OEI & Course Interaction Logistics

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Your Instructional Technology Team is pleased to bring to you more course design criteria based on the Online Education Initiative Course Design Standards. This time the criteria revolves around interaction logistics within your course.

The course design rubric presents 5 different criteria to make the set-up of your course exceptionally interactive for your students. They suggest:

1. Provide guidelines explaining the required levels of participation. This could include how frequently you expect your students to participate in forum posting, as an example.

2. Clearly express your expectations regarding the quality of communications. Such as, if you ask your students to respond to their classmates posts in the forums, clarify what a “good response” is.

3. Include a rubric or equivalent grading document, clarifying how participation will be evaluated.

4. Make sure you, as the instructor, plan to actively particpate in communication activities. This includes maintaining consistent interaction with your students in forum elements, as well as providing them with ample feedback.

5. As the instructor, you should also plan to use the communication tools effectively to provide course updates, reminders, and special announcements, etc.

Stay tuned in the upcoming weeks for further information regarding how to set up your course based on the OEI Course Design Rubric.

Development of a Learning Community: OEI Style

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The OEI Course Design Rubric States, “communication activities are designed to help build a sense of community among learners.”
In order to achieve this objective, our learning management system (LMS) Canvas, provides a couple options to help you in this effort. For example, Canvas provides the ability to set up announcements, and discussions. In both of these tools, as an instructor, you can enable settings that allow your students to respond in a thread-like-format, as well as “like” other posts. This allows every student to have a voice and an equal opportunity to engage and participate in class discussions further promoting a sense of community in this online space!
In addition to building a sense of community, the OEI also recommends these criteria:
  • Instructors have a plan for initiating contact prior to or at the beginning of class and at a regular intervals during the course duration.
  • Student-to-student interactions are required as part of the course, students are encouraged to initiate communication with the instructor.
  • Collaboration activities (if included) reinforce course content and learning outcomes, while building workplace-useful skills such as teamwork, cooperation, negotiation, and consensus-building
For more information regarding the OEI Course Design Rubric please go here.
Please remember to stay tuned to BC-TIPD for news and information about instructional technology!

OEI Interaction and Collaboration Suggestions

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Happy Friday Gades,
It is the end of the week, and your Instructional Technology Team has another tip for you and your course. This time, the tip is regarding Interaction and Collaboration. According to the OEI Course Design Rubric…as an instructor, your methods of collecting and returning work need to be clearly explained. For example, within Canvas you can clearly state your methods of collecting data in several ways. First, you can create a content page and state the methods. Second, you can place it in your syllabus. Third, you can state the methods within specific assignments, and then select the student assignment submission type that matches the method. Placing your methods in multiple places within your course  provides ample opportunity for your students to encounter your expectations.
According to the Online Education Initiative’s (OEI) course design rubric, interaction and collaboration can take on many forms. Exemplary communication strategies include:
  • Contact information for the instructor is easy to find and includes multiple forms of communication (for example, e-mail, phone, chat, etc.)
  • Expected response time for email replies (or other communication tool) is included.
  • The instructor’s role within the course is explained (for example, instructor participation in discussions, activities, role- if any- in tech support, etc.)
  • The  instructor’s methods of collecting and returning work are clearly explained.
  • There are plentiful opportunities for interaction, as appropriate.
  • Communication strategies promote critical thinking or other higher order thinking aligned with learning objectives.
  • Communication activities benefit from timely interactions and facilitate “rapid response” communication (i.e., students gain practice discussing course content extemporaneously without looking up basic, declarative information).

Learner Engagement Considerations when Designing your Course

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According to the Online Education Initiative’s (OEI) course design rubric, several criteria must be met in order to assist in increasing learner engagement. These criteria include:
  • it is clear how the instructional strategies will enable students to reach course objectives.
  • course design includes guidance for learners to work with content in meaningful ways.
  • individualized learning opportunities, remedial activities, and/or resources for advanced learning activities are provided.
  • Tools available within the Learning Management System (LMS) are used to facilitate learning by engaging students with course content.
  • Technologies are used creatively in ways that transcend traditional, teacher-centered instruction.
  • Learners have the opportunity to give anonymous feedback to the instructor regarding course design and course content both during course delivery and after course completion.

To read more about increasing learner engagement in the design of your course, please go here.

OEI Course Design & Content Presentation

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Coming to you straight from your Instructional Technology Team is this week’s online course design tip.
The Online Education Initiative (OEI) states in their course design rubric that when designing your course, these factors should be considered regarding how you present your content:
  • Content is made available or made in manageable segments (i.e., presented in distinct learning units or modules).
  • Your navigation is intuitive and your content flows in a logical progression.
  • The content of your course is presented using a variety of appropriate mechanisms (content modules, single pages, links to external resources, and/or multimedia, etc.).
  • Learning Management System Tools are used to reduce the labor-intesity of learning (i.e., provide links to needed resources where they will be used in the course).
  • Clearly label how to navigate through your course.
For this and other information, please go here.

OEI Area A.1 Course Design & Objectives

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Your Instructional Technology Team would like to provide you with some information regarding the elements of the Online Education Initiative (OEI) Course Design Rubric. The first component we’d like to present is Area A.1 Course Design/ Objectives.
Course design addresses several elements of instructional design; one is objectives. The rubric states that an exemplary designed course:
(1) Displays your course objectives in many different areas of the course (such as in the syllabus and each individual learning unit or module within Canvas).
(2) Your objectives will be clearly written and should also reflect the desired outcomes.
(3) Contains your objectives which are written in measurable outcomes.
For more information go here.

OEI Course Design Rubric

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The Online Education Initiative (OEI) has released a course design rubric for use with all courses wishing to participate in the OEI. After reviewing it, our instructional technology team decided that it was so good, we just had to share with all of you! Throughout the semester, we will be highlighting this great set of design standards one piece at a time.

The rubric consists of four main areas:

1. Course Design

2. Interaction and Collaboration

3. Assessment

4. Learner Support

Each of these four areas is based on a critical piece of best practices that relates directly to student success in online courses.  Over the coming weeks, we will be highlighting each component of this rubric, with a little explanation of how it relates to student success at BC.  We hope that you will find this useful as we all move to the Canvas platform (what a great opportunity to rethink how we are teaching online!).

If you are so excited that you can’t wait for our emails, you can check out the rubric in full right here.

Professors Assign Students to Post to BuzzFeed. You’ll Never Believe What Happens Next.

Hello Gades,
There are so many tools faculty are using in an attempt to reach their students. This extends from the Google Suite, Text messaging apps, and video games to name a few.  The following  is an account of teachers using BuzzFeed as an assignment for their students.  Follow the link below to read the article:

Professors Assign Students to Post to BuzzFeed. You’ll Never Believe What Happens Next.