itec 7481: name name of lms - kayla jones electronic...

Template by Julia S. Fuller, 2014 (Updated 2016) 1

ITEC 7481: LMS Coursework Template for Meeting the Requirements of the Online Course Assessment (OCA)

NAME: Kayla Jones NAME OF LMS: Canvas

Directions: Add a Screenshot and description as needed to document your LMS design and development work in each area.

I. Online Course Development [FIELD EXPERIENCE] - Candidates will use a learning management system (LMS) to develop a high-quality K-12 online course that incorporates research and best practices in online learning for children and/or adolescents. The course will contain the following: (note: Key diversity components are italicized and underlined) - (TOTAL SECTIONS A-G = 300 POINTS)

Element Screenshot Description

A. A Welcome Statement and Site Navigation Instructions (2.1.2); (1.1.6) (15 points)

1. Welcome

Statement

I welcomed my class to the website, and I asked them to review the syllabus. I also mentioned that we will be working in modules, and that they should start looking through module 1. I also let them know they may contact me with questions.


2. Site Navigation Instructions

I tell students how to access the course, and how to access the course content. I also direct them to the appropriate places to check their grades, post to a discussion board, and view class files. I included a link to helpful Canvas guides which can answer any questions they may have. I also have added a helpful video tutorial for my students to watch.

B. Basic Support, Directions, and Guidance, including:

(30 points)


1. Overview of the types and specifications of the technologies (hardware, software, and peripherals) to which students must have access in order to complete the course (Note: Required technologies and specifications should be reasonably accessible to students in order to ensure equitable access to digital content employed in the course) (1.1.1); (2.1.6)

I have clearly outlined the technical specifications for student computers. I have also listed the help desk number if students have technical problems.

2. Ideas for gaining access to these technologies via public or low-cost means should a student not have home access to the necessary technologies for the course (1.1.1); (1.1.7); (2.1.6)

I have given students different ideas concerning how to have access to different forms of technology in order to complete the course work.


3. Overview of technical skills needed to successfully complete the course (1.1.1); (1.1.7); (2.1.6)

I tell students that problem solving skills, critical thinking skills, and self-discipline are important qualities to possess when taking an online course. I also give a list of technological skills needed for the course.

4. Links to technical documentation and online tutorials to assist students in acquiring the technical skills needed for the course (1.1.1); (1.1.7); (2.1.6)

I have included links to helpful tutorials in case students need help with any of the required technical skills.


5. Links to technical support resources and directions to assist students in case of technical difficulties with LMS or with course content (1.1.7); (2.1.6)

I have included links to helpful tutorials in case students need help with any of the required technical skills. I have also included the CCSD technology help desk phone number for students to utilize.

6. ADA-compliance statement by the LMS publisher (2.1.6)

Canvas is committed to ensuring that every student, regardless of disability, is able to successfully use its system.

7. Instructor statement on how universal design principles were applied in constructing the specific course

Students who require text to speech, closed captioning, and transcripts will be able to access those features within Canvas. Universal


within the LMS and class-specific instructions on how students with documented ADA disabilities can access the course content/receive required support services (2.1.6)

Design Principles were used when designing the course to ensure that all students had equal access to the course materials.

8. Instructions how students who believe they may have an ADA disability can receive testing and diagnostic services (2.1.6)

I have outlined the basics for students and parents in regards to how CCSD provides support to students with disabilities. I have also told parents to contact the school’s assistant principal in charge of special education to request testing or interventions.


9. Definitions of Netiquette and expectations for teacher and student behavior in online discussions, email, synchronous meetings, and other forms of communication to be used in the course (2.1.6), (3.2.1)

I plan to use this graphic to explain what “Netiquette” is and how I expect students to conduct themselves throughout the course. I already have it posted to my Canvas site.

C. Community Building Activities, including:

(15 points)


1. Instructor introductions (2.2.2); (2.6.3)

[Insert Description]


2. Methods for students to introduce themselves to one another and to set foundations for an accepting learning community, that values diversity among members (2.2.2); (2.6.3)

A discussion post is a great way for students to get to know each other, and for me to get to know them as well.

3. Methods for students to provide instructor and peers with information about their current knowledge on the content to be covered, their personal/professional experiences, and their learning styles/preferences (2.2.2); (2.6.3);

(3.2.1); (2.3.1)

Students will take a pretest to determine how much they know about the content before the unit begins. Students will also take a learning styles quiz to determine the best way they learn.

D. Course Syllabus and Orientation to Course Syllabus, including:

(45 points)


1. Terms of class interaction for both teachers and students, including attendance policy for synchronous activities (2.2.3); (2.2.4)

Students are expected to actively participate in synchronous activities throughout the semester.

2. Teacher contact information and guidance (2.2.3); (2.2.4)

I have included information on how to contact me.

3. Information on teacher response time to questions and assignments (2.2.3); (2.2.4)

In the teacher communication section, I have included information pertaining to teacher response time to questions and assignments.


4. Information on how to receive instructional support from teacher and other support services, as appropriate (2.2.3); (2.2.4)

For information on how to receive instructional support from the teacher, I have included my contact information. For support services, I have included the course accessibility statement and information for students with disabilities.


5. Grading criteria

(2.2.3); (2.2.4)

I have included the grading criteria for the course.


6. Policy for submitting and grading late assignments (2.2.3); (2.2.4)

The late work policy has been included in the syllabus. I have clearly stated that late work will not be accepted unless it has been previously discussed with me.

7. Academic honesty and copyright/privacy policies (2.2.3); (2.2.4)

I have included the academic honesty policy, the student right to privacy, and the copyright statement which includes FERPA.


8. Appropriate behavior expectations (2.2.3); (2.2.4)

Expectations of student participation and the student communication expectations have been included. Students should have a clear understanding of appropriate behavior expectations.


9. Consequences for violating academic honesty, copyright/privacy policies, and behavior expectations

The acceptable use policy has been included so that students are aware of the expectations of acceptable use. I have also included the consequences for violating academic honesty policy, as well as other inappropriate behaviors.


10. Clear, measurable course goals and learning modules objectives (2.2.3); (2.2.4)

The learning outcomes are clear and measurable.

11. Course schedule (2.2.3); (2.2.4)

I have included a calendar which includes all due dates for all assignments throughout the unit.


12. Required assignments (2.2.3); (2.2.4)

I have included the required assessments and the grading policy for the course.


13. Procedures for submitting assignments (2.2.3); (2.2.4)

I have included a link to a fantastic guide which walks students through submitting an assignment through Canvas.

14. Alignment grid showing how assignments, assessments, and standards-based learning goals are related to one another (2.5.1); (2.5.5)

I have included an alignment grid that shows how assignments, assessments, and standards-based learning goals are related to each other.


E. Learning Modules (Information may come from several modules in your LMS) that: (105 points)


1. Clearly outline required learning activities that will help students achieve learning standards associated with the module (2.5.1)

I have included an outline that shows how activities will flow during each module. I have included an example of clearly written directions for a standards-based activity. I did not include a screenshot of each module as I felt it would be too repetitive. Each of the 6 modules begins with students reading the module objectives, description of learning activities, and the corresponding standards.


2. Provide authentic, relevant, and real-world learning experiences for students to engage with content (2.5.6); (2.6.4)

I have included a screenshot that shows an authentic, relevant, and real world learning experience for students to engage with the content. Students have the choice to write a newspaper article, create a pamphlet, or create a news report (with a written transcript).


3. Provide opportunities for meaningful instructor-student and peer-peer interaction to support learning (2.6.3)

I have included screenshots of discussion boards where I reinforce the concept of only posting positive, meaningful comments when responding to other students and the teacher.


4. Appropriately use both synchronous and asynchronous learning opportunities to support learning (1.1.4)

Canvas has a feature called “Conference” which allows me to meet with the class as a whole, or schedule individual conferences with students. Canvas also has a “Chat” feature which is a space for students to collaborate on an activity or ask the instructor questions. Canvas also has a feature known as “Collaborations” which is a space where students can work together simultaneously on a project. I plan to use these features to engage students in synchronous and asynchronous learning activities.


5. Incorporate visual resources into online modules (1.1.3)

An example of one of my visual resources is a BrainPop video about the novel “A Wrinkle in Time”. Students will view the video, participate in the corresponding activities, and then take the quiz.

6. Effectively use and incorporate subject specific developmentally appropriate software in an online learning module (1.1.6)

I have included a screenshot that shows an example of a subject specific developmentally appropriate software with directions linked into the title of the software for students. Students are able to choose which presentation software to use to present their research project.


7. Engage students in active roles in their learning process and opportunities to construct meaning (2.6.5)

The final performance task and the discussion posts engage the students in active roles of the learning process. These assignments also give the students opportunities to construct their own meaning.


8. Elicit a response from the student comparable with the level of competency demanded in a related task (2.5.6)

The discussion board posts elicit responses from students that show me if they are understanding the content.

9. Assist students to consider meaning, reflect on new knowledge, and assimilate/apply information (2.6.5)

In all of my discussion posts, I ask students to consider meaning, reflect on new knowledge, and apply new information from the chapters.


10. Apply technology to engage students in higher-order thinking skills and creativity (2.1.11)

Students use technology to complete the final performance task. Students must use higher-order thinking skills and creativity to complete the project.


11. Differentiate instruction based on students’ diverse talents and learning needs (2.1.9); (2.6.1)

This assignment is differentiated based on choice. I give the students a choice as to which topic they would like to research and which presentation program to use.


12. Differentiate instruction based on students’ special education modifications, age, cultural and linguistic background, academic achievement, cultural background, and experiences (2.6.1); (2.6.2)

The instructional aspect of my course is differentiated based on students’ special education modifications, cultural and linguistic background. I also differentiate by chunking assignments into smaller portions and giving modified instructions.


13. Address multiple intelligences, including the needs of visual, auditory, and tactile learner (2.5.2), (2.5.7)

The final performance task is an activity that addresses multiple intelligences, including the needs of visual and tactile learners. Students can choose to write a newspaper article, create a pamphlet, or create and record a news report with a written transcript. The recorded news report appeals to auditory learners, while the written newspaper article and pamphlet appeal to visual and tactile learners. The BrainPop video helps the auditory and visual learners as well.

14. Include appropriate citations and ethical/legal use of copyrighted material

I added this citation to give credit to the person who created the original performance task.


F. Assessments of Student Learning that:

(60 points)

1. Make evaluation criteria CLEAR to students through well-constructed, rubrics, checklists, grading forms, etc. (3.1.1)

I have included evaluation criteria for both major projects and discussion posts.


2. Address ALL learning standards associated with the course/learning modules (2.5.1)

I have included a screenshot which shows how in module 1 the standards and objectives are aligned.

3. Address multiple intelligences, including visual, auditory, and tactile learning styles (2.5.2), (2.5.7)

The final performance task is an activity that addresses multiple intelligences, including the needs of visual and tactile learners. Students can choose to write a newspaper article, create a pamphlet, or create and record a news report with a written transcript. The recorded news report appeals to auditory learners, while the written newspaper article and pamphlet appeal to visual and tactile learners.


4. Use authentic assessment strategies to determine student acquisition of knowledge and skills (2.5.3)

Students will engage in an authentic research project and presentation to determine student acquisition of knowledge and skills.

5. Include pre- and post- testing to show student growth in content knowledge (2.5.5)

I have included screenshots of the pre and posttests which will show student growth in content knowledge.


6. Are reasonable expectations given the learning activities included in the course (2.5.5), (2.5.6)

I have included pictures of some of the discussion posts and the discussion board post checklist. The discussion forum will allow me to see who is understanding the story and who is struggling. The checklist clearly lays out the requirements for the students. The discussion posts require students to recall key facts and details from the story while also pushing them to think on a critical level about the story.


7. Require students to engage in authentic performances to show mastery of content (2.5.6)

I have included screenshots of the performance task and research project which engage students in authentic performances to show mastery of content.


8. Are modified to accommodate special education needs, student age, cultural background and experiences (2.6.2)

This course policy indicates that all accommodations required of special education students will be met.

9. Are valid (i.e., adequately sample the content that they are designed to measure) and reliable (i.e., produce consistent results from administration to administration) (3.1.1)

The final performance task is a valid and reliable assessment in several ways. The assessment aligns to the objectives and outcomes outlined. The assessment shows whether or not students understand the characters, setting, and conflict of the novel. The rubric provides consistency in grading outcomes. The rubric clearly lays out the requirements for each part of the project.


10. Are implemented in ways that insure instrument validity and reliability (3.1.2)

Students will be taking the final culminating test in class. The test will be proctored by the teacher. Any student who has an IEP, 504, or is an ELL learner will have their accommodations met.


11. Include varied and multiple ways to assess each learning standard (3.1.3)

I have included multiple ways to assess each learning standard. The discussion posts, performance task, research project, and final culminating test assess the learning standards.


12. Gather appropriate

background and content knowledge assessment data throughout the course for each student, so that instruction can be customized to students’ group and individual learning needs throughout the course. (3.3.1)

I have included a screenshot of the online gradebook feature in Canvas which allows for data tracking.


13. Provide both formative and summative assessment practices, including opportunities for students to self-assess, receive peer feedback, and receive ongoing response on performance from the instructor (3.2.2)

The discussion board postings will serve as formative assessments as well as opportunities for students to receive peer feedback. The research project and presentation serves as a summative assessment.

G. Evaluation of Course Materials and Instructional Practices including: (30 points)


1. An evaluation of student readiness to engage in online learning, in general, and the specific modes of delivery used in the course (3.2.1)

I have included an evaluation of student readiness to engage in online learning, and in general, the specific modes of delivery used in the course.


2. Student input on course materials so that ongoing improvements to course content and delivery can be made for ALL learners (2.5.4)

I have included a screenshot of a course evaluation that considers student input on course materials so that ongoing improvements to course content and delivery can be made for all learners.


3. Opportunities for evaluating teaching effectiveness within the online environment (i.e., classroom assessment techniques, teacher evaluations, teacher peer reviews) so that ongoing improvements can be made for ALL learners (3.3.4)

I have included a screenshot of a course evaluation that addresses teaching effectiveness within the online environment. I have asked questions that prompt students for feedback to improve learning for all students.

The Online Course Assessment (OCA) is completed in ITEC 7481 Designing and Developing Online Learning. It assesses the candidate’s ability to develop a syllabus for an online course in education. It assesses PSC standards (1.1.1), (1.1.3) (1.1.4), (1.1.6), (1.1.7), (2.1.2), (2.1.6), (2.1.9), (2.1.11), (2.2.2), (2.2.3), (2.2.4), (2.5.1), (2.5.2), (2.5.3), (2.5.4) (2.5.6), (2.5.7), (2.6.1), (2.6.2), (2.6.3), (2.6.4), (2.6.5), (2.6.8), (3.1.1), (3.1.2), (3.2.1), (3.2.1), (3.2.3), (3.3.1), (3.1.3)

itec 7481: name name of lms - kayla jones electronic...

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