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Giving a personalized response to each students introduction would make the student feel seen.

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Giving a personalized response to each students introduction would make the student feel seen.

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Module 2 Assignment: Impacting Students through

Course Design and Delivery

Task 1

Instructions for this assignment:

Respond to each of the following questions by typing your answers directly into the text entry fields. (The fields will expand as you do so.) Copy your response to question

#2 so that you have it ready for the second task for this assignment. Then, SAVE your document and upload it to the submission site by clicking on the blue button at the top of the assignment page.

Question 1

How would meeting the criteria of the section of the ROC that you identified in the Module 1 Discussion impact the student learning experience in your course? (Please be sure to clearly state which section of the ROC you are referring to in your response.)
The COVID 19 Pandemic has taught me that we need to elevate and add more options teaching online. If I am able to get some of my lectures into my online classes closed captioned, I can make it easy for our hearing-impaired students.

Question 2

For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in the section of the ROC that you identified in the Module 1 Discussion guide you in strengthening the quality of your course?
The annotations and other resources will help make my courses more accessible. Especially as there is so much more new technology that we can use in our classes.

Question 3

What additional resources might you need to have in order to further improve your courses in this area?
I would welcome any new resources or suggestions that can help.

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Since students that come to our program (B.S. ECET) have already finished A.S. or A.A., they are already familiar with a lot of stuff that is under ‘annotation’ of section 1. In any case, my syllabus provides all the information about grading policy, use of technology, communication protocols etc. Everything that is under the Orientation module is part of my syllabus and I always hold an online meeting with them the first week of classes to introduce myself and go over the course learning outcomes, nature of assessments, course requirements etc. I am always in constant communication with students via email reminding them about assignments that are due and other important things related to the course. Likewise, I try to be on top of my grading and try to grade everything that is submitted within a week and provide students proper feedback (section 5 of ROC).

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Annotations in this section could include examples of the type of assignments and instructions that would be used within the course. Perhaps a brief summary of the textbook/course materials would also be helpful as well. Resources could include links to the learning outcomes, assignments, grading rubrics, course syllabus, etc.

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The integration of videos into my course will help the students learn where everything is. Also, integrating as many alt text hyperlinks to other important sources in the syllabus and the orientation module can help the students feel confident exploring the learning space in order to familiarize themselves with the location of everything for later use.

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The integration of videos into my course will help the students learn where everything is. Also, integrating as many alt text hyperlinks to other important sources in the syllabus and the orientation module can help the students feel confident exploring the learning space in order to familiarize themselves with the location of everything for later use.

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Following Annotations and getting to know available resources will help meet the ROC criterion. Including orientation video, course content, course summary, syllabus, learning outcomes, policies, communication protocols, technical requirements, student support services, academic activities, introduction discussions, required attendance policy and  by clearly labeling them using standard universal formats to ensure accessibility and usability. Posting specific instructions and regular announcements will ease the stress of the students and will help them meet the assignment/test/homework due dates. They would know what is expected for that week/module. By following these components students will be knowledgeable and they will be prepared to take online class.

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Terms like “action words” help in writing assignment handouts and rubrics. Focusing on the “student’s point of view” is another way to make sure that essay prompts are well-crafted, and that may mean writing an answer to the prompt myself in a time setting so that I can be sure the student is able to fulfil the rubric and understand how it is adding to the main learning outcomes of the module. Organizing the course into “chunks” that are scaffolded into bigger skillsets all lead to transparent skill building that students themselves can assess. I hope to translate academic writing features into “simple” achievements and expectations that students can follow and add to their writing toolbelt, and these annotations really do help in checking in on that simplicity.

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Question 1
How would meeting the criteria of the section of the ROC that you identified in the Module 1 Discussion impact the student learning experience in your course? (Please be sure to clearly state which section of the ROC you are referring to in your response.)
The section of the ROC I identified in Module 1 was engaged teaching. Specifically, the aspect of engaged teaching that I focused on was effective communication. In my own personal experience as a student and the feedback received from students over the years, cultivating communication is essential in the learning process. It addresses issues students may have as well as explain assignments, grading results, and highlights further academic exploration in the classroom.
Question 2
For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in the section of the ROC that you identified in the Module 1 Discussion guide you in strengthening the quality of your course?
The annotations and resources section of the ROC provide clear guidance on how best to execute engaged teaching. Strategies include quick and meaningful response to student inquiries, timely and constructive feedback for graded assignments, and monitoring of student progress, noting struggling students and encouraging their participation.
Question 3
What additional resources might you need to have in order to further improve your courses in this area?
As a professor, I continually seek to provide the most up to date information for the courses I offer. Additionally, professional development opportunities, such as this one, enable new approaches for content to meet the changing expectations and needs of students. Finally, when necessary I have returned to the classroom to improve and expand upon my knowledge base when I recently earned my MBA degree.

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The Accessibility and Usability section of ROC help me that there is a clear direction about how to progress through the course. One of the main issues that I had was that no matter how much structure they created within their course, the students could simply click "Assignments" or scroll to the bottom of the syllabus page and just go straight to all the assignments - regardless of all the material and activities put in place. The students didn't have to progress the way it was intended; they could easily do things in whatever order they wanted to. Now I will take this information and decided to clean things up considerably. The only link I have in the Course Navigation is the "Home" button. All other links are found within the pages of my course. It makes it very hard for anyone to progress in any other way than the intended route. I would like even added links in the top right of each page to take people back to a specific "launch" page. Annotations: I would also use announcements, built-in Canvas tool such as course summary, syllabus, to help keep students stay engaged in the class and to provide directions for students at each point and about upcoming tests in an effort to support their learning process and engagement.

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In the Accessibility and Usability section, ensuring that I provide alternative resources for content is a key revelation. A well-designed course is more usable for all students. The design also takes into consideration that not all students navigate or access the online environment in the same way. In my syllabus and throughout the course, I will include a statement that informs those students who might experience barriers that you are committed to creating an accessible online course.  Here is an example: “ I am committed to creating a course that is inclusive in its design. If you encounter barriers, please let me know immediately so that we can determine if there is a design adjustment that can be made or if an accommodation might be needed to overcome the limitations of the design… Professor Strickland”

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The section of the ROC I chose was Couse Technology and support.  The impact this section has on the overall student experience in any course is profound… and I say that as someone who can get really frustrated at technology. BUT, it’s always (I believe) the little technical issues that hold up any situation and I would not want to overlook or fly by an issue regarding Course Technology and Support in planning for a course and inadvertently create a hardship for a student.

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The resources I found most helpful was the link to the LOBP page on the Valencia TLA website. The relationship between the course outcomes and the unit outcomes was clearly explained in the first video found on the LOBP web page. The second video by Kourtney Baldwin was also interesting. Hearing about linking the module outcomes with the student core competencies (think value communicate and act) made me realize that this is something I should think about while writing my own module learning outcomes. I found the explanation of the distinction between assessment and learning outcomes very clear and helpful “Outcomes-based Practice is the process of identifying what the learner should be able to do as a direct result of teaching/learning activities. Effective assessment helps us measure the level at which students achieve these desired outcomes.” Very helpful in my understanding of the outcomes-based Practice essential competency overall.  I will definitely think about this when writing my unit outcomes.

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They would give me the resources, steps and information as to what, where and how to implement the necessary information into the syllabus and establish an accurate expectation and rubric for the course

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Using the strategies I have devised for this course, students will see content chunked into manageable segments and this logical progression, in conjunction with the additional formative (alternative) assessments that I build will create a system where students can be more successful. They will have more opportunities to acquire the knowledge and master the competencies.

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 I take each annotations as a step to follow. For example this annotation will be my guide for my next course: From the student view, content is made available in manageable segments (i.e. presented in distinct learning units or modules), flows in a logical progression, and is presented using appropriate mechanisms (content modules, single pages, links to external resources). The content is enhanced with visual and auditory elements; supplementary  resources are made available and are well- integrated with other course materials  (integrated publisher resources, e-textbooks. I will start with this step. I will make sure my Modules are clear and flowing, not over charged. I will add external resources to the course materials.

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I take each annotations as a step to follow. For example this annotation will be my guide for my next course: From the student view, content is made available in manageable segments (i.e.presented in distinct learning units or modules),flows in a logical progression, and is presented using appropriate mechanisms (content modules, single pages, links to external resources). The content is enhanced with visual and auditory elements; supplementary  resources are made available and are well-integrated with other course materials  (integrated publisher resources, e-textbooks. I will start with this step. I will make sure my Modules are clear and flowing, not over charged. I will add external resources to the course materials.

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Valencia has some wonderful sample modules that are already set up according to the format of the ROC. This can help me set up my courses. The sample modules ensure that all relevant topics are covered, as well as provide sample language and even a sample quiz, which also serves as a block to the rest of the course so students must complete it before they can continue with the material. These sample courses help someone like me, who is unfamiliar with the details of how to do advanced designs in Canvas to set up an okay ROC course for my students. Beyond this, there are many materials available to help me to edit the Valencia sample course shell and make the template fit my immediate needs. There are even guides on how to insert Kaltura videos and how to make sure they have subtitles for hearing impaired students.

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Question 2: For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?

The annotations and resources in “Section 2 Accessibility and Usability” of the ROC can guide me in strengthening the quality of my course by ensuring course materials and the usage of them are acceptable for learning to all students.

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I think the annotations and resources are very helpful. The ROC guide can enable me to strengthen my course by certifying that links aren’t broken, videos are captioned, and alt tags are consistent throughout.

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As mentioned in the annotations, I can and will have an orientation module.  They suggest an appropriate tile and content like a syllabus, course summary, log in information, required course materials, course learning outcomes, etc.  As also indicated in the annotations, I can a personalized message, course expectations, contact information, college policies, etc.  With each Quality Design Course Criteria there are helpful links with information and suggestions that can be implanted in the module as well.

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Question 2: For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?

The annotations for part 2 (and the rest) are quite useful in fleshing out what is meant by the more general statements.  In part two, I now feel more confident that I would either pass or would be very close to passing for parts 2.1 – 2.5.  I do have a lot of work to do w/ 2.6.

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1.        If I can manage to get all of my lectures closed captioned with accurate spelling it would alleviate any issues with hearing impaired students from day one.  They would be secure in the knowledge that there would be no delay in their ability to start the course right.

2.       The experts who have created these annotations and resources have provided a detailed list of ways to make sure all students are accommodated with respect to various learning barriers.  By following the prescribed plans and using  these resources it would seem to fill all gaps and give students (and I) the tools to be successful.

3.       It would be helpful to receive Canvas updates and/or reminders that certain videos have not been closed captioned or have accurate spelling.   It is hard to keep up with every link and lecture I have provided.  If someone could go through my course and look at these videos with me it would keep me from accidentally missing something.

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·       Question 2: For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?

The annotations and resources provided (for "Start Right") will make it easier to help the students be more successful in the course through having a thorough understanding of it from the get-go.  The annotations and resources will make sure nothing gets left out.

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The part of the ROC that I identified as needing the most updating and work is “Accessibility and Usability.” I have started replacing my standard PowerPoint presentations with upgraded ones that include narration. However, after watching the second video of a fellow Valencia professor’s course, I’m even more interested in incorporating captioning to all my narrated PowerPoints and video presentations. I really found her video instruction helpful. I also want to investigate more accurate and helpful alternative text for images.

Another helpful tip that I picked up on in the annotations and resources was about consistency in headings and content. I also try to employ the same format, organization, and a variety of assignment types in my unit modules so that there is an overall consistency, and students know what to expect. This facet of organization goes a long way in ease of and student confidence in course navigation.

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The resource in the applicable section refers to an article on cooperative learning – how to form teams and manage group dynamics, while still promoting positive interdependence and individual accountability. I use many of the methods mentioned in the article in my face-to-face courses. I’m not sure, yet, how to adapt them to an online environment. I’d like to take a course on cooperative learning online.

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As I revamp my course to incorporate the UDL. The annotations and resources provided clear and specific path on how to properly integrate the resources into my class. It provided frameworks to follow so I can reduce the barriers to learning, by creating a learning environment where  my students have what they need to flexibly meet learning goals.

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As I revamp my course to incorporate the UDL. The annotations and resources provided clear and specific path on how to properly integrate the resources into my class. It provided frameworks to follow so I can reduce the barriers to learning, by creating a learning environment where  my students have what they need to flexibly meet learning goals.

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Question 2: For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?

Answer: These would help my students understand what is in the orientation module and how to navigate the course.  It would make it very clear as to what needs to be done within the first week and what can wait a while before finishing.  The course structure would also become clearer.  Lastly, the students would be accountable for the information in the first week since it would be very clear on the first day.

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Of the resources provided, I found Evidence of Learning within the Life Map competency to be the most helpful. As a performance indicator, evidence of learning requires that “the faculty member will establish student faculty contact that contributes to students’ academic, personal, and professional growth.” Adherence to my feedback policy means that I am maintaining my commitment to be an active contributor to the academic growth of my students.

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ROC is very important it provides useful feedback to both instructors and students about the extent to which students are successfully meeting course learning objectives.
In my subject area (Mathematics) first we need to clear the concepts and then strive the students to apply these concepts to solve the problems so in online course we need to clear through rubrics that from step by step how to reach our goal and for this it is very important key is START RIGHT HERE. From the beginning of the course everything is clear about students and teacher expectations.
Here in professional development we learn lots of thing. TLA always remind that what we need to do to improve yourself as instructor. Also circle of innovation always help to develop course through use of technology in canvas,
Thank you TLA team for having me here.

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As I review the annotations for the criteria I plan to improve on my online course I get a clear and specific picture of how to correct the deficiencies with both the quality of the course design and the delivery criteria. While the resources provide me with a clear example of how to implement these improvements to make all my assignments inclusive. It is all really easy to follow.

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In the Start Right area, it is important to make sure you are starting off on the right foot, setting the tone for the entire semester.  By utilizing these annotations and resources, you can make sure that you are not missing key components to your course.  They help make the delivery criteria more clear, as well as provide suggestions/examples for faculty to use in creating their course(s).

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Some of the resources provided for the Accessibility and Usability section include professional development courses in the Teaching/Learning Academy. These can be very useful for an instructor to become aware of the diversity of challenges students face that may not be obvious. Also, the courses will help the instructor learn how to design and implement tools for students to use within their disability. The resources also include some websites created by other institutions that provide information on keyboard usage and graphics preparedness for creating an accessible course. I look forward to investigating those resources further as I work to improve my course.

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These are great reminders or yardsticks for new faculty like me to align their practice with the expected competencies of Valencia College. This also removes any anxiety in my mind as a faculty because I know if I strive to adhere to these criteria, I am compliant and provide the same quality as all other faculty in the discipline, especially these have been designed by input from faculty with extensive teaching experience.

Specifically for sections I indicated;
Start right - I seem to cover most annotations. However pulling a few out of the syllabus and including them in the home page or orientation module will be intentional
Technology - I am glad there is a link to privacy policy. Would be great to have blanket copyright policy listed that we could use.

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I found the information very helpful such as ensuring strong articulation between discussion topics and assessment and defining clearly learner roles and expectations, such as ‘you should log in at least once a week to each discussion topic and make at least one substantive contribution to each topic each week’; Even though I am following some of the guidelines, it is a relief to know that we can visit a specific place to find all the information for future references.

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An area I need to improve in is Section 2:  Accessibility & Usability.  I don't use a textbook in my Personal Health online course, so I provide a variety of learning materials including videos, visual images, assessments and articles.  After reviewing the available checklist in the ROC Section 2 and running UDOIT,  it has come to my attention that I need to provide a better learning experience to allow all of my students to easily access my course materials.  UDOIT identified problems with headers, colors, fonts, underlining and captioning.  This was a useful tool in identifying potential problems with accessibility and usability, but it seems a bit overwhelming even after taking the PD course on UDOIT.  I will make an appointment soon with someone in our Faculty Development office to provide some guidance as they have provided valuable expertise in the past with development of my online course.

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In the event that I had students in need of greater Accessibility and Usability, the potential is high for a better learning environment. After all, students with a need for greater access to course content will be less likely to succeed in the course if that access is not available. Even something as simple as adding Headers to a document to allow for easier searching of course content could make a big difference. Having to sit and wait for reading software to read an entire document in order to get to one important piece of content at the end would be frustrating and could impair a student’s desire to learn course content.

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Greetings class, first of all - this is an interested tool to use.

I have been impressed the ROC methodology. I believe that the resource/annotations information was extremely helpful. I have a hard time incorporating effective tools that has ease of use functionality and there is a robust use in some of the outlined tools.
I think this would strengthen the delivery of the class, especially voice recognition components for medical terminology.

Aside from above, starting right is important and additional some interactive tools, like videos (web recording) might make it personal!

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Each section of the ROC has annotations and resources that help instructors align courses to the goals of each criteria. These links are like a how-to fix a particular aspect of your course.  The list of faculty development courses is particularly enticing for a computer geek like me! They also have links to using more of the tools on Canvas that I have not had to opportunity to incorporate into my class yet.

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The Accessibility section of the ROC covers aspects I need to improve in my online courses. I really like how the ROC breaks down the requirements for online universal design. Having a checklist is great! The nice part of evaluating the ROC is recognizing I have already done most of this work while pinpointing which aspects of my courses need work.

If I was taking an online course, and the navigation was confusing and the modules were not consistent, I would drop the course. I would not want to have the additional headache of searching for reading and quizzes. Therefore, I thoroughly appreciate the emphasis on organization and clarity; they are essential for a positive learning experience.

Meeting the criteria for this section means that your course is “friendly” and appealing to students with disabilities. I imagine that if I logged into my online course and I found the course difficult to navigate, content without captions or alternative text, I would be frustrated and turned off. The learning environment would be a deterrent to students, including students without a specific disability

The annotations in the ROC are great! They give me specific ways to meet the ROC’s accessibility requirements. I do not feel as overwhelmed with the chore of reviewing all of my course content. The annotations provide very “doable” tasks.

Image captions or alternative text are something I have been writing for years But lately I have wondered if the alternative text should be more descriptive in order to give students with visual impairment a better sense of what is portrayed in the image. In Humanities classes, images are essential, so I am still reviewing mine to consider whether I should add more description.

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There are resources in the annotations section that can help me with accessibility. For example, the ROC gives suggestions and info about voice recognition software, transcripts, and how to describe non-text elements, for example.

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The ROC really gave a sense of direction to improve courses that will assist students in the learning process of the online world. I feel that using easy to navigate and making items large so they can see them will help out.

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Following the annotation in the ROC, I will improve my course by focusing on the flow of the course and insuring that I am giving students instructions for how to progress in the course.  In the past, I’ve allowed this to be somewhat fluid.  Moving forward there will be clear labels.

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·        The annotations and resources are a very useful tool to help provide examples of how to demonstrate that skill of the ROC in my online courses. Especially when the criterion seems short, the annotations can help elaborate the intention and desire of that criterion in the online courses.

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After going over the annotations and resources section for Engaged Teaching I believe there is one common observation seen throughout, clear expectations for online communication.   These expectations can range from when students can expect to get feedback on online work, the expected time frame for returning emails, or the clear expectations for learning objectives of a given module.  This highlights the importance of having clear expectations (not just of students but also the professor) when giving feedback to students.  By clearly explaining how students can expect to get feedback and  communication throughout the course students can begin to rely on that feedback and utilize it to extend the learning process beyond the initial completion of the online work.

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Many of the videos are strictly about the competency and they give the viewer an overview of it and describe strategies that an instructor could implement to satisfy that essential competency. Those videos could be helpful to help us understand our goals and make sure that we have a clear focus of what we are trying to accomplish.

There are also links external to Valencia and they provide precise instructions and criteria for meeting the specific guidelines. I am not going to lie; some of it is a bit technical and confusing. However, for the most part, I would find the information useful, especially to help give me a fully understanding of the requirements. For instance, I clicked on one resource about keyboard accessibility and I was confused when it spoke about coding and screen readers. I did find the discussion on potential problems helpful as I had never considered modifying my course so that it could be more easily navigated with a keyboard. Accessibility for those that rely on the keyboard to navigate totally makes sense and that issue would have never occurred to me before reading the web article

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The annotations from the Accessibility and Usability section point out some areas to consider in improving the navigation of my course. Having materials available in different formats and preparing proper captioning for video/audio could better prepare and motivate students to engage in the course materials so they do not skip to the assignments. For example, I get a lot of new parents in my online classes who can only work during certain “quiet” times. Using a program like 3PlayMedia can give them the options to watch videos with or without audio so they can have the same opportunity to review the materials as other students.

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1.        In evaluating accessibility in my courses, I would start by using the UDOIT and the Check Accessibility tools that are already available in Canvas. This tool will help to identify errors and provide suggestions for improvement. The areas for possible improvement in my courses are the use of headings and page structure, alternative text for images, table headers, color contrast, and video captions.

The annotations and resources provided in the ROC will be very beneficial in improving the accessibility of my courses. The Annotations provide descriptions and clarify the criteria that are listed. These descriptions can help to set to goals and expectations for accessibility. Under 2.2, the Web Design link to the Illinois Online Network includes and Accessible Online Course Design link that provides many helpful tips on making your courses accessible. Web Aim Keyboard Accessibility tools provide can help to make sure that navigation can be accomplished on a keyboard. Under 2.3 the Faculty Resource Guide from OSD includes contact numbers for each campus, in case there are questions on how to best meet a student’s special needs. Under 2.5 Color scheme, icons and text size are annotated. These are areas that I haven’t considered yet, and hopefully the UDOIT tool would identify issues. I have typically used color schemes that are pleasing to the eye and haven’t considered color in terms of accessibility.  Under 2.6, I have reviewed videos to make sure that they are captioned and am doing pretty well with this criteria. But a thorough review of all of my courses would be beneficial.

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Interestingly, I found the document link to the ROC with the criteria the most helpful with better internalizing an understanding of the specifics that ROC was meant to do. Having these annotations and resources in one place in which I can align application of these criteria to my course helps to validate that I my course is aligned and delivered in a manner in which learning can take place. Although, I absolutely love the link on Canvas that allow professors to see the course in the Student View, we never really go through the entire course as if we were a student and it’s those little things that often get overlooked.

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The annotation in my section states that the learning outcomes should be stated in a way that are understandable by the student, easily identifiable and prominently stated. The resource provided is a great help for writing a learning outcome that is measureable. It really helps in making the outcome clear and easy to align with the curriculum.

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The annotations provide specific language about what is expected. For example, 2.1 indicates that the content is in distinct modules and flows in a logical progression. It also tells the user that the content is enhance with supplementary materials.  Therefore, there are examples to follow that is very helpful.  The same goes for the next section.  It is also helpful that there are resources right at the point of the annotation that is a click away. I am thankful that there are great Instructional Designers to help with some of these more complex ones and for Liza knowledge of  the 3PlayMedia that will help with captioning.

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The annotations for criteria 5.5 describe providing a “welcome overview” for each module, which can include written or multimedia format.  I think I would like to create a page for each module, which lists the learning outcomes, the learning materials, and the assignments associated with it and their due dates.  I might also include links to supplemental resources that might improve success rates. It might be nice to include a short video here (maybe 30 seconds to a minute long) of me providing real-life examples illustrating why this new material is relevant to their future professional and personal lives. Overall, I really enjoy the straightforward nature of the ROC- here’s what you need, here’s how to use it during the course, and here’s some resources to help you improve it.

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Using action verbs to state module learning outcomes will clearly express the required goal to the student. Making sure the learning outcomes are phrased such that students can easily understand them is in keeping with the student focus we believe in as Valencia educators.  Making sure the learning outcomes are prominent and identifiable ensure that students see the goals and keep focus on them as they participate in learning activities.  Creating module learning outcomes that align with overall course learning outcomes better ensure that students complete the course with the learning and skills needed for their majors and for future courses requiring prerequisite knowledge from this course.

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The ROC can serve as a checklist, to make sure I have included all the necessary items in my online course to run an organized and efficient class. By adhering to the ROC, I can ensure students will be able to navigate my course.  This will allow all students the opportunity to be successful in the class.

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Section 2. Accessibility and Usability The main function of the annotations and Resources are to remind the designer what to look for when designing. It is like a checklist or reminder. This is good as it probably represents the most missed accessibility issues when designing a course. For example, 2.4 describes non-text elements that need identifiers so clarification of what an image, table, video, etc., represent is needed.

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Keeping in mind that the annotations and resources have been tested and are effective, then I should implement all of them to make my Start Right area a better and meaningful experience for my students.

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Universal design of the course for keyboard navigation can be difficult since most people spend a lot of time using a mouse and a touchscreen. I found the WebAim site listed in the ROC resources to be helpful, particularly when directing students to outside websites. I also found the Graphic and Design Tips articles at ion.uillinois.edu to be a good source. For example, it has tips about differences between browsers used and suggestions for fonts.

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The resources and annotations are certainly useful. As I went through the resources like Start Right principle, Valencia Strategic Learning Plan, American Disabilities Act, sample courses and instructions, particularly how to use Commons, I found myself better equipped to teach online courses. Now I have a good theoretical understanding of online teaching, but I am expecting a little problem while applying them to my online teaching. There are many steps in online teaching, which I have to remember.

Among the learning resources, I would particularly mention the multi-authored paper, “Sustaining Authentic Organizational Change through Shared Purpose and Culture.” The arguments were really powerful – the authors argue that it is always better to start right as ‘anyone can learn in right conditions’, and its emphasis on collaboration, providing direction to students, were appealing to me. I particularly like the argument that “START RIGHT is a reminder that the greatest challenge and opportunity for improvement in results is at the beginning of a student's experience with us.” This article widened my understanding. And I am planning to apply this approach in my online teaching.

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As an example annotation, section 2.4 mandates the provision of alternatives for non-text materials. In the case of videos that I produce, I make use of the auto-captioning capabilities of YouTube. This makes the narration in the video available as closed captions. Although imperfect, this technique has the advantage of simplicity and ready availability. In case you are not familiar with the pros and cons of this technique, I have included a link to one of my introductory videos, along with YouTube’s auto-generated transcript.

Video

https://youtu.be/G5ga40UVjMg

Transcript

00:00 hi and welcome to c programming COP 2220

00:05 see my name is Jerry Reed you can call

00:08 me Jerry or you can call me professor

00:09 giri and i'll be an instructor for this

00:11 class whether it's an online class or

00:13 whether it's the hybrid class which also

00:15 has a face-to-face section where we

00:17 actually meet and work together i'm

00:20 really looking forward to this class I

00:21 enjoy teaching city I've taught it a

00:23 number of times before it's a very good

00:25 language for a couple reasons one is

00:27 this a good language to learn as a first

00:30 language because many other languages

00:31 that you may use most especially Java

00:34 and C++ are based on C so if you know

00:38 how to program and see it's going to

00:39 help you a lot if you even if you end up

00:41 programming in other languages secondly

00:43 see has enjoyed something of a

00:45 resurgence because it's being used in a

00:48 lot of what are called embedded

00:49 applications those are applications that

00:51 use microcontrollers in these appliance

00:54 sort of applications you may have seen

00:56 material about the Arduino

00:58 microcontrollers online and a huge

01:01 following of hobbyists and

01:02 do-it-yourself types who are who are

01:04 constructing their own hardware and

01:05 writing C code to operate it you might

01:08 have heard about the Raspberry Pi which

01:10 is a single board lengths inexpensive

01:12 lengths computer that's often programmed

01:14 in c so that what you learn here and see

01:16 I think you may be able to use in a

01:18 number of contexts I look forward to

01:21 working with you online or and meeting

01:24 with you face-to-face and thanks a lot

The numbers in the margin are time codes. I have marked obvious mistakes in red. YouTube’s captioning algorithm does not attempt to guess punctuation,which results in the apparent run-one sentence above. YouTube does provide a way to edit and correct this transcript as well. Overall, and especially when viewed with the accompanying video where facial expressions and gestures do give some additional context, even the unedited captions are quite intelligible.

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The annotations and resources provide examples and clarification for each section.

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Question 2: For Accessibility and Usability, I’ve chosen the Americans with Disability Act (ACT) as an example of a useful resource. As a lawyer, I’m interesting in the law related to online education. In fact, this is one of the reasons I pursued a law degree. It’s my view that many colleges are in blatant violation of the ADA when it comes to online instruction. Such violations are especially harmful to learning disabled students.

The ADA does not speak to online learning specifically. However, it does speak to reasonable accommodations. Let me provide an example of how an accommodation could be made to dyslexic students.

Many professor use italics and underlined text to provide emphasis. However, neither italics nor underlining is recommended for dyslexic students. In an effort to help students, an online professor might actually be hurting dyslexic students inadvertently. Is removing italics and avoiding underlining a reasonable accommodation? I think so.

Oprah likes to say “when we know better, we do better”. I think that’s true of accessibility and usability issues. Reading the ADA act isn’t a fun experience, but doing so puts the issue of reasonable accommodation front and center. Should professors be seen as ADA compliance staff? In my view, the answer is “yes”.

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Questions 2: The annotations and resources in the identified section of ROC can strengthen the quality of my course by providing examples of the technologies that can be used in the course, such as wikis, interactive video presentations, discussion forms. 

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Questions 2: The annotations and resources in the identified section of ROC can strengthen the quality of my course by providing examples of the technologies that can be used in the course, such as wikis, interactive video presentations, discussion forms. 

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When I first ran UDOIT tool - the number off issues that came up was daunting.
This relates to: 2.5 ROC - Accessibility Considerations. I had to go through each section and correct the HTML code or text to reflect the proper headings and 2.4 Alternative Text is also a part of this process. The use of bold in text is flagged by the UDOIT tool and requires that you go back in and place a heading in the same spot so that e-readers can pick up the format correctly. My best advise while undertaking this process has been the determination to never see the UDOIT tool flag so many issues. I now know how build my course correctly the first time.

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The annotations serve to clarify and expand on the criteria; a little extra information helps to frame the criteria and give them a bit of context. I found myself looking to these annotations often when I was unsure about the intent of a certain design or delivery criterion.

The resources are particularly helpful! I found myself thinking, “How would I get started on that?” in response to several criterion; having resources available inline is a great way to jumpstart research when we are thinking about next steps. I’ll also add that I love the expanded resources listed in the H5P version of the ROC!

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There are 17 criteria and annotations for this section, which could be overwhelming, but I think these make for a great checklist and give gives you g=ideas for how to implement them. For example in criteria 1.4, I had never thought about giving an overview of how the course is set up. The annotation explains that you could identify for students how the modules are structured and how to navigate them. I could create a video that easily does this or take a sample screenshot and explain how the flow of the course will be so that students know what to expect. The annotations just give you concrete examples of how to meet the criteria, and often, they contain ideas I would have never considered from a design POV. I also love the examples of the messages or links to the other resources offered to faculty so that we don’t have to start from scratch and can stay consistent with the valencia image for an online course. Students need consistency among their professors and courses.

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The Accessibility and Usability section of the ROC breaks down each area of ADA compliance and clearly explains what steps need to be taken to be in compliance and also explains the benefit to the students.  I found those annotations to be especially helpful.

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The annotations in each section provides clear guidelines and expectations and functions as a checklist that I can go to in order to ensure that I am making the improvements.  The thought of making the required changes can give a feeling of being overwhelmed.  Where do I start? What should I do? How should I do it?   Was I successful? The annotations helps alleviate these feeling because it draws me back to the purpose of each criterion, and I can do a self-check to determine whether each is met.  For example, the first criterion that addresses Quality Course Design states “Organization is clear and consistent throughout the course.”  The annotation states, “From the student view, content is made available in manageable segments (i.e. presented in distinct learning or modules), etc.”  I feel that I have met that criterion.  However, in regards to Delivery that states, “Instructor provides clear directions about how to progress through the course,” I have not met that criterion.  Therefore I know on what area I need to focus.

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Section 2, Accessibility and Usability  1.      I looked at two criteria, 2.3 and 2.6. The annotations are more detailed and spell out various ways to meet a criterion. The annotations provide detail and substantive steps one can take to improve course content and delivery. I was using the one page ROC, but I now realize that the longer PDF version is a must use.

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Question 2: The annotations to ROC 4.2 recommend that instructors use “tools native to the LMS, or relevant technologies that promote active learning” (by the way, that comma after “LMS” isn’t actually needed, jus’ sayin’). The annotations that are literally incorporated on the ROC rubric, alas, aren’t specific enough to offer any help for me in this area, but the resources connected to the interactive version of the ROC rubric are very helpful.

For instance, one thing I found in those resources which intrigues me is “Explain Everything,” a website (link at bottom of this message) providing software to allow an interactive whiteboard on which one can post pictures and videos and also write with a virtual marker. I can see how this might be useful for my instruction in using the Valencia databases to find criticism in Comp II, as I could present text from an example critical article near an example of its MLA citation. Then I could annotate what crucial information I could take from the critical article by circling and writing with the virtual marker. I feel like my current online 1102 class lacks pizazz, and this app could not only offer some visual interest but also engage students more oriented to either visual or spatial learning.

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Explain Everything | Interactive Whiteboard for Teaching

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Michelle Mailhot

·         Question 1: How would meeting the criteria of your identified section impact the student learning experience in your course?

I could take time in the beginning of the semester to more thoroughly explain how to use these apps that I require in the course. I could use my phone and walk them through how to upload their 🤬 Grid videos from their phones. This seems to be the tough part for several students each semester. I could upload my own “how to” video that I include in the course or find a link to someone like James May that has already done something like this and uploaded it to You Tube.

·         Question 2: For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?

This question flows nicely from how I ended question 1. I have thought about and even begun a You Tube playlist for my Level 1 ear Training course. I have found many beginning resources to help students grasp the very beginning concepts of reading music and singing with Solfege on You Tube and may other online websites. The problem with my time management is I have found too many good videos, etc. It takes time to properly make a strong resources page and I keep running out of time to do a great job with this in my course.

However, I have plenty of ideas to make this become something very useful in my course.

·         Question 3: What additional resources might you need to have in order to further develop in this area?

I could make quick study guides to easy sight reading or easy dictation.

I could make a You Tube Playlist for many units in my courses, like “Songs with Modes”, “Sight reading in minor”, “How to read bass clef”…etc.

I can organize all the amazing websites and videos I’ve seen over the years in my research of all the courses I teach such as  Voice Technique, Jazz Voice Singing, Vocal Jazz Choir how-to’s, any and all info that’s covered in my Music Appreciation course- anything from instruments to figures in musical history, to analysis of certain pieces of music.

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Engaged Teaching - allowing students choices in how they are assessed
I am working to create rubrics that can cover more than one assignment. Since I allow students in my course to choose from two or three different assessments - this means that my rubric that is attached to the assignment is able to cover all the essential areas. For example: a rubric that covers good writing is a bit different than a rubric that covers an info-graphic or a Flipgrid. Especially if the rubric is embedded in Canvas. So I am sorting this out with my ID - who I am meeting with about every other week. My meeting with faculty development I am able to make more informed choices about how to adhere to ROC compliance. This saves A great deal of time and trouble trying to remember how many places I must fix or redesign.

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The ROC has given me a list of improvement that I will start making in my online course for the spring semester. One area where I will focus first is to strengthen the Start Right section. I have an orientation/introduction module, but I can do a lot more to make it more comprehensive. I am going to make a couple of adjustments to my navigation and include a video introducing myself to the class. It is easy to get overwhelmed by a list like this, but it is important to continuously improve towards this goal.

Question 1: How would meeting the criteria of your identified section impact the student learning experience in your course?

As I mentioned in my initial discussion post, I have an introduction module that could be improved. The ROC checklist was very beneficial in having a self-reflection on my online course. One false assumption that I have made is that I often assume that students are coming to my course feeling comfortable in the online learning environment. This false assumption is most likely having a significant impact on the student learning experience. I have already made several changes to my TWK courses to ensure that I am seeing students up for success. This includes recording a personalized introduction message, and providing additional information on the technical skills and requirements. Students feeling more comfortable with the instructor and the technology should foster student learning.

Question 2: For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?

I found the annotations and resources to be one of the most useful documents that I have experienced in any professional development experience. It is so helpful to read a best practice and be provided with resources and examples for implementation. For example, to record a multimedia welcome message I used the resources to record, upload, and embed this into my TWK courses. I also included the Canvas tutorials to strengthen my technology sections of my course introduction. I also found it very useful to include additional professional development suggestions.

Question 3: What additional resources might you need to have in order to further develop in this area?

To record a video I had to track down a web camera. It would be useful to include (if available) on-campus locations where faculty can record these videos, and possibly link to staff members who can assist.

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Section 4: Course Technology and Course Support.

Because these annotations and resources contain definitions, examples, and essential competencies related to the design and delivery criteria statements they can provide clarifying information for those using the rubrics. In addition, they provide the instructor with new ideas and techniques to help improve on the design and delivery of the courses. As I find new technology applications for my courses, I will be able to help the students with science which in itself it kind of challenging to teach online.

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The annotations and resources provide specific ideas and techniques for strengthening the quality of my course.  Incorporating these ideas and techniques is an excellent way to make sure that the needs of all learners are met.  The ideas provided here are meant to guide instructors on a clear path to course improvement.  They are easy to understand and implement.  Instructors can start small and build up to great changes over the course of a few semesters.  In no time at all, great improvements can be made using the guidance provided here in these annotations.

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Before learning about accessibility, I was aware of, but did not always consider things like closed captioning for videos, so I was unaware that certain programs lend themselves better to building this accommodation in to course resources. I was also unaware of color contrasting issues for anything other than aesthetic purposes. So guidance on these two issues can help me better design accessible courses.

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Annotation 4.2 is going to be the most important for helping me improve my course.  Because I teach science, I do feel like this can be a difficult subject to teach online.  It’s going to be very important for me to make sure that I have appropriate formative and summative assessments in place using the technologies available to me to really gage students understanding of the concepts that are being taught.  There are a lot of fun technologies and online activities that can help with this like virtual science labs.

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Annotation 4.2 is going to be the most important for helping me improve my course.  Because I teach science, I do feel like this can be a difficult subject to teach online.  It’s going to be very important for me to make sure that I have appropriate formative and summative assessments in place using the technologies available to me to really gage students understanding of the concepts that are being taught.  There are a lot of fun technologies and online activities that can help with this like virtual science labs.

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Students will be familiar with course information from day 1, such as grading policies, netiquette, internet and computer requirements, how to navigate Canvas, plagiarism policy, accommodations for learning disabilities, school services, attendance policies, and other things.

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I want to be sure that my course is accessible to students with visual limitations, so I may convert pdf files that I have students read to Word files, which I’m guessing that programs that vocalize a text will have an easier time reading, and reading correctly.  I do not use videos in an online course—it seems a poor path to take when I want students to learn to read and to understand their reading—so I’m not so concerned about captions.  However I do wonder about making texts available for visually impaired students.

I’ll have to check with the technology people on campus to be sure that there aren’t further adjustments I need to make on my online pages so that the course is accessible.  No one—students or my supervisors—have ever made any mention to me about accessibility problems on my class pages, but I can have the technology people run their audit to be sure.

I doubt there are further resources I need.

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In module one of this class, I stated that I feel I need to work most on Section 2 - Accessibility and Usability.  Specifically, section 2.4 reads, “non-text elements include an alternative text that accurately describes the material.”  I have incorporated a large number of visual images, such as graphs, charts, maps, etc. that I call “Visual Sociology” in my online Sociology Canvas space.  After some consideration, students who have visual disabilities will not be able to utilize the Visual Sociology elements of the online course.

Question 1: How would meeting the criteria of your identified section impact the student learning experience in your course?

For the student who has sight difficulties, adding text to images would allow them to learn something from course images that they would otherwise not be able to do.

Question 2: For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?

There are two faculty development courses I can take to enhance my work in this area:  INDV1153: Making Learning Accessible and INDV3246: Universal Design for Online Learning.  In addition, one of the resources provided is a community Canvas page on “How do I use the Accessibility in the Rich Content Editor.”  The Rich Content Editor includes an accessibility tool that checks common accessibility errors within the editor. This tool can help you design course content while considering accessibility attributes and is located in the Rich Content Editor menu bar.

Question 3: What additional resources might you need to have in order to further develop in this area?

I believe that speaking with the campus director of the Students with Disabilities office would be a great resource for my project.  I’m sure she/he would have countless resources applicable to my work.

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Focusing on section 3.4: This may be a bit contrarian, but I found that the annotations and resources were geared towards using critical thinking in general instead of in terms tailored to an online course. I read the resources and found a lot of information with which I am already familiar. What would be much more useful to me would be concrete examples of ways to modify or design activities that encourage critical thinking in a specifically online environment. Nevertheless, with some thought and creativity, I believe I could use the five-step process in the reading on instruction design to design activities for online courses.

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For Engaged Teaching, there are so many criterions to consider based on how the discussions are applied. The discussions should be inquiry based and the instructor must be able to guide everyone whilst keeping them within the topic being discussed for the most part. There is a social, teaching, and cognitive presence, which helps to structure a discussion that should build the student’s ability to reflect and propose new ideas within a framework.  One must take into consideration the cultural and epistemological issues that can affect the responses of students from various cultures. Some cultures may not allow for students to challenge their teachers or other colleagues’ points of views. With these criterions in mind along with building a discussion that is pertinent to the topic being taught, I believe that I should be able to create a course that is strengthened in student and teacher interactions as well as student to student interactions.

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·         Question 2: For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?  Using the annotations and resources in the Start Right section of the ROC, will guide the overall strengthening and quality of my EAP course.  For example, the annotations and resources serve as a checklist of items to consider when creating an online class.  If all of these annotations and resources are taken into account, they will ensure that all of the necessary elements of a successful class are taken into account by the instructor.  If I were creating an online class, I would embrace these items that are found on the ROC, because they have been created to assist an educator, in pointing out essential items that are necessary for creating the most effective online course platform as possible.

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Although there are some useful materials in 4.1 and 4.3, including how to verify active links in Canvas (executed below) and a link to the privacy policy statements, I feel that I would want to spend the most time exploring the resources of 4.2.  This section includes links on active learning in online classes, creating interactive videos, and facilitating online discussions.  These all seem extremely important for successful design and delivery of an exemplary online course.  I also appreciate how each section includes links to additional professional development courses available to faculty at Valencia.  I've already signed up for Multimedia Tools for All Courses!

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The annotations in the technology section are limited and do not include links to technology applications which enable a professor to support the learning outcomes and competencies and contribute to student engagement and active learning.  I would look to get further instruction on the various applications I can use to create and deliver concepts and resources as discussed above.  I know that I cannot even begin to list the applications available to engage students.  I would want to learn more about applications to easily create videos and demonstrate something I may be writing “on the board”.  Additionally, I want to learn about other technology that can assist in presenting resources to students and engaging students.

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The annotations and resources in the ROC are a great place for coming up with new ideas that I could implement into my course, while clarifying the criteria given. The resources for Active Learning (https://cei.umn.edu/active-learning) have already given me ideas that can be implemented into my course. For example, I am aware of the “Muddiest Point” and love the idea of asking my students what theirs are so I can help. I currently have a discussion in my course that asks for the students’ muddiest point in the whole course at around mid-term, but I know that’s not often enough and it also isn’t anonymous, most likely keeping students from pointing out more. Reading one of the Assessment Techniques linked to from that resource about Muddiest Points gave me the idea to create an anonymous survey that I could send out each week with my announcements asking for the student’s Muddiest Point from the current module.

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Question 2: For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?

Verifying technologies are effective, viewable in mobile app, and that links are active, strengthens the class by allowing student to easily access course materials and turn in assignments in a timely manner.  Relevant technologies that promote active learning, such as discussion forums, formative assessments, embedded activities, wikis, interactive video presentations, etc. help students digest the unit materials by appealing to diverse learners.

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The annotations help to guide faculty in the requirements and recommendations on how to make my course more accessible. The resources section gives valuable information on how I can make the information and activities in my course accessible to all.

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·         Question 2: For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?

The rubrics Annotations and Resources provides me with a variety of ideas that are usable for all modalities. This section also provides specific resources and overall suggestions for each part of the online learning that will aid me in my quest to making my courses more accessible and usable. I also like that this rubric assists me in aligning my course with the Essential Competencies of a Valencia Educator.

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As I mentioned in the previous discussion, I chose ROC to wanting to improve my accommodation to students with disabilities. And I also listed my strength as encouraging communication among students by creating discussions and group work. I can approach my course by starting out with the learning objectives for my course, this will help my students to acquire the skills needed in math, and then provide my students with the assessments necessary to test their skills. Then provide the students with the instructional strategies to meet learning objectives for things they need help on. I want to focus my research on accessibility and usability for students with disabilities. I know that I need to design my course with keeping the regulations of the ADA in mind. 

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As I mentioned in the previous discussion, I chose ROC to wanting to improve my accommodation to students with disabilities. And I also listed my strength as encouraging communication among students by creating discussions and group work. I can approach my course by starting out with the learning objectives for my course, this will help my students to acquire the skills needed in math, and then provide my students with the assessments necessary to test their skills. Then provide the students with the instructional strategies to meet learning objectives for things they need help on. I want to focus my research on accessibility and usability for students with disabilities. I know that I need to design my course with keeping the regulations of the ADA in mind. 

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How would meeting the criteria of your identified section impact the student learning experience in your course? By making my course fully accessible and thus usable, the student learning experience in my course would be greatly impacted on many different levels for all students. For my students who rely on the accessibility in order to be able to access the course information, it is imperative to ensuring that they have a meaningful learning experience and on a more basic level, ensures that they are able to participate at all. But even for my students who don't have hearing problems, for example, captions on audio files can be very useful if they don't have headphones and want to view the material but are in a quiet area, or if english is not their first language it can help to ensure that those students are best able to grasp and access the material.

For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course? By following the annotations and familiarizing myself with (and using) the resources provided, I can better ensure that I meet the requirements of the ROC, and thus strengthen my course by ensuring it is accessible in a meaningful way. The annotations bring up things that I might not otherwise have thought of and direct me to resources I might not have been aware of.

What additional resources might you need to have in order to further develop in this area? I think that professional development in this area should include trainings on  software to help faculty make their classes fully accessible. I also think that professional development for faculty (both online and F2F) that includes helping us to understand better in general particular disabilities that we commonly encounter in our classes (autism, deafness, blindness, etc.). If we more fully understand ourselves what the students have to navigate as a result of their disability, then it can help us to better anticipate potential issues with our courses and come up with better solutions for making them accessible in a meaningful way.

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Section 2.2 of the ROC states: Navigation of course is clear, consistent, and can be accomplished on a keyboard to
meet universal design.  While navigating sites on the web, we often take for granted our abilities to find what we want and do what we intend.  Our assumed ease often blinds us to obstacles that others might endure due to a difference of context, ability, and/or resource.  Our institution is about access and opportunity, so employing useful labeling and other aspects of universal design, is part of our mission.  Student learning is impacted by environment and on the web, clarity and ease of navigation are paramount to success.

The annotations are starting points from which to build.  They provide understanding in terms of both theory and practical application.  These help me relate to what I have done and frame what I could do to have more impact.  The keyboard navigation for universal design resource opened my eyes to how the tools by which someone accesses the computer can impact their experience.  It clearly outlined ways to order items and to construct sites to be keyboard accessible.  Great resource!

I am not sure what other resources I would need, but what I am thinking of is having a Canvas specific guide to help with creating keyboard pathways and accessibility structure.  While the overall tools can be adjusted and used, having a directly instructive resource for the LMS being used, would be beneficial.

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Scott Smith

Anonymous
1m
Scott Smith
I would like to develop my understanding of Engaged Teaching. Since I am new to teaching much of my efforts in the past year have been working on how to present material. Interacting with students and being able to make sure that Learning-Centered Teaching Practices align up with LifeMap and Assessment is going to take some work.
 
That includes having a policy of how and when I will respond to the students to covering how feedback will be given. And there are other tools that I will have to embrace to make sure students have a clear understanding of what is expected of them in the course. 
 
The Annotations and Resources sections of the ROC helps clarify expectations. Especially when it comes to Engaged Teaching where I lay out the terms of responding to students (ranging from hours to over a week, depending on assignments. Overall the Annotations and Resources help guarantee that the instructor monitors the work of students and that the instructor will reach out to students who are struggling. It’s a reminder that teaching is not just disseminating information, but making sure students are actively learning. (And to guiding them to withdraw when it appears they are not prepared to complete the work.)    
 
An additional resource that I hadn’t thought about before was how to make Word docs accessible to people with disabilities. Via the link provided to use it’s obvious that I need to think through that more. Using Alt text, making sure that the links are clear about the destination, finding sufficient color contrast, and making sure if using simple table structures that they don’t mislead the reader by mixing up cells. 

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Deanne Schulz

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2h
Deanne Schulz
I had mentioned in the discussion forum that I’m struggling with some accessibility issues right now. In particular, closed-captioning in my Kaltura videos. I’ve found them to be poor. What’s interesting is that in one of the modules for this ROC competency class, the Student Success instructor video mentioned the ability to edit the captions, which I never knew was possible. So, I need to seek that out further.In terms of how the annotations and resources can help: they provide further information. This is helpful because it provides real world examples and tools that can assist the instructor in understanding how to incorporate specific tools into their classes.And as far as what else I need to do, the answer is really more of a philosophical one: I need to be open to learning new things. For example, after teaching online for 10 years, I didn't think I needed a class like this. But as it turned out, it helped me with a challenge I was facing. Thank you!



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Ellen Costello

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3h
Ellen Costello 
2.3 of the ROC states: “the course provides alternative access to course materials using formats that meet the needs of diverse learners.” Meeting this criteria reduces the frustration of students using such accommodations and frees up more time for their learning and engagement in the content.  Students might feel more included in the course; without having to request access, they would know all students were considered when the course was designed. 
The annotations provide concrete examples of what course creators can do or include to fulfill the criteria. By providing information on transcripts or voice recognition software compatibility, these suggestions give me, at least, a place to start to ensure accessibility. Also, there are many resources from Valencia’s Office for Students with Disabilities (OSD) which provide help for students, like Claro Read software or Dragon Naturally Speaking software, to be shared with students in a Canvas course to assist with reading, writing, and studying. Making connections with the folks in the OSD is a great idea, so we can contact them when we have questions or need more resources. 

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A. Tony Alabi

Anonymous
3h
A. Tony Alabi

I identified Accessibility and Usability as the sections of ROC I need to work on. By meeting these criteria, all my students will have an equal chance of benefiting and learning from the materials available online. I will make sure that all my links are working, I will provide captioning for all my videos, and transcripts for all audio files. I will also consider headers, colors, and content consistency in my design. Once I update my design and delivery, it will greatly enhance students learning.


The annotations and resources section clearly states what my design and delivery of my course should contain and look like. Resources are also given to help me design and deliver my content better. After reading the annotations and resources section of Accessibility and Usability I will ensure that my course meets the requirements.   


At this point in time, I have all the additional resources I need to further develop and enhance student learning in my course.


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Start right section 1.6, and 1.17

Anonymous
4h
Start right section 1.6, and 1.17
1.      Meeting the criteria of 1.6 and 1.17 in the start right section will impact student learning experience by promoting student self-direct learning approach. To meet this criteria all prerequisite knowledge are provided in the orientation module of the course, includes any required skills and competencies that are mandatory. Materials will be provided as pdf documents, included in the syllabus, provided in learning modules to review, taking a matching game of terms and concepts to ensure students are familiar with course required skills and competencies. Students will be provided with orientation syllabus quiz which includes requires mandatory skills and competencies. Part of the orientation module includes an introduction discussion allowing students to introduce themselves, through discussion forums and or using flipgrid. 

 

2.      Annotations and resources of criteria 1.6 and 1.17 for the start right section of the ROC guide can strengthen the quality of the course by reinforcing instructions that indicate a sense of community building activity, which students are provided with an orientation module of the course, including all prerequisite knowledge and required skills that are mandatory. Students will be provided with the resources to further ask questions that were not clear in the orientation discussion. Students will have the opportunity to raise questions and concerns of any required skills and competencies that they would like to know where they can review to maintain the community building activities. Students will introduce themselves in discussions about themselves, and asking questions and concerns they have regarding prerequisite knowledge and skills that are mandatory. This activity will ensure that students are participating, asking questions, communicating with their peers and developing a sense of community in the online learning environment. 

 

3.      Additional resources that could be used to further develop the discussion are live real time interaction using flipgrid, live conferences, video/audio recording or any shared youtube playlist, etc. 

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Catherine Brown

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6h
Catherine Brown
How would meeting the criteria of your identified section impact the student learning experience in your course? The area that I identified as needed more development for me is #3 Learning Outcomes, Activities, and Materials. I think be have more activities, the level of engagement that is high in my face to face courses will carry over into my online courses. I also enjoy the sense of community that develops over the semester in the classroom setting, so making the activities more interactive will be a big factor in ensuring that aspect of the course is not lost.
For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course? I always tell my students that it is important to not just blindly believe the information anyone gives to them. Having additional resources will not only add to the credibility of the course but it will also serve a s spring board for the students to do extra research on their own areas of interest.
What additional resources might you need to have in order to further develop in this area? I think being able to see how others organize their courses and maybe being allowed to be a "silent observer" of a seasoned instructor during the first semester or two would be beneficial as well.


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Sam Meyers

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8h
Sam Meyers
1.     How would meeting the criteria of your identified section impact the student learning experience in your course?

I tend to be tech-rich in my courses and sometimes that can be a little overwhelming for students when it comes to keeping all of the tools straight. For that reason, I try to use the same tools repeatedly, instead of introducing new tools for each unit. Repetition and routine helps students become more comfortable as the semester progresses (section 2.1 on consistency). 

Another consideration of being tech-rich is that I need to make sure I have alternative formats for resources and assignments available for students (section 2.3 on diverse learners). The technology should not stand in the way of a student succeeding in my class, so if someone needs to complete my map assignments using a different tool or a different format, that is fine. 

Design considerations (sections 2.4-2.6) are not only important for me to consider for student accessibility, but I need to make students aware of these considerations when they are producing their map products. Since they are adding images, videos, and interactive tools, this allows me to be transparent with them about accessibility considerations, which in turn may help them discover new ways to interact with the content I post. 

2.     For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?

The annotations provide great reminders of things to consider that we may miss. They help us think about our design from the student perspective. The resource links might be good, but the links in section 2 don’t work. They are either broken or land on pages with no competency videos posted. 

3.     What additional resources might you need to have in order to further develop in this area?

Having links that lead to instructions for alt texting and video captioning would be very useful for faculty, as this can seem like a daunting task. Maybe these are supposed to be included in the resource link videos, but they don’t show, so I am not sure. 

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Joanne Ajmo - Improving Accessibility and Usability via the ROC

Anonymous
23h
Joanne Ajmo - Improving Accessibility and Usability via the ROC
Respond to the following questions:

·        How would meeting the criteria of your identified section impact the student learning experience in your course?

My identified ROC section that I need to work/focus on is the Accessibility and Usability section. Although all sections of the ROC are critical in a successful online course, I feel that I will need to focus on this part as I transition from F2F to online modalities. Not only to make sure everything is up and running from the start but to also learn the first time for subsequent courses, etc. 

·        For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?

They remind you to consistently check the students view and make sure that the course is easy to navigate. It reminds us that we need to have alternate resources at times depending on the media type and to make sure they are all accessible and working links. Every element must be checked – like even non-text elements, colors and the text itself must be taken into consideration in case a student has a reader , hearing or visual difficulties.

·        What additional resources might you need to have in order to further develop in this area?

The office of faculty development and IT staff at Valencia! It is nice to know that there are several resources and “experts” that can facilitate these transitions and course designs in order to accommodate the Accessibility and Usability of the ROC.

 

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Improving Using the ROC

jangley1
1d
Improving Using the ROC
How would meeting the criteria of your identified section impact the student learning experience in your course?


So all of the ROC sections are important to having a fully realized and effective course for students.  In my particular sections, I think that I would focus on having a really well thought out schedule, robust navigation instructions, and a personalized message for the students.   I think I may also use Flipgrid as a way to introduce students to each other and to create some class cohesion.

In terms of impact on the students It would see that having a well thought out course with a clear schedule and a good idea on how to move around the course is pretty important to providing an effective learning experience and also a fun one.   One think I realize about Canvas is that there are many ways to accomplish something and to navigate around….  Sometimes it gets a little circular. So I would want to be as clear as I could to ease frustration…. No one learns when the “dinosaur brain” is fully engaged!  
I also think that having really clear instructions on what they need to be successful will help get the students ready to learn and focus on the learning material.   So knowing what they need in terms of technology, grading criteria, how to communicate….  All makes the student able to focus on learning.   



For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?

From what I have seen, they give an overall guide to what is effective and required but without being formulaic.   So by using the ROC we can ensure a quality course.   I was looking at seem of the sections I need help on….  1.4. 1.6, 1.7, 1.12, etc. which alert me to things that I have to make sure are included and are robust.  I already have many of the items in Section 1, just not fully developed for an online course.  So it will be a matter of adapting and seeking out assistance to see what has been successful for others. 



What additional resources might you need to have in order to further develop in this area?

I would think that a general outline that included navigation and general policies would be helpful.  I think I saw something like that as template course in Canvas.  I would also stop by CTLI to speak to a course designer to see what they recommend as well as other faculty in my department who are teaching my courses online.  If there is any student feed back that the College collects on online course design that may be helpful as well. 


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Leighann Ostrowsky-L

Anonymous
1d
 Leighann Ostrowsky-Leonard 

Module 2 Assignment ROC

Spring Term 2019 


How would meeting the criteria of your identified section impact the student learning experience in your course?
Identifying the criteria on engaged teaching is very important to my students’ learning because it will help them to identify their strengths and weaknesses of the different psychological constructs that they are learning and what areas of these concepts they need more work on. Engaging student learning is very important because in my field this is what makes the class interactive with good class discussion and this can be done through cases I might talk about in class or through postings and from what students learn from the videos I post and questions that I ask. It also helps students to apply what they are learning from real world applications and from what they see through what students watch.

 

For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?
It can strengthen by integrating more activities and resources for me to use and fro my students to use. This will also help me to make sure that I have good technology that is working and who to turn to for help if I need it. To make sure that it is engaging for all students by making sure it is accessible for everyone to learn. Make sure that my learning objectives and outcomes are clear from the beginning and for each week, making sure that it is well organized and clear for all students and to adapt to all learning styles.

What additional resources might you need to have in order to further develop in this area?
I feel the resources that I might need to have the most is the technology support I am gaining more knowledge throughout the classes that I take but to make sure that I can integrating them clearly is important and the resources and support that is available to me if I need help, and to make sure that the technology I use is accessible for all my students to engage their learning and knowledge of what is being taught to them for each of my classes.

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jangley1 1d
Hi, I also find the technology really interesting but also challenging. This term I tried Flipgrid as a video discussion. The students actually took to it very well, but somehow I did not set it up correctly, so it was pretty difficult to grade because the posts and the responses were not all in the same place! But I will keep trying. Also technology like Padlet looks cool and I know I have questions about best uses.
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Ruby Evans

Anonymous
1d
Ruby Evans
How would meeting the criteria of your identified section impact the student learning experience in your course?

Ensuring that my course meets accessibility and usability criteria serves as a clear way to also ensure students have equity in opportunity for success in the course.  At least, having accessible and usable documents doesn’t setup any artificial barriers to student progression through the course.  

For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?

I routinely incorporate Word docs, PDFs in my courses.  These links will assist me in strengthening the quality of my courses: 

·         Make your Word documents accessible Links to an external site. 

·         Create and verify PDF accessibility (Acrobat Pro)
 

Also, I will incorporate more video and podcasts and ensure FULL TRANSCRIPTS are available for those, in addition to any software provided captions. 

What additional resources might you need to have in order to further develop in this area?

I would need the hands-on support of an instructional designer from the Valencia faculty development center/departments that support course design and online instruction. 

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jangley1 1d
I have created videos for my courses, and almost have them all captioned... which can be time consuming but not impossible. in a course I took at Valencia I learned that PDFs are not always a good choice for accessibility....but I always thought they were! So Word docs appear to be a little better... at least that is my understanding...
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Pam Forsythe Course Technology and Course Support1. How would meeting the criteria of your identified section impact the student learning experience in your course? I would like to add some videos and learning materials to help students understand some of the concepts and assignments. Although I feel that I have refined instructions over the years, many students learn best by hearing and seeing. 2. For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course? The links that are provided on the rubric are very helpful. I noticed that there are scripts for a Welcome Video and a wide variety of examples for other sections. 3. What additional resources might you need to have in order to further develop in this area? The Instructional Design team has always been helpful when I have needed assistance. I feel confident that I can reach out to them if I need assistance recording my videos.

Anonymous
1d
Pam Forsythe Course Technology and Course Support1.	How would meeting the criteria of your identified section impact the student learning experience in your course? I would like to add some videos and learning materials to help students understand some of the concepts and assignments. Although I feel that I have refined instructions over the years, many students learn best by hearing and seeing.  2.	For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course? The links that are provided on the rubric are very helpful. I noticed that there are scripts for a Welcome Video and a wide variety of examples for other sections. 3.	What additional resources might you need to have in order to further develop in this area? The Instructional Design team has always been helpful when I have needed assistance. I feel confident that I can reach out to them if I need assistance recording my videos. 
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Gunther Pranitch How would meeting the criteria of your identified section impact the student learning experience in your course?I selected Accessibility and Usability because it is mandated by the American Disabilities Act, ADA. My courses are designed for the F2F and Hybrid environments. The design of the course is simple and easy to maneuver within. Font size, color are also considerations. There are other disabilities that need to be addressed such as hearing and visually impaired students . The Federal government has many publications such as IDEA that requires that each public school provide services to eligible special education students in the least restrictive environment (LRE) and in accordance with each student’s individualized education program (IEP).I’m not sure if I will be able to accommodate all the different disabilities in my Online courses. Will do some research and see if Valencia College can provide some help.Should there be a standard set of tools and modules for all instructors to use?What additional resources might you need to have in order to further develop in this area?I will incorporate many improvements in my resources for students. 1. Videos of my lectures in my F2F classes2. Videos with sound and captions.3. Recordings of all my notes.4. Oral assessments when applicable.

Anonymous
2d
Gunther Pranitch How would meeting the criteria of your identified section impact the student learning experience in your course?I selected Accessibility and Usability because it is mandated by the American Disabilities Act, ADA.  My courses are designed for the F2F and Hybrid environments.  The design of the course is simple and easy to maneuver within.  Font size, color are also considerations.  There are other disabilities that need to be addressed such as hearing and visually impaired students .  The Federal government has many publications such as IDEA that requires that each public school provide services to eligible special education students in the least restrictive environment (LRE) and in accordance with each student’s individualized education program (IEP).I’m not sure if I will be able to accommodate all the different disabilities in my Online courses.  Will do some research and see if Valencia College can provide some help.Should there be a standard set of tools and modules for all instructors to use?What additional resources might you need to have in order to further develop in this area?I will incorporate many improvements in my resources for students.  1.	 Videos of my lectures in my F2F classes2.	Videos with sound and captions.3.	 Recordings of all my notes.4.	Oral assessments when applicable.
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ROC Accessibility & Usability

Anonymous
3d
ROC Accessibility & Usability

After reviewing in detail some of the ROC's annotations and resources, I realize that my course already meets some of the Accessibility and Usability criteria. For example, I have organized each week into modules that are uniform and easy to navigate. I’ve also arranged the pages in a linear order where each task builds onto the previous task and are all are aligned with the module’s learning objective. In terms of usability, however, I do need to research keyboard accessibility methods as I am unable to advance to the next page without using the mouse. There are also a few areas with photography that are missing alt tags. 


The area my course that needs the most improvement is making alternative resources and formats for some of my course materials. I imagine much of this will be in the form of video lectures with captions and downloadable transcripts. I think this will be quite valuable to both students with special needs, as well as my non-native English speaking students that struggle with understanding the language and some of the graphic design vernacular I use in class. With video, students have the opportunity to review a lesson multiple times on their schedule. They also have the option of watching the video without sound while reading the captions. Adding this to my course would greatly enhance accessibility for all students. 


Michael Maguire


 


 


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Accessibility & Usability

Anonymous
3d
Accessibility & Usability
The area that I chose that I felt I needed the most development in would be Accessibility and Usability. I have not utilized a lot of videos in my content, primarily because I don’t have the knowledge (or perhaps just the time/patience) to create captions and transcripts. I believe my content may be more interactive or interesting if I were able to include more items that have additional accessibility requirements.
1.     How would meeting the criteria of your identified section impact the student learning experience in your course?
I think utilizing video content in my coursework may help some students understand the content better. And when I add in the video content, adding in the captions and transcripts will significantly assist those that require assistance with accessibility.
For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?
 I would first review each area of my course to ensure I am meeting all the elements within the Annotations. Unfortunately, many of the links for the ROC resources are broken, but I would seek out additional resources if necessary, based on the annotations. 
 
 
What additional resources might you need to have in order to further develop in this area?
 I think that some items in terms of accessibility may be on an as-needed basis, and I think that working with the Office for Students with Disabilities would be a great resource. They general have access to all of the necessary software and perhaps they could review my activities to ensure that I am in compliance for that student’s needs.
 
 
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📎 Document

Anonymous
3d
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Tarteashia Harris 1. How would meeting the criteria of your identified section impact the student learning experience in your course? The start right module includes a welcome video, syllabus, course description and learning outcomes, course schedule, course policies and expectations, course communication, grading criteria, technology and technical skills required for the course, academic and students support services, Office of disability information, a student introduction assignment, and a required attendance activity. By employing these components in the start right (orientation) module students will be more knowledgeable and prepared to work in an online environment. In addition to the start right (orientation) module, I also plan to create instruction videos (accessibility) on difficult concepts to place in the discussion boards. I found that on some of my discussion assignments students were not posting or completing the discussion because they were intimidated by the math or the graphs. So by giving them a step by step instruction video on how to complete those types of problems, student learning should improve.2. For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?Annotations and resources in the start right module will help the student be more comfortable and prepared especially if this is their first time in an online class. By creating a welcome video with how to navigate through the course and personal information about the instructor creates a warm and friendly class environment. Having instructions on how to register for Connect (publisher material) takes some of the stress off the students because they will be able to locate the required assignments. Providing a module overview page with a summary, learning outcomes, and to do list informs the students on what’s expected in the module.After completing the instruction videos it is very important that I verify the captioning of the videos and with any audios that the transcripts are accurate (accessibility). By including instruction videos I should be able to address the different learning style and inclusion and diversity.3. What additional resources might you need to have in order to further develop in this area?In order to further develop in this area I would need rescores and support from Valencia’s tech support team and instructional design team.

Anonymous
5d
Tarteashia Harris 1.	How would meeting the criteria of your identified section impact the student learning experience in your course?  The start right module includes a welcome video, syllabus, course description and learning outcomes, course schedule, course policies and expectations, course communication, grading criteria, technology and technical skills required for the course, academic and students support services, Office of disability information, a student introduction assignment, and a required attendance activity. By employing these components in the start right (orientation) module students will be more knowledgeable and prepared to work in an online environment. In addition to the start right (orientation) module, I also plan to create instruction videos (accessibility) on difficult concepts to place in the discussion boards.  I found that on some of my discussion assignments students were not posting or completing the discussion because they were intimidated by the math or the graphs.  So by giving them a step by step instruction video on how to complete those types of problems, student learning should improve.2.	For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?Annotations and resources in the start right module will help the student be more comfortable and prepared especially if this is their first time in an online class.  By creating a welcome video with how to navigate through the course and personal information about the instructor creates a warm and friendly class environment.  Having instructions on how to register for Connect (publisher material) takes some of the stress off the students because they will be able to locate the required assignments.  Providing a module overview page with a summary, learning outcomes, and to do list informs the students on what’s expected in the module.After completing the instruction videos it is very important that I verify the captioning of the videos and with any audios that the transcripts are accurate (accessibility).  By including instruction videos I should be able to address the different learning style and inclusion and diversity.3.	What additional resources might you need to have in order to further develop in this area?In order to further develop in this area I would need rescores and support from Valencia’s tech support team and instructional design team.
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WinchobaS

Anonymous
7d
WinchobaS
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Course Technology and Course Support

Anonymous
8d
Course Technology and  Course Support
This is posted by Margaret A. McGarrity

I will be working on my classes to make them more interactive.  I teach online accounting and business law classes. 

The inclusion of videos, interactive activities, and work that requires group effort will be used in upcoming courses. 

I particularly appreciated the annotation in the Rubric about making certain that an item will work with a Mobile App.  That is absolutely true.  I have viewed business web sites in my smart phone, and I find it highly annoying when web sites do not work on my phone.  That is the same experience students would have.    

I will be getting some additional training to enhance my technical skills through Valencia classes and Canvas tutorials. I will look for online materials and a reference book.  I am also working to significantly enhance my skills in EXCEL through a great online class I found.  Accountant need this to be successful.  

This entire exercise has broadened my horizons.  Thank you! 
Margaret


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Anonymous 7d
Good morning Margaret, Your thoughts about the view-ability and mobile accessibility are similar to feedback I received from a student last semester. The student was having computer issues and tried/succeeded in submitting the assignment through the phone/mobile device. When I conducted an end-of-semester survey through Qualtrics, I believe there was an option to view the survey through the mobile device.
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How would meeting the criteria of your identified section impact the student learning experience in your course?I chose to focus on the Technology and Support Section. By finding activities, online labs, and simulations, I will most certainly improve student learning. Many students are visual and kinesthetic learners. Interactive programs that will be especially beneficial for these types of learners. Since I would not be able to provide the activities with hands-on manipulative I would in a face-to-face class setting, these interactive experiences will serve an important purpose to increase student learning.For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?The annotations of the technology section suggest to be sure technologies work on the mobile app. This is something I never considered. I am aware that a Canvas mobile app exist, but have never thought to download it to my phone to see how it looks from the student perspective. The annotations also include using built-in functions of Canvas such as discussions, quizzes, assignments, etc. Finally, they mention to include links to privacy policies for frequently used resources outside of the LMS, which is something I will also need to include.What additional resources might you need to have in order to further develop in this area?One of the biggest resources needed to further this area is time. I'm hopeful that throughout my participation in the digital professor certification program, I will be given opportunities to explore many of the possible resources out there. Financial considerations are another resources that could possibly be needed. For example, if I were to find a resource that required paid access, I would need to determine if there were budgetary funds, or if that resource would need to be paid for by the students, as they do with for their textbooks/publisher accounts.

Anonymous
12d
How would meeting the criteria of your identified section impact the student learning experience in your course?I chose to focus on the Technology and Support Section. By finding activities, online labs, and simulations, I will most certainly improve student learning. Many students are visual and kinesthetic learners. Interactive programs that will be especially beneficial for these types of learners. Since I would not be able to provide the activities with hands-on manipulative I would in a face-to-face class setting, these interactive experiences will serve an important purpose to increase student learning.For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course?The annotations of the technology section suggest to be sure technologies work on the mobile app. This is something I never considered. I am aware that a Canvas mobile app exist, but have never thought to download it to my phone to see how it looks from the student perspective. The annotations also include using built-in functions of Canvas such as discussions, quizzes, assignments, etc. Finally, they mention to include links to privacy policies for frequently used resources outside of the LMS, which is something I will also need to include.What additional resources might you need to have in order to further develop in this area?One of the biggest resources needed to further this area is time. I'm hopeful that throughout my participation in the digital professor certification program, I will be given opportunities to explore many of the possible resources out there. Financial considerations are another resources that could possibly be needed. For example, if I were to find a resource that required paid access, I would need to determine if there were budgetary funds, or if that resource would need to be paid for by the students, as they do with for their textbooks/publisher accounts.
-Edward Sarisley
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Anonymous 7d
Good morning Edward, Thanks for considering the financial cost for the student. Having just completed a DNP program, I recall being 'required' to sign up for a program we never used!!

Anonymous 7d
I have discovered in Padlet, if you hit enter, your comment is posted before completion :-) :-) A professional development course I would like to attend is Screencastify. It may be a means of engaging for us as professors and a means of assessment for us by having the students present a lesson, idea, or application. https://www.screencastify.com/ The best to you as you continue on with your Digital Certificate, learning in general :-)

Anonymous 7d
-Suzanne
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Rick Bray -- Course Technology and Course Support

Anonymous
7d
Rick Bray -- Course Technology and Course Support
In order to minimize frustration and maximize achievement, I believe it is critical that everything works as it should for our online students. I know that I have missed parts of online classes in the past because of broken internet links. Also, most of our students are technology savvy and want it to be included as part of their educational experience. Providing a comfortable and functioning online course will provide the tools students need to be successful.
 
I had no idea there were so many resources available to help professors with technology. While I will still keep in regular contact with my technology savvy friends at Valencia, I can now plan to take faculty development courses and use Canvas tutorials to make myself more technology savvy. The more I learn about the available educational technology, the more I can use it to engage my students.
 
I believe the annotations and resources section ROC did a good job of identifying available resources, but I think one of the best ways to learn best practices for online technology is to keep in touch with and to observe other online educators. I also recognize that technology is constantly evolving. Perhaps the best way to learn and to keep up is to continue taking classes to see what works well in other online classrooms.
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jangley1 1d
The Tech is constantly changing so it can be a challenge to stay abreast of the latest. The PD courses here at Valencia are great though.. keep taking those.
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I had mentioned in the discussion forum that I’m struggling with some accessibility issues right now. In particular, closed-captioning in my Kaltura videos. I’ve found them to be poor. What’s interesting is that in one of the modules for this ROC competency class, the Student Success instructor video mentioned the ability to edit the captions, which I never knew was possible. So, I need to seek that out further.In terms of how the annotations and resources can help: they provide further information. This is helpful because it provides real world examples and tools that can assist the instructor in understanding how to incorporate specific tools into their classes.And as far as what else I need to do, the answer is really more of a philosophical one: I need to be open to learning new things. For example, after teaching online for 10 years, I didn't think I needed a class like this. But as it turned out, it helped me with a challenge I was facing. Thank you!

Anonymous
15d
I had mentioned in the discussion forum that I’m struggling with some accessibility issues right now. In particular, closed-captioning in my Kaltura videos. I’ve found them to be poor. What’s interesting is that in one of the modules for this ROC competency class, the Student Success instructor video mentioned the ability to edit the captions, which I never knew was possible. So, I need to seek that out further.In terms of how the annotations and resources can help: they provide further information. This is helpful because it provides real world examples and tools that can assist the instructor in understanding how to incorporate specific tools into their classes.And as far as what else I need to do, the answer is really more of a philosophical one: I need to be open to learning new things. For example, after teaching online for 10 years, I didn't think I needed a class like this. But as it turned out, it helped me with a challenge I was facing. Thank you!
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I would like to develop my understanding of Engaged Teaching. Since I am new to teaching much of my efforts in the past year have been working on how to present material. Interacting with students and being able to make sure that Learning-Centered Teaching Practices align up with LifeMap and Assessment is going to take some work.

That includes having a policy of how and when I will respond to the students to covering how feedback will be given. And there are other tools that I will have to embrace to make sure students have a clear understanding of what is expected of them in the course.

The Annotations and Resources sections of the ROC helps clarify expectations. Especially when it comes to Engaged Teaching where I lay out the terms of responding to students (ranging from hours to over a week, depending on assignments. Overall the Annotations and Resources help guarantee that the instructor monitors the work of students and that the instructor will reach out to students who are struggling. It’s a reminder that teaching is not just disseminating information, but making sure students are actively learning. (And to guiding them to withdraw when it appears they are not prepared to complete the work.)

An additional resource that I hadn’t thought about before was how to make Word docs accessible to people with disabilities. Via the link provided to use it’s obvious that I need to think through that more. Using Alt text, making sure that the links are clear about the destination, finding sufficient color contrast, and making sure if using simple table structures that they don’t mislead the reader by mixing up cells.

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I had mentioned in the discussion forum that I’m struggling with some accessibility issues right now. In particular, closed-captioning in my Kaltura videos. I’ve found them to be poor. What’s interesting is that in one of the modules for this ROC competency class, the Student Success instructor video mentioned the ability to edit the captions, which I never knew was possible. So, I need to seek that out further.In terms of how the annotations and resources can help: they provide further information. This is helpful because it provides real world examples and tools that can assist the instructor in understanding how to incorporate specific tools into their classes.And as far as what else I need to do, the answer is really more of a philosophical one: I need to be open to learning new things. For example, after teaching online for 10 years, I didn't think I needed a class like this. But as it turned out, it helped me with a challenge I was facing. Thank you!

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2.3 of the ROC states: “the course provides alternative access to course materials using formats that meet the needs of diverse learners.” Meeting this criteria reduces the frustration of students using such accommodations and frees up more time for their learning and engagement in the content.  Students might feel more included in the course; without having to request access, they would know all students were considered when the course was designed.

The annotations provide concrete examples of what course creators can do or include to fulfill the criteria. By providing information on transcripts or voice recognition software compatibility, these suggestions give me, at least, a place to start to ensure accessibility. Also, there are many resources from Valencia’s Office for Students with Disabilities (OSD) which provide help for students, like Claro Read software or Dragon Naturally Speaking software, to be shared with students in a Canvas course to assist with reading, writing, and studying. Making connections with the folks in the OSD is a great idea, so we can contact them when we have questions or need more resources.

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I identified Accessibility and Usability as the sections of ROC I need to work on. By meeting these criteria, all my students will have an equal chance of benefiting and learning from the materials available online. I will make sure that all my links are working, I will provide captioning for all my videos, and transcripts for all audio files. I will also consider headers, colors, and content consistency in my design. Once I update my design and delivery, it will greatly enhance students learning.

The annotations and resources section clearly states what my design and delivery of my course should contain and look like. Resources are also given to help me design and deliver my content better. After reading the annotations and resources section of Accessibility and Usability I will ensure that my course meets the requirements.

At this point in time, I have all the additional resources I need to further develop and enhance student learning in my course.

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1.      Meeting the criteria of 1.6 and 1.17 in the start right section will impact student learning experience by promoting student self-direct learning approach. To meet this criteria all prerequisite knowledge are provided in the orientation module of the course, includes any required skills and competencies that are mandatory. Materials will be provided as pdf documents, included in the syllabus, provided in learning modules to review, taking a matching game of terms and concepts to ensure students are familiar with course required skills and competencies. Students will be provided with orientation syllabus quiz which includes requires mandatory skills and competencies. Part of the orientation module includes an introduction discussion allowing students to introduce themselves, through discussion forums and or using flipgrid.

2.      Annotations and resources of criteria 1.6 and 1.17 for the start right section of the ROC guide can strengthen the quality of the course by reinforcing instructions that indicate a sense of community building activity, which students are provided with an orientation module of the course, including all prerequisite knowledge and required skills that are mandatory. Students will be provided with the resources to further ask questions that were not clear in the orientation discussion. Students will have the opportunity to raise questions and concerns of any required skills and competencies that they would like to know where they can review to maintain the community building activities. Students will introduce themselves in discussions about themselves, and asking questions and concerns they have regarding prerequisite knowledge and skills that are mandatory. This activity will ensure that students are participating, asking questions, communicating with their peers and developing a sense of community in the online learning environment.

3.      Additional resources that could be used to further develop the discussion are live real time interaction using flipgrid, live conferences, video/audio recording or any shared youtube playlist, etc.

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How would meeting the criteria of your identified section impact the student learning experience in your course? The area that I identified as needed more development for me is #3 Learning Outcomes, Activities, and Materials. I think be have more activities, the level of engagement that is high in my face to face courses will carry over into my online courses. I also enjoy the sense of community that develops over the semester in the classroom setting, so making the activities more interactive will be a big factor in ensuring that aspect of the course is not lost.

For each section of the ROC, there are annotations and resources to guide faculty in aligning their course with each criterion. How can the annotations and resources in your identified section of the ROC guide you in strengthening the quality of your course? I always tell my students that it is important to not just blindly believe the information anyone gives to them. Having additional resources will not only add to the credibility of the course but it will also serve a s spring board for the students to do extra research on their own areas of interest.

What additional resources might you need to have in order to further develop in this area? I think being able to see how others organize their courses and maybe being allowed to be a "silent observer" of a seasoned instructor during the first semester or two would be beneficial as well.