Are Instructional Materials in an Appropriate Form for Online Access?

As you work on creating or modifying an online course, the Quality REACHE rubric (based on the University of Maryland FISE Grant funded Quality Matters rubric) suggests that instructional materials should be presented in a format appropriate to the online environment and that all materials should be easily accessible to and usable by the student. Suggested ways in which this recommendation can be approached include:

• All instructional materials should be easily accessible and available in alternative formats if not readily viewed by a standard web browser (e.g. current versions of Internet Explorer, Safari, Firefox). If the course uses files (like Microsoft Word or Adobe Acrobat) that are not in a “native web format” (i.e., HTML, JPEG, PNG) then students should be provided with information on how to access the files if they do not already have the necessary programs or plug-ins installed. Suggestion: always provide the content in a file format that can be easily accessed using a web browser.
• If course resources (e.g. outside readings, CD/DVD-based content, supplemental web sites) are not housed within the LMS, links to or information on how the student can access the resources should be easy for students to locate within the course.
• If software plug-ins are required to access course content, then the plug-ins required should be listed within the course, along with instructions on how to obtain and install them.
• Large text files and learning modules should be broken into smaller “chucks” and presented with a table of contents or other navigation system to enable easy access and reference.

Other course design tips are available at http://ce-annotations.blogspot.com/search/label/Course%20Design. The Quality REACHE (QR) rubric and other information about QR is available at http://cite.nwmissouri.edu/QualityReache/.

Learning Objectives that Are Measurable

When designing a new online course or modifying an existing one, be sure the learning objectives of the course describe outcomes that are measurable. This is best accomplished using the following guidelines:

• First, be sure that you have listed measurable learning objectives in an obvious location (usually they’re identified in the course syllabus and/or at the beginning of each learning module).
• Second, be sure to precisely describe what students are to gain from the content/instruction and “what” will guide you in accurately assessing your students’ accomplishments. Appropriate terms should be used such as “identify,” “define,” “develop,” “perform,” “explain” and “select” as opposed to less measurable terms such as “understand,” “appreciate,” “be aware of,” and “know.”
• Second, objectives should describe student performance in specific, observable terms. If this is not possible, (e.g., internal cognition, affective changes), there should be other clear indications that the learning objective can be meaningfully assessed.

Other course design tips are available at http://ce-annotations.blogspot.com/search/label/Course%20Design. The Quality REACHE (QR) rubric and other information about QR is available at http://cite.nwmissouri.edu/QualityReache/.