Guidelines
|
Rubric
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Beginning
1 2 3
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Developing
4 5 6
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Accomplished
7 8 9
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Exemplary
10
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Instructional Design
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Structure
|
Course content is not
sequenced or structured. Course information is not grouped to help students
learn the content.
The purpose of
learning activities is not presented.
|
Course content is somewhat
structured to try to enable learners to achieve the stated goals. Course information
is grouped to help students learn the content.
The purpose of
learning activities is not clearly presented.
|
Course content is
structured in a way, which enables learners to achieve the stated goals.
Course information is grouped to help students learn the content.
The purpose of
learning activities is presented.
|
Course content is
sequenced and structured in a way, which enables learners to achieve the
stated goals. Course information is grouped to help students learn the
content.
The purpose of learning
activities is clearly presented.
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Learning Goals and
Objectives
|
Course goals and
objectives are not present nor stated to the learner.
Module objectives are
not presented to the learner .
|
Course goals and
objectives are somewhat present and stated to the learner.
Module objectives are
presented to the learner but are not clear if they are aligned to the larger
course objectives.
|
Course goals and
objectives are present and stated to the learner.
Module objectives
are presented to the learner and are aligned with the larger course
objectives.
|
Course goals and
objectives are present and explicitly stated to the learner.
Module objectives are
clearly presented to the learner and are aligned with the larger course
objectives.
|
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Course Information
|
A course description
is not provided.
Information on the
course instructor is not available to students. Students are not provided
with a list of supplies such as textbooks and other instructional materials
needed for the course.
A list of modules
and activities is not provided.
Grading policy and
calendar of due dates are not provided.
A list of technical
requirements such as connection speed, hardware, and software are not provided.
|
A brief course
description is provided.
Information on the
course instructor is available to students.
Students are
provided with a list of textbooks needed for the course.
A list of modules
and activities that will be part of the course is provided.
Grading policy and
calendar of due dates are provided.
A list of technical
requirements such as connection speed, hardware, and software are provided.
|
A course
description is provided.
Information on the
course instructor is available to students.
Students are
provided with a list of supplies such as textbooks and other instructional
materials needed for the course.
A list of modules
and activities that will be completed within each of part of the course is
provided.
Grading policy and
calendar of due dates are provided.
A list of technical
competencies as well as technical requirements such as connection speed,
hardware, and software necessary for course completion are provided.
|
A clear course
description is provided.
Information on the
course instructor is available to students including contact information,
biographical information and picture.
Students are
provided with a list of supplies such as textbooks and other instructional
materials needed for the course.
A list of modules
and activities that will be completed within each of part of the course is
provided.
Grading policy and
calendar of due dates are provided, including grading scale and weights.
A list of technical
competencies as well as technical requirements such as connection speed,
hardware, and software necessary for course completion are provided.
|
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Instructional
Strategies
|
Only one
instructional delivery method is available throughout the course.
One way for
learners to demonstrate knowledge is provided.
The selected tool
for each activity is not appropriate for delivery of the content.
|
A couple of
different instructional delivery methods are available throughout the course.
2 or 3 of ways for
learners to demonstrate knowledge is provided.
The selected tool
for each activity is somewhat appropriate for delivery of the content.
|
Different instructional
delivery methods, accommodating multiple learning styles, are available
throughout the course.
A couple of ways
for learners to demonstrate knowledge is provided.
The selected tool
for each activity is appropriate for effective delivery of the content.
|
A variety of
instructional delivery methods, accommodating multiple learning styles, are
available throughout the course.
A variety of ways
for learners to demonstrate knowledge is provided.
The selected tool
for each activity is appropriate for effective delivery of the content.
|
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Use of Multimedia
|
Audio and video files
do not have a specific purpose aligned
with the course
|
Audio and video files
have a specific purpose somewhat aligned with the course.
|
Audio and video files
have a specific purpose that does not distract from course goals and
objectives.
|
Audio and video files
have a specific purpose that does not distract from course goals and
objectives and enhance learning.
|
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COMMUNICATION AND
COLLABORATION
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Activities and
opportunities
|
Learning activities
and other opportunities do not promote or allow collaboration among students.
Learning activities
and other opportunities do not promote or allow Student-Instructor
communication and/or collaboration.
Learning activities
and other opportunities do not promote or allow Student-Content interaction.
|
Learning activities
and other opportunities are developed to allow collaboration among students.
Learning activities
and other opportunities are developed to allow Student-Instructor communication
and/or collaboration.
Learning activities
and other opportunities are developed to allow Student-Content interaction.
|
Learning activities
and other opportunities are developed to help collaboration among students.
Learning activities
and other opportunities are developed to aid Student-Instructor communication
and/or collaboration.
Learning activities
and other opportunities are developed to aid with Student-Content
interaction.
|
Learning activities
and other opportunities are developed to enhance and promote collaboration
among students.
Learning activities
and other opportunities are developed to promote Student-Instructor
communication and/or collaboration.
Learning activities
and other opportunities are developed to promote Student-Content interaction.
|
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Organization and
management
|
Course does not
offer forums for Community, Course Questions, and Content.
Discussions are not
organized in forums.
Access
is not available to individuals and groups based upon discussion's purpose
The instructor's role in discussion
activities is not defined.
|
Course offers a
forum for Community, Course Questions, and Content.
Discussions are somewhat
organized in forums.
Access
is available to individuals and groups based upon discussion's purpose, such
as class interactions. The
instructor's role in discussion activities is somewhat defined.
|
Course offers
forums for Community, Course Questions, and Content.
Discussions are
organized in defined forums.
Access
is available to individuals and groups based upon discussion's purpose, such
as, group work, and class interactions. The instructor's role in discussion activities is defined.
|
Course offers
separate forums for Community, Course Questions, and Content.
Discussions are
organized in clearly defined forums.
Access
is available to individuals and groups based upon discussion's purpose, such
as private conversations between student and instructor, group work, and
class interactions. The
instructor's role in discussion activities is clearly defined.
|
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Collaborative Work
|
A statement
of the group's overall task is not provided.
Rules for forming groups and assigning roles within each are not stated. Benchmarks
and expectations of group participation are not stated.
|
A statement
of the group's overall task is provided.
Rules for forming groups and assigning roles within each are stated. Benchmarks
and expectations of group participation are stated.
|
A statement
of the group's overall task is provided, stating how, when, and where the final product will be delivered. Rules
for forming groups and assigning roles within each are stated. Benchmarks
and expectations of group participation are stated.
|
A statement
of the group's overall task is provided, with clear and concise outcomes that
are appropriate, reasonable, and achievable. Stating how, when, and where the final product will be delivered. Rules
for forming groups and assigning roles within each are clearly stated. Benchmarks
and expectations of group participation are clearly stated.
|
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STUDENT EVALUATION
AND ASSESSMENT
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Goals and
Objectives
|
Assessments and
evaluations are not communicated and are not aligned with learning
objectives.
|
Assessments and
evaluations are communicated.
|
Assessments and
evaluations are communicated and aligned with learning objectives.
|
Assessments and
evaluations are clearly communicated and aligned with learning objectives.
|
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Strategies
|
Assessments and
evaluations use one method and is conducted at the end of the course.
Assessment and
evaluation tools are somewhat or not appropriate for measuring stated
outcomes.
|
Assessments and
evaluations use a couple of methods, such as tests, discussion.
Assessment and
evaluation tools are somewhat appropriate for measuring stated outcomes.
|
Assessments and
evaluations use multiple methods, such as quizzes, tests, discussion, essay,
projects, and surveys and are conducted on an ongoing basis throughout the
course.
Assessment and
evaluation tools are appropriate for measuring stated outcomes.
|
A pre-assessment is
used to determine student's readiness for course.
Assessments and
evaluations use multiple methods, such as quizzes, tests, discussion, essay,
projects, and surveys and are conducted on an ongoing basis throughout the
course.
Assessment and
evaluation tools are appropriate for measuring stated outcomes.
|
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Grades
|
A rubric is not provided
for each graded assignment.
A grading scale is not
provided.
Penalties assessed
to grades are not provided.
Student
participation is not defined.
No extra credit
assignments are defined or explained.
|
A rubric is
provided for each graded assignment.
A grading scale is
provided.
Student
participation is defined. No extra credit assignments are defined or
explained.
|
A rubric is
provided for each graded assignment.
A grading scale is
provided.
Penalties assessed
to grades are provided.
Student
participation is defined, and a mechanism for measuring quality and quantity
is provided.
A statement
describing whether or not Extra Credit is available is provided.
|
Explicit rubric and
characteristics are provided for each graded assignment.
A grading scale is
provided.
Penalties assessed
to grades are provided.
Student
participation is defined, and a mechanism for measuring quality and quantity
is provided.
A statement
describing whether or not Extra Credit is available is provided, and any
extra credit assignments are described in detail, including where, when, and
how any extra credit will be administered and submitted.
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Feedback
|
A statement explaining when students should receive
feedback and what type of feedback they will receive is NOT provided.
|
A statement explaining students will receive is provided.
|
A statement
explaining what type of feedback they will receive is provided.
|
A statement
explaining when students should receive feedback and what type of feedback
they will receive is provided.
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SUPPORT AND
RESOURCES
|
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Institutional
Support and resources
|
Links to program
information are not provided.
Links to tutorials
and other support sites are not provided.
No e-mail, and/or
phone numbers for technical support are provided.
|
Links to program
information is provided.
Links to tutorials
as well as email and phone numbers for technical support are provided.
|
Links to program
information is provided.
Links to tutorials
and other support sites are provided as well as links, e-mail, and/or phone
numbers for technical support are provided.
|
Links to program
information and/or policies and procedures are provided.
Links to tutorials
and other support sites are provided as well as links, e-mail, and/or phone
numbers for technical support are provided.
|
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Academic Support
and resources
|
A list of academic
resources is not provided.
A grade book is not
available for checking progress.
|
A list of academic
resources is provided.
A grade book is not
available for checking progress.
|
A list of academic
resources is provided.
A grade book is
available for checking progress.
|
A list of academic
resources with links to the institution's library, tutoring center,
counseling services, and other resources is provided.
A grade book is
available for checking progress.
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WEB DESIGN
|
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Accessibility
|
Course design indicates no effort to make it accessible
from different platforms and devices.
|
Course design makes it accessible.
|
Course design makes it accessible from different platforms
and devices.
|
Course design
indicates a conscious effort to make it accessible from different platforms
and devices.
|
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Links
|
Navigation is not
easy, and graphics are not consistent.
Course has a lot of
broken links and hyperlinks do not open.
|
Navigation is not
easy, and graphics are consistent.
Course has some
broken links and hyperlinks open.
|
Navigation is easy,
and graphics are consistent.
Course has no
broken links and hyperlinks open in appropriate windows.
|
Navigation is easy,
graphics are consistent and navigations cues are easily identifiable with
clear use of color, images and text
Course has no
broken links and hyperlinks open in appropriate windows.
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Use of Images
|
Images are not clear
and are not loaded efficiently.
Images do not contribute
to the learning experience or support the course content.
|
Images are not clear
and are not loaded efficiently.
Images somewhat contribute
to the learning experience or support the course content.
|
Images are clear.
Images contribute
to the learning experience or support the course content.
|
Images are clear
and are loaded efficiently.
Images contribute
to the learning experience or support the course content.
|
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Layout design
|
Scrolling is not minimized
or facilitated with anchors.
Layout design is
not consistent.
Use of Pop-up
windows is not appropriate.
|
Scrolling is not minimized
or facilitated with anchors.
Layout design is
consistent throughout the site.
Use of Pop-up
windows is somewhat appropriate.
|
Scrolling is
facilitated with anchors.
Layout design is
consistent throughout the site.
Use of Pop-up
windows is appropriate.
|
Scrolling is
minimized or facilitated with anchors.
Layout design is
consistent throughout the site. Font type, size, and color are readable and
consistent throughout the site
Use of Pop-up
windows is appropriate.
|
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COURSE EVALUATION
|
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Layout
|
Opportunities for
learners to offer feedback to instructor on instructional strategies are NOT provided.
Opportunities for
learners to offer feedback on course content are NOT provided
|
Opportunities for
learners to offer feedback on course content are provided only at the end of
the course.
|
Opportunities for
learners to offer feedback on course content are provided throughout the
course.
|
Opportunities for
learners to offer feedback to instructor on instructional strategies are
provided throughout the course.
Opportunities for
learners to offer feedback on course content are provided throughout the
course.
|
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EVALUATIONS OF 10 DIFFERENT ONLINE PROFESSIONAL DEVELOPMENT SITES:
COURSERA
This
site seems to be quite good. I like the different languages they have for
courses and the universities and colleges involved in certifying the courses
are recognized universities and colleges. They offer a wide amount of courses.
I was not able to review the course fully since I did not sign in for one but
looking at some of the courses offered I believe this is an option I would
promote if I were an administrator in my school. They not only offer good
courses but also offer validation or certification at extremely reasonable
prices. Using the rubric I created I was able to see that the courses I looked
at were very well organized and used a variety or methods and multimedia
options to enhance learning. All around I think this site is an extremely valuable
tool for educators.
KHAN
ACADEMY
Khan
academy is a site, which offers learning at your own pace, and in the areas you
are interested in. I found it a bit difficult to understand at first how I
could access the different tutorials and was immediately directed towards math.
I do not find this site to have a friendly layout and it doesn’t appeal to me
as an educator to continue my professional development. This is a site I would
recommend to continue practicing skills and learn more. However, considering my
rubric, I believe this site is more informal and would not be one I would use
for professional development at my school, specially because it does not provide
any certificate teachers can use as proof for their learning and to use as a
professional growth. They do not offer clear expectations for each course, nor
do they provide a calendar or paced learning. It does not use a variety of
methods to enhance learning and it does not provide collaboration among
students.
OPENED
This
is a site I would use with teachers at my school because we have now gone
Common Core and adapting Common Core to our IB school has been challenging.
This site offers a great variety of lessons and quizzes to work with Common
Core according to our grade level. However, when evaluated through my rubric I
believe like Khan Academy it is a more lose and informal type of learning or
professional development. It does not provide formal training or courses and
therefore the learning is not created based on specific objectives for a course
and it does not provide a certificate. This is an excellent tool to keep
learning new things and how to apply them to our classrooms but it is not
necessarily as formal as I would like it to be. I think my rubric is based more
on certifiable or validated online courses for professional development.
MIT
Open Courseware
This
site offers a wide range of undergraduate and graduate courses for free. It
also allows you to learn what you are interested in whether it be the whole
class or only aspects of it. This site courses are very well structured as they
present their syllabus, requirements, objectives and calendar. Using my rubric
to evaluate this website, it ranks at the top. This is an extraordinary site to
continue with your professional development. The only downside being they do
not offer any certification of validation for you taking the course. However,
the course value and the opportunity to learn from these teachers is a very
valuable experience.
UDACITY
This
website offers courses to learn more about technology. I think this site would
be extremely useful for professional development according to my rubric. The courses state what their objectives are,
the level or previous knowledge required and the pacing for them. I could not
find any grading rubric as I think they would give it to you once you have
signed up for a course. They offer validation for your project once it has been
evaluated as mastery level. They also give information on who is teaching the
course and who is sponsoring it. Recognized universities and companies such as
Google back up these courses. I think this is a good website to continue your
professional development in the technological area.
HARVARD
EXTENSION SCHOOL
This
website provides you with courses by Harvard. You can opt to enroll in summer
online courses or semester online courses for graduate or undergraduate
credits. These courses have a cost. However, they also offer some online free
videos of some of the courses if you wish to learn on your own. In general this
website is very good if you are willing to pay for a credit. The information on
the courses is very general unless you register for the course and deadlines
for registration apply. In general I would not recommend this website for
professional development as it is expensive and extremely demanding. The
website is also not very friendly and can be confusing. According to my rubric,
this website does not provide full information about the course although it
does give a general idea of it. It does not provide a calendar or a paced view
of the course’s objective. However, as stated before, this might be because you
have to enroll to get this information.
EdX
This
website provides a variety of courses mainly scientific, mathematical or
technology based. These courses are offered in three modalities, two of which
are free and the last one, which will give you a certificate for a minimum fee.
The course website according to my rubric is a good one because it offers a
course overview, with clear objectives for the course and a paced out overview
of the course. It also states the requirements for the course as well as
materials needed. They also give you information on who is teaching the course.
In general it is a good website although it depends on the area you wish you
pursue your professional development on.
IVERSITY
This
website provides a wide variety of courses and provides certificates for those
completing the course. According to my rubric this site is a very good one
because it clearly states the objectives of the course and what will be learned
during the course of it. It also states the requirements for the courses as
well as the materials used. A general description of the person guiding the
course is provided. In general this website is very well composed and easy to
navigate. They also use several types of learning tools to enhance learning
during a course. I would use this website for professional development at my
school, although they are not as many courses on the area of education as I would
like.
CANVAS
This
website provides a vast range of online free courses for professional
development in all areas. I liked that it does have a wide range of courses
directed towards education. Using my rubric to evaluate it however, it was not
possible to see a lot of what is expected by my rubric. There is a full
description of the course you are interested in and information about the
people leading the course. However, there is no calendar or course overview
paced. I think this might be something you would be able to access once you are
enrolled. Certification for completing the course is usually offered depending
on who is providing the course although these are not valid credits. In general
this site is a good site to look for courses you might be interested in.
OEDb
This
is a website which will redirect you to other websites such as Coursera for
online courses. This website however is very helpful to search. Their search
bar allows you to look for different degrees and levels of online learning.
According to my rubric, this is a good website because it is well organized and
the layout is easy to follow and to navigate. However, I cannot evaluate it
further since it only redirects you to other websites when you click on a
specific course. Most of the courses they redirect you to, have a clear course
overview and course objectives as well as information on who is the leader of
the course. I would only use this website as a search engine for professional
development courses we might be interested in.
