online syl lab us
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Define the purpose of a syllabus Explain difference between an
on-campus syllabus and onlineline syllabus
Identify critical components ofan effective online syllabus
Convert a traditional syllabusinto an effective online syllabus
Identify some best practices touse in the design of an online
syllabus
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The basic elements andguidelines for the course
Outline the expectations of thefaculty and the students
Foundation for measuring thelearning experience in the course A contract or agreement between the faculty
and the student
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On-campus syllabus abbreviated because there isverbal explanation. can be clarified in class. the faculty sets the tone in person
Online syllabus requires no verbal explanation. must stand alone and serve as a
guide for the student.
the syllabus set the toneelectronically
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Course Description Goals and Objectives Required Texts Grading Policies Academic Policies Contract between
faculty and student
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Outline time commitment Explain instructor availability Describe the pace of the
course
Due dates must account fortime zones
Explain how to submitassignments
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Links can be placed intosyllabus for more explanation
Navigation of coursemanagement system
Define the responsibilities andexpectations of student and
faculty Role of faculty is: facilitator,
evaluator, etc.
Role of student is: active learner,peer reviewer, facilitator, etc.
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Welcome Faculty information Course description Course goals/
objectives Required text/
materials
Course requirements
Student expectations Student evaluations Technical support Technical
requirements Calendar of events
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E-mail students the week beforeclass begins
Describe the map or flow of theonline course
Emphasize the importance ofreading the syllabus
State that the syllabus is acontract Conduct a quiz over the syllabus Post a discussion area for
questions about the syllabus
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Photo Contact information
E-mail address Phone number (office, cell,
Skype)
Office hours Both synchronous and
asynchronous State how often you will be
checking in on the course
Biography information Professional Personal (if desired)
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Catalog description Course outcomes
What am I going to learn Why is this important to me
Outline course expectations What the course is not
Self-pace Independent Study Easier or less time than a
face-to-face course
Any other specific courseinformation Pre-requisites
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Supply the ISBN with titleand edition of any text Recommend where to
purchase Give links, if possible
Supply information aboutaccessing publishedmaterial on the librarydatabase
List any Internet resourceswith links
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Describe all activities required of the students duringthe course including:
Readings Assignments Projects Research Group work Assessments Etc.
State again the objective/goal/reasonbehind the requirements
State the flow of the course Weekly or by unit or self pace
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Define participation
Is it part of the grade? Responsibilities
As an individual As a group member
Time commitment Due dates
time zones
Discussions(asynchronous/synchronous)
Rubrics help defineexpectations
Describe the paceand flow of thecourse
Policy on plagiarism,academic integrity,and ADA compliance
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Explain grade criteria
List the components of the totalcourse grading system Describe the grading
percentages, points or scale Explain the criteria for passing
the course or obtaining thevarious levels of grades
Explain late policies Describe objective and
subjective assessment Supply students with a Rubric!
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Objective assessment is when there is only oneanswer. Examples include: Multiple Choice True/False questions Matching
Subjective assessment is when there may be morethan one way to answer. Examples include: Extended response Essay Project based Peer reviews Reflections or self-review
Good idea Supply students with a Rubric!
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List the University technical support24/7 phone number
If available supply the coursemanagement systems (CMS)
technical support websiteor helpline
Contact information forany other resources
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Include hardware andsoftware requirements
List any software orplug-ins requires andwhere to obtain them
List required auxiliarydevices Head sets Web cam Microphones
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Visual representation of: Assignment due dates Assessments Discussion posts Group work Availability of faculty
(or unavailability)
This can be done inseveral forms: Calendar List or Table
Spreadsheet Timeline
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Learning objectives are postedin each module
Create the first assignment toorientate the student to theonline environment
Explain how the onlineenvironment is different fromthe on campus environment
Student centered (the learner mustbe proactive)
High level of learning involving: Critical thinking skills Reflective assignments (writing skills) Cumulative assignments(organization skills)
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Maryland Online Training of Faculty Newto teaching online:http://www.mdfaconline.org/index.html
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