ITEC 7481: LMS Coursework Document Template for Meeting the Requirements of the Online Course Assessment

(OCA)
Directions: Add a screen shot and description for each section to document your LMS design and development
work in each area.
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

Screen Shot

Descrip
tion

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

(15 points)
1. Welcom
e
Stateme
nt

The
introduc
tio
n
was
found
on
the
first
week
assignm
ent
s
and
on
the
news
page
located
Template by Julia S. Fuller, 2014 1

on
the
home
page
of
the
LMS

Template by Julia S. Fuller, 2014 2

2. Site
Navigati
on
Instructi
ons

An
orientati
on
was
set
up
for
students
to
learn
about
and
practice
all
the
compon
ent
s
that
they
will
need
to
use
in
the
LMS

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

(30 points)
Template by Julia S. Fuller, 2014 3

1. Overvie
w of the
types
and
specifica
tions of
the
technolo
gies
(hardwa
re,
software
, and
peripher
als) to
which
students
must
have
access
in order
to
complet
e the
course
(Note:
Required
technolo
gies and
specifica
tions
should
be
reasona
bly
accessib
le to
students
in order

School
policies
allow
for
students
to
be
able
to
use
technolo
gy
when
needed
for
assignm
ent
s
and
if
they
do
not
have
the
resource
at
home
they
complet
e
work
during
daily
advisem
ent
Template by Julia S. Fuller, 2014 4

to
ensure
equitabl
e access
to digital
content
employe
d in the
course)
(1.1.1);
(2.1.6)

time
and
any
addition
al
time
before
or
after
school.
Accomo
dat
ions
are
allowed
for
any
addition
al
time.
All
we
ask
is
that
they
have
a
USB
drive.
One will
be given
to them.

Template by Julia S. Fuller, 2014 5

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

School
policies
allow
for
students
to
be
able
to
use
technolo
gy
when
needed
for
assignm
ent
s
and
if
they
do
not
have
the
resource
at
home
they
complet
e
work
during
daily
advisem
ent
Template by Julia S. Fuller, 2014 6

time
and
any
addition
al
time
before
or
after
school.
Accomo
dat
ions
are
allowed
for
any
addition
al
time.
All
we
ask
is
that
they
have
a
USB
drive.
One will
be given
to them.

Template by Julia S. Fuller, 2014 7

3. Overvie
w of
technica
l skills
needed
to
successf
ully
complet
e the
course
(1.1.1);
(1.1.7);
(2.1.6)

The
Eclass
tutorial
covers
all the
skills
needed.

Template by Julia S. Fuller, 2014 8

4. Links to
technica
l
docume
ntation
and
online
tutorials
to assist
students
in
acquirin
g the
technica
l skills
needed
for the
course
(1.1.1);
(1.1.7);
(2.1.6)

Links
are
provided
in the
Eclass
tutorial

Template by Julia S. Fuller, 2014 9

5. Links to

technica
l support
resource
s and
direction
s to
assist
students
in case
of
technica
l
difficulti
es with
LMS or
with
course
content
(1.1.7);
(2.1.6)

Links
are
provided
on
the
website
for
students
if
they
need
addition
al
help
but
students
have
access
to
help
during
school
hours
and
they
prefer
that.

Template by Julia S. Fuller, 2014 10

6. ADAcomplia
nce
stateme
nt by
the LMS
publishe
r (2.1.6)

Complia
nce
stateme
nt
provided
by D2L

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7. Instruct
or
stateme
nt on
how
universa
l design
principle
s were
applied
in
construc
ting the
specific
course
within
the LMS
and
classspecific
instructi
ons on
how
students
with
docume
nted
ADA
disabiliti
es can
access
the
course
content/
receive
required
support
services
(2.1.6)

There
is
a
link
for
informat
io
n
on
how
I
accomm
od
ate
to
any
student
needs.
We
also
discuss
this
during
our
first
day
of
class
and
parents
are
notified
of
the
program
s
Template by Julia S. Fuller, 2014 12

8. Instructi
ons how
students
who
believe
they
may
have an
ADA
disabilit
y can
receive
testing
and
diagnost
ic
services
(2.1.6)

that
can
be
provided
and
how
to
go
about
receivin
g
those.
[There
is
a
link
for
informat
io
n
on
how
I
accomm
od
ate
to
any
student
needs.
We
also
discuss
this
during
our
Template by Julia S. Fuller, 2014 13

first
day
of
class
and
parents
are
notified
of
the
program
s
that
can
be
provided
and
how
to
go
about
receivin
g
those.

Template by Julia S. Fuller, 2014 14

9. Definitio
ns of
Netiquet
te and
expectat
ions for
teacher
and
student
behavior
in online
discussi
ons,
email,
synchro
nous
meeting
s, and
other
forms of
commun
ication
to be
used in
the
course
(2.1.6),
(3.2.1)

We
discuss
netiquet
te
as
a
class
when
going
over
the
syllabus
and
provide
a
link
to
online
expecati
on
s.
Those
are
also
covered
during
our
eclass
orientati
on
week.

C. Community Building Activities, including:

(15 points)

Template by Julia S. Fuller, 2014 15

1. Instruct
or
introduc
tions
(2.2.2);
(2.6.3)

2. Methods
for
students
to
introduc
e
themsel
ves to
one
another
and to
set
foundati
ons for
an

I
use
Voki
as
a
way
to
introduc
e
myself
to
students
.
Its
located
on
the
homepa
ge
of
the
LMS
Student
s
use
voki
as
well
to
introduc
e
themsel
ves
to
classma
tes.
Template by Julia S. Fuller, 2014 16

acceptin
g
learning
commu
nity,
that
values
diversity
among
member
s
(2.2.2);
(2.6.3)
3. Methods
for
students
to
provide
instruct
or and
peers
with
informat
ion
about
their
current
knowled
ge on
the
content
to be
covered,
their
personal
/professi
onal
experie
nces,

We
provide
a
learning
style
activity
first
week
of
school
and
commun
ica
te
frequent
ly
with
students
through
gmail.

Template by Julia S. Fuller, 2014 17

and
their
learning
styles/pr
eferenc
es
(2.2.2);
(2.6.3);

(3.2.1);
(2.3.1)
D. Course Syllabus and Orientation to Course Syllabus, including:
(45 points)
1. Terms of
class
interacti
on for
both
teachers
and
students
,
includin
g
attenda
nce
policy
for
synchro
nous
activitie
s
(2.2.3);
(2.2.4)

The
syllabus
shows
students
how
they can
access
my
email to
commun
icate
with me
outside
of
school
hours.
There is
also
flexibilit
y for
tutoring
sessions
Template by Julia S. Fuller, 2014 18

2. Teacher
contact
informat
ion and
guidanc
e
(2.2.3);
(2.2.4)

both in
person
and
online.
The
syllabus
shows
students
how
they can
access
my
email to
commun
icate
with me
outside
of
school
hours.
There is
also
flexibilit
y for
tutoring
sessions
both in
person
and
online.
There is
a
respons
e time
indicate
d so
Template by Julia S. Fuller, 2014 19

3. Informat
ion on
teacher
respons
e time
to
question
s and
assignm
ents
(2.2.3);
(2.2.4)

that
students
know
when
they
should
be able
to hear
back
from me
regardin
g any
question
s they
might
have.
The
syllabus
shows
students
how
they can
access
my
email to
commun
icate
with me
outside
of
school
hours.
There is
also
flexibilit
y for
Template by Julia S. Fuller, 2014 20

4. Informat
ion on
how to
receive
instructi
onal
support
from

tutoring
sessions
both in
person
and
online.
There is
a
respons
e time
indicate
d so
that
students
know
when
they
should
be able
to hear
back
from me
regardin
g any
question
s they
might
have.
Listed
are a
few
easy
ways for
students
and
parents
Template by Julia S. Fuller, 2014 21

teacher
and
other
support
services,
as
appropri
ate
(2.2.3);
(2.2.4)
5. Grading
criteria
(2.2.3);
(2.2.4)

6. Policy
for
submitti
ng and
grading
late
assignm
ents
(2.2.3);
(2.2.4)

to
receive
addition
al
support
regardin
g the
class.
The
grading
scale is
based
off of
the
GCPS
scale
and
departm
ent
average
s for
each
category
.
Late
policy is
clearly
listed
and
discusse
d with
students
so that
they
know
Template by Julia S. Fuller, 2014 22

7. Academi
c
honesty
and
copyrigh
t/privacy
policies
(2.2.3);
(2.2.4)

the
expectat
ions
before
the first
assignm
ent is
given.
Links
are
provided
on the
class
website
for
policies
regardin
g
plagiaris
m and
copyrigh
t
infringe
ment
and how
to avoid
them.

Template by Julia S. Fuller, 2014 23

8. Appropri
ate
behavior
expectat
ions
(2.2.3);
(2.2.4)

9. Consequ
ences
for
violating
academi
c
honesty,
copyrigh
t/privacy
policies,
and
behavior
expectat
ions

Behavio
r
expectat
ions are
clearly
listed
and
explaine
d.
Student
s know
failure
to follow
the
expectat
ions can
result in
a variety
of
consequ
ences.
The
consequ
ences
for not
followin
g the
rules are
listed in
the
syllabus.

Template by Julia S. Fuller, 2014 24

10.Clear,
measura
ble
course
goals
and
learning
modules
objectiv
es
(2.2.3);
(2.2.4)

The unit
goal is
clearly
identifie
d and
each
module
has the
objectiv
es and
how
they
align
with
standar
ds for
the
teacher
and
student
s
informat
ion.

Template by Julia S. Fuller, 2014 25

11.Course
schedul
e
(2.2.3);
(2.2.4)

The
course
schedul
e is laid
out for
students
to view.
They are
able to
see the
assignm
ents and
importa
nt
informat
ion in
advance
of 3
weeks
so that
they can
prepare
for
anything
.
[Insert Screen Shot]

Template by Julia S. Fuller, 2014 26

12.Required
assignm
ents
(2.2.3);
(2.2.4)

All
modules
outline
the
goals
for
students
to
know
before
they
begin
the
activitie
s.
The
activitie
s
are
develop
ed
to
meet
certain
learning
standar
ds.

Template by Julia S. Fuller, 2014 27

13.Procedur
es for
submitti
ng
assignm
ents
(2.2.3);
(2.2.4)

This is a
link
provided
in our
departm
ent for
students
to look
at if
they
have
any
trouble
submitti
ng
assignm
ents
after
going
through
the in
class
orientati
on at
the
beginnin
g of the
year.

Template by Julia S. Fuller, 2014 28

14.Alignme
nt grid
showing
how
assignm
ents,
assessm
ents,
and
standard
s-based
learning
goals
are
related
to one
another
(2.5.1);
(2.5.5)

Each
module
clearly
explains
the
objectiv
es and
how
they
align
with
state
standar
ds. The
assignm
ents and
assessm
ents are
shown
to
explain
how
those
standar
ds will
be met.

E. Learning Modules (at least three) that:

(105 points)

Template by Julia S. Fuller, 2014 29

1. Clearly
outline
required
learning
activitie
s that
will help
students
achieve
learning
standard
s
associat
ed with
the
module
(2.5.1)

All
modules
outline
the
goals
for
students
to
know
before
they
begin
the
activitie
s.
The
activitie
s
are
develop
ed
to
meet
certain
learning
standar
ds.

Template by Julia S. Fuller, 2014 30

Template by Julia S. Fuller, 2014 31

Template by Julia S. Fuller, 2014 32

2. Provide
authenti
c,
relevant,
and realworld
learning
experien
ces for
students
to
engage
with
content
(2.5.6);
(2.6.4)

The
students
participa
te
in
activitie
s
that
allow
them
to
use
relevant
technolo
gie
s
and
apply
them
to
real
life
situation
s.

Template by Julia S. Fuller, 2014 33

Template by Julia S. Fuller, 2014 34

Template by Julia S. Fuller, 2014 35

3. Provide
opportu
nities for
meaning
ful
instructo
rstudent
and
peerpeer
interacti
on to

Student
s
have
access
to
teacher
and
peer
help
through
out
the
Template by Julia S. Fuller, 2014 36

support
learning
(2.6.3)

4. Appropri
ately
use both
synchro
nous
and
asynchr
onous
learning
opportu
nities to
support
learning
(1.1.4)

module
and
its
a
big
focus
in
the
entire
unit.
Synchro
no
us
and
asynchr
on
ous
learning
activitie
s
are
availabl
e
through
out
the
entire
unit
to
provide
support
for
student
learning.

Template by Julia S. Fuller, 2014 37

5. Incorpor
ate
visual
resource
s into
online
modules
(1.1.3)

6. Effective
ly use
and
incorpor
ate
subject
specific
develop
mentally
appropri
ate
software
in an
online
learning

Along
with
teacher
instructi
on
there
are
many
relevant
visual
resource
s
for
students
to
access
and
use
through
out
the
unit.
All
software
is
relevant
and
availabl
e
to
support
student
learning
through
out
the
Template by Julia S. Fuller, 2014 38

module
(1.1.6)

unit.

Template by Julia S. Fuller, 2014 39

7. Engage
students
in active
roles in
their
learning
process
and
opportu
nities to
construc
t
meaning
(2.6.5)

The
teacher
allows
the
students
to
control
the
majority
of
their
learning
and
help
each
other
learn
the
material
and
not
rely
solely
on
the
teacher.

Template by Julia S. Fuller, 2014 40

Template by Julia S. Fuller, 2014 41

8. Elicit a
respons
e from
the
student
compara
ble with
the level
of
compete
ncy
demand
ed in a
related
task
(2.5.6)

Student
respons
es
are
focused
on
showing
compete
nc
y
of
the
material
being
taught
in
a
variety
of
ways.

Template by Julia S. Fuller, 2014 42

9. Assist
students
to
consider
meaning
, reflect
on new
knowled
ge, and
assimila
te/apply
informat
ion
(2.6.5)

10.Apply
technolo
gy to
engage
students
in
higherorder
thinking
skills
and
creativit
y
(2.1.11)

Student
s
are
provided
opportu
niti
es
to
reflect
on
what
they
have
learned
and
share
it
with
the
teacher
and
peers.
Relevant
technolo
gy
is
used
through
out
the
unit
and
the
prime
source
to
Template by Julia S. Fuller, 2014 43

11. Differen
tiate
instructi
on
based
on
students
diverse
talents
and
learning
needs
(2.1.9);
(2.6.1)
12. Differen
tiate
instructi
on
based
on
students
special
educatio
n
modifica
tions,
age,
cultural
and
linguisti
c
backgro
und,
academi

learn
informat
io
n.
The
unit
has
plenty
of
flexibilit
y
to
different
iat
e
instructi
on
The
unit
has
plenty
of
flexibilit
y
to
different
iat
e
instructi
on
and
assessm
ent
based
on
various
Template by Julia S. Fuller, 2014 44

c
achieve
ment,
cultural
backgro
und,
and
experie
nces
(2.6.1);
(2.6.2)
13. Address
multiple
intellige
nces,
includin
g the
needs of
visual,
auditory
, and
tactile
learner
(2.5.2),
(2.5.7)

14.Include
appropri
ate
citations
and
ethical/l
egal use
of
copyrigh
ted
material

student
needs.

The
unit
has
plenty
of
flexibilit
y
to
different
iat
e
instructi
on
and
assessm
ent
Instructi
on
is
provided
for
students
to
underst
and
proper
Template by Julia S. Fuller, 2014 45

use
of
material
gathere
d
from
sources.
F. Assessments of Student Learning that:

(60 points)
1. Make
evaluati
on
criteria
CLEAR
to
students
through
wellconstruc
ted,
rubrics,
checklist
s,
grading
forms,
etc.
(3.1.1)

Student
s will
have a
rubric to
referenc
e as
they
move
through
the
project.

Template by Julia S. Fuller, 2014 46

2. Address
ALL
learning
standard
s
associat
ed with
the
course/l
earning
modules
(2.5.1)

All
learning
standar
ds are
address
ed from
the
beginnin
g so
students
know
what is
expecte
d of
them.

Template by Julia S. Fuller, 2014 47

3. Address
multiple
intellige
nces,
includin
g visual,
auditory
, and
tactile
learning
styles
(2.5.2),
(2.5.7)

Project
varieties
offer
options
for
different
styles.

Template by Julia S. Fuller, 2014 48

4. Use
authenti
c
assessm
ent
strategi
es to
determi
ne
student
acquisiti
on of
knowled
ge and
skills
(2.5.3)

Proper
assessm
ent is
used to
gauge
student
learning
through
out the
course.

Template by Julia S. Fuller, 2014 49

5. Include
pre- and
posttesting
to show
student
growth
in
content
knowled
ge
(2.5.5)

Proper
pre/post
test are
assigne
d to
measure
student
growth.

Template by Julia S. Fuller, 2014 50

Template by Julia S. Fuller, 2014 51

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6. Are
reasona
ble
expectat
ions
given
the
learning
activitie
s
included
in the
course
(2.5.5),
(2.5.6)

Projects
and
assessm
ent are
reasona
ble
based
on
student
success
in past
assessm
ent and
what we
have
covered
in class.

Template by Julia S. Fuller, 2014 53

7. Require
students
to
engage
in
authenti
c
perform
ances to
show
mastery
of
content
(2.5.6)

Student
s are
engaged
in
authenti
c
learning
tasks to
show
how well
they
know
the
material
.

Template by Julia S. Fuller, 2014 54

8. Are
modifie
d to
accomm
odate
special
educatio
n needs,
student
age,
cultural
backgro
und and
experie
nces
(2.6.2)

Activitie
s can be
modified
based
on any
student
accomo
dation.

9. Are valid
(i.e.,
adequat
ely
sample
the
content
that
they are
designe
d to
measure
) and
reliable
(i.e.,
produce
consiste
nt
results

All work
can be
measure
d for
content
mastery.

Template by Julia S. Fuller, 2014 55

from
administ
ration to
administ
ration)
(3.1.1)

Template by Julia S. Fuller, 2014 56

10.Are
impleme
nted in
ways
that
insure
instrume
nt
validity
and
reliabilit
y (3.1.2)

Work
can
show
valid
knowled
ge of
content

Template by Julia S. Fuller, 2014 57

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

Options
allow to
cover
multiple
standar
ds and
mastery
of each.

Template by Julia S. Fuller, 2014 58

12.Gather
appropri
ate
backgro
und and
content
knowled
ge
assessm
ent data
through
out the
course
for each
student,
so that
instructi
on can
be
customi
zed to
students
group
and
individu
al
learning
needs
through
out the
course.
(3.3.1)

Student
s much
research
material
and
know it
will in
order to
show
content
mastery.

Template by Julia S. Fuller, 2014 59

13.Provide
both
formativ
e and
summati
ve
assessm
ent
practice
s,
includin
g
opportu
nities for
students
to selfassess,
receive
peer
feedbac
k, and
receive
ongoing
respons
e on
perform
ance
from the
instructo
r (3.2.2)

Proper
assessm
ent are
used
through
out the
course
to
measure
growth
and
student
learning.

G. Evaluation of Course Materials and Instructional Practices including:

Template by Julia S. Fuller, 2014 60

(30 points)
1. An
evaluati
on
of
student
readines
s
to
engage
in online
learning,
in
general,
and the
specific
modes
of
delivery
used in
the
course
(3.2.1)

Through
out the
semeste
r
students
are
evaluate
d to see
if they
underst
and the
online
classroo
m well.
This
checklist
can be
updated
through
out the
year
with the
first
evaluati
on
coming
on the
first
week of
school
during
the
Eclass
orientati
Template by Julia S. Fuller, 2014 61

2. Student
input on
course
material
s
the
course
so that
ongoing
improve
ments
to
course
content
and
delivery
can be
made
for ALL
learners
(2.5.4)

3. Opportu
nities
for
evaluati
ng
teaching
effectiv
eness
within

on.
Student
s have
the
opportu
nity to
have
course
input so
that I
can
make
the
necessa
ry
adjustm
ents and
improve
ments
to help
students
succeed
. Survey
is given
through
Google
Drive.
Informat
ion is
gathere
d in a
variety
of ways
in my
classroo
m and I
Template by Julia S. Fuller, 2014 62

the
online
environ
ment
(i.e.,
classroo
m
assessm
ent
techniqu
es,
teacher
evaluati
ons,
teacher
peer
reviews)
so that
ongoing
improve
ments
can be
made
for ALL
learners
(3.3.4)

evaluate
the
informat
ion to
see if
any
adjustm
ents
need to
be
made. I
also rely
on peer
collabor
ation in
which I
will have
a fellow
teacher
evaluate
the
gathere
d
informat
ion to
see
what I
need to
improve
on.

The Online Course Assessment (OCA) is completed in ITEC 7481 Designing and Developing Online Learning. It
assesses the candidates 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),
Template by Julia S. Fuller, 2014 63

(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)

Template by Julia S. Fuller, 2014 64