Queen’s
Introductory Biology of Cells
BIOL 102
Queen’s
Art in the West from Antiquity to Modernity
ARTH 120
Queen’s
Introductory Biology of Organisms
BIOL 103
Queen’s
Anatomy of the Human Body
ANAT 100
Queen’s
Media and Popular Culture
FILM 240
Queen’s
DEVS 100
Queen’s
Canada and the “Third World”
Engineering Economics and Business Practices in
Engineering
Gender, Race and Popular Culture
Queen’s
Canada and the World
HIST 124
Queen’s
Introductory Pharmacology
PHAR 100
Queen’s
Introduction to Sociology
SOCY 122
Queen’s
Western Music: Napoleon to 9/11
MUSC102
Queen’s
Introduction to Literary Study
ENGL 100
Toronto
Introduction to Computer Programming
CSC108H1
Toronto
Geographic Information and Mapping I
GGR272
Toronto
English Grammar
LIN204
Toronto
Molecular Biology, Biotechnology and You
CSB 201
Toronto
Mechanics
APS160
Toronto
Calculus with Engineering Applications I
APS162
Toronto
Calculus with Engineering Applications II
APS163
Waterloo
Physics 1
PHYS 111
Waterloo
Physics 2
PHYS 112
Waterloo
Physical and Chemical Properties of Matter
CHEM 120
Waterloo
Chemical Reactions, Equilibria and Kinetics
CHEM 123
Waterloo
Genetics
BIOL 239
Waterloo
Linear Algebra 1 for Hons Math
MATH 136
Queen’s
APSC221
GNDS 125
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2014-15 Shared Online Course Fund - University Proposal Guidelines
Western
Introduction to Statistics
STAT 1024
Western
Philosophy 1200
York
Reasoning and Critical Thinking
Traduction spécialisée - Médecine et sciences de la
santé
Foundations of Health Studies I
York
Hollywood Old and New
FA/FILM 1701
York
Teaching Science in the Intermediate Senior Division
ED/SCIE 3051
York
GL/TRAN 3210
HH/HLST 1010
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2014-15 Shared Online Course Fund - University Proposal Guidelines