Wiki Page, GOTT Clover II: GOTT Clover!

Wiki Page
2016-08-21T15:32:38-06:00

This course is build upon the Online Education Initiative and the details are as follows . . .

OEI Course Design Rubric1.pdf

The Course Design Rubric for the Online Education Initiative consists of four components:

1. Course Design

2. Interaction and Collaboration

3. Assessment

4. Learner Support

This rubric is designed to inform the work of reviewers for courses being taught in connection with the California Community College Online Education Initiative. It is informed by the National Standards for Quality Online Courses by the International Association for K-12 Online Learning (iNACOL). After an initial round of course reviews, the lead review team met with faculty at the OEI Professional Development summit and discussed the strengths and weakness of the rubric. The lead review team then provided recommendations to the OEI Steering Committee and Executive Team for revising the rubric language and structure to enhance the review process.

Victor Valley College Distance Education Academy - November 2014 from Justin Gatewood

Revisions approved by the Online Education Initiative Steering Committee for use during the OEI pilot on March 18, 2015.

Additional revisions to D3 and D4 approved April 15, 2016.

For each sub-category (within the main categories of Course Design, Interaction and Collaboration, Assessment, and Learner Support), peer online course reviewers will assign a numeric score (from 0-6) for each sub-category within the major categories. The numeric scores align with the levels of mastery as follows:

Distinguished to Exemplary (5-6)

Satisfactory to Accomplished (3-4)

Promising (2)

Incomplete (1)

Not Evident (0)

It is common for a course to vary in its level of accomplishment across all items within a single sub-category. For example a course might be very strong in “Content Presentation: Navigation is intuitive” but somewhat less strong in “Content Presentation: Content is presented using a variety of appropriate mechanisms,” both within the same sub-category of “Content Presentation.” In these cases, the higher score (6 for Exemplary and 4 for Accomplished) should be reserved for courses that are strong across all items in the sub-category. The lower scores (5 for Distinguished and 3 for Satisfactory) should be used in cases where most, but not all, of the items in the sub-category are strong.

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