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I am an amateur artist, and have been taking college art classes to improve my skills. I still haven't decided whether or not to pursue a degree in art, or just do it as a hobby.

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This is my cat, Elisabeth. When I was 15, I found a tiny mewing kitten in my front yard that wouldn't stop trying to jump in my arms. After convincing my parents to let me keep her, I named her, got her vaccinated and spayed, and the rest is history. She's five years old now, and I love her to bits.

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Ever since I was a kid, I have loved reading. When I was 14, I stared trying to write my own stories. I hope that someday I might be able to become a published author.

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Introverted

Although I love to socialize and enjoy the company of others, I recharge my batteries by being alone. I love my own company and need to spend the majority of my time with myself.

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Food-Obsessed

I grew up with food allergies to most food items you find at the grocery store. The combination of this and my travels created a hunger for unique and diverse cuisines. I adore cooking and am truly obsessed with culinary possibilities.

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World Traveller

I was born in Belgium, spent my very early years in France, and then was raised in the Midwest. My father was born and raised in Portugal and I visit back often since he is living there again. I've travelled quite a lot of the world!

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Respond to the following questions in a Word document:

Cindy Boone

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

I am working on my weakness of engaged teaching. I already use welcome videos, and discussions, and announcements to remind them when an assignment/assessment is available and then a gentIe reminder the day it is due.

But I want my students to hear from me when they do well on a test with kudos and then try to address my concerns that they did not do well and maybe create some sort of automatic check list to remind them of have they can succeed in this class. But I see that there is only 24 hours in a day, so I cannot see enough time in the day to keep on this. So, I need help with automatic triggers. In conclusion, I feel students would be encouraged with me doing this, but I need to streamline this idea.

·       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?

Annotations that may help me with my goals to improve my online courses.

5.3 Contact struggling students, Resources: Academic Progress Policy and ASMT 1.4.6 The annotations go in detail as to what I need to do to enhance the criteria. The resources provide specifics how I can do this and sometimes examples.

2 5.4 Instructor structures opportunities for students to receive formative feedback.  Resources ASMT 2

·       Question 3: What additional resources might you need to have in order to further develop in this area? There is no question my greatest resources are the course designers our college provides. Without them I am lost and they are an endless source of ideas because they see so many different types of courses.

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The Annotations provide guidance for instructors and evaluators using the ROC to suggest best practices and improvements in course layout and function; by design this avoids subjective analysis such as whether the schedule is REASONABLE for the course. There are links to supplemental documents and videos, but I notice that they avoid mentioning advice for establishing a reasonable amount of content covered in each module, the time allocated to each assignment, expectations for the level of instruction, or whether the due dates relative to each other or scheduled holidays create an unreasonable workload for students.

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I think two really jump out at me: The importance of Collaboration and the importance of assessment being connected with improving learning. I believe students do better when there is a social component to their education. For instance competitive in class assignments for extra credit. It also allows them to experience the ideas being taught in the course, through the lenses of someone else’s personality. They may see  the concept discrimination in the context of their life experiences, but what is it like if they hear it from someone else’s? I also like the idea of assessment being for the improvement of learning. If I can become more diligent in not wasting my students time with assignments that don’t really improve their learning, I can begin to distill their assignments and education experience into something truly wonderful.

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Technology:  I used the canvas hotline chat for help in posting my file for the students to download recently when I ran into trouble making it visibly by students.  That is one of the resources available for technology.  The PD courses within the digital professor have also taught me so much!  The more we know to help the students connect within the context of online learning the better their educational outcomes are.  That's why I'm trying my best to learn new technologies.

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Having the annotations and resources provides us with examples and ideas on how to properly meet the criteria. This is of great support us as we start adding these elements to our courses.  The level of detail included in the ROC document is not only helpful but easy to understand.

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The annotations and resources will definitely assist me in strengthening the quality of my course by providing options such as resources and suggestions for the specified criterion.  I know that the first thing that I am going to do is a Welcome multimedia message.  I will also add a FlipGrid introduction for students.  All the information that is requested in the Starting Right section of the ROC is included in my Syllabus, and my Welcome Message (email) that I would normally send out.  So, it is a matter of breaking it down into sections in the Getting Started Module.

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The section of the ROC that I plan to develop further is Accessibility and Usability. Meeting the Accessibility and Usability criteria will ensure that the organization and navigation of the course is clear and consistent for all students. The annotations and resources identified in this section highlights some areas I have not been as mindful of. For example, I need to re-look at videos I use in my course (of which there are many) and make sure accurate captions/ transcripts are provided. This alone will help strengthen the quality of my course. I would also like to check the non-text elements of my course so there is an alternative that describes the material

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The annotations for 3.1 and 3.2 asking for clear and measurable outcomes would help me to build outcomes using measurable action verbs for each of my units. I will post these outcomes in a unit overview together with the course outcome(s) to which they align. I will also offer students an explanation of each assignment’s relationship to the unit outcome(s) to which it aligns. I would also utilize my colleagues in the phrasing of these unit outcomes, making sure my outcomes are written “from the student’s point of view” and are “measurable.” Through clear outcomes and explanations, students will have a clear goal of the direction their work is going, how their work aligns with what they are expected to successfully achieve in the course.

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Question 1: The area where my class needs to be improved relates to accessibility, specifically making it more ADA compliant.  My making  the course ADA compliant, it will help those students who need additional support to better understand the material being covered in the class.  This will allow me to get a better idea of how well the student understands the concepts, as well as help facilitate better interaction between the instructor and the student and the student with their classmates.

Question 2: The annotations are critical because they give faculty guidance on how to meet the requirements of the standard. Without that guidance, faculty would struggle to effectively meet the requirement of the standards.  Of course, the annotations do not cover all possible scenarios, so faculty will still need to seek out additional resources when they encounter issues that are unique.  The peer review process is also good for this purpose because it gives a faculty an opportunity to get feedback from someone who understands how to apply the ROC and who has also (in some case at least) experienced similar issues.

Questions 3: I think I covered this question in my response to Question 2.  However, to add a bit more to my response, I would simply state that I would touch base with the instructional designers in the Teaching and Learning Centers. As it is, I already engage with them when I stumble into issues with the online course I currently teach.  While making my class ADA compliant, I would refer to the annotations for guidance, but would not hesitate to seek help from the staff at the Teaching and Learning  Centers.

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From the first annotation of engaging students I could put how and the length of time expected to receive feedback from me. In this way the students are not thinking that I am ignoring their messages or not responding. To further improve engagement, I could provide more activities in the modules for a different way to explore the topic and review the material for each chapter.

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The expanded version of the ROC is very helpful in explaining the Design and Delivery elements needed for each section.  I also like the 1-page format as a concise checklist for Professors.  My area of desired improvement is the Accessibility and Usability section of the ROC.  Through this course, I have learned more about the “what” or design aspects required for good online courses.

The annotations and resources sections link to important Inclusion and Diversity resources as well as specific PD courses and sample courses.  For the 2.1 Course Organization element, having access to the sample courses is crucial.  Also having the ability to access courses from the Commons area of Canvas is very helpful to a newbie like me.  For the 2.2 Course Navigation section, the link to modules for creating courses in Canvas is very helpful as well.  Each of the remaining sections related to access, alternative text, captioning and accessibility resources provide excellent links to samples or step-by-step on how to create a good course.

I look forward to taking the course on Accessibility and Universal Design soon to further my skills in how to implement the Design requirements we have discussed in this course.

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The “annotations and resources” area of the ROC can assist me in strengthening the quality of my online course through clarification of the elements that make up the design & delivery criteria.

If I am not sure what “accessible” items look like, I can look at the “annotations and resources” provided for each individual criterion in section 2.

Once I am fully aware of what is considered “met” for that criterion, I can move forward to produce content that meet the accessibility criteria listed in the ROC and make my course as accessible as possible.

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I really appreciated how each section was clearly broken down into a variety of suggestions for best practices. I also think that adding connections to the Essential Competencies, how-to videos, and PD courses was also great for ideas to continue to improve the course. The Start Right is so important for introducing the students to the course, so breaking it down into sections rather than all at once seems like a great start.

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The annotations in the Start Right section of the ROC remind me very much of the best practices for syllabus writing. I do include a syllabus in my online course—which has most of the requirements in the Start Right section—as well as a syllabus quiz which requirements that students read and answer questions about the class policies, etc.; however, I had not considered that I might better serve my students by breaking down this information into a longer unit. It seems very obvious now that I need to do so since this is something I do in a face to face class.

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Hello

Q2—How can the annotations and resources in your identified section of the ROC guide you in strenthening the quality of your course?

Along with the above, a Start Here module is included in my courses. As I teach ENC 1101, I have students with little experience with Canvas, online learning systems, and college work. Students go through tutorials along with written instructionsto better use Canvas.  This usually reduces a student’s frustration with having to learn the technology along with the course content. Further, these skills transfer well to current and future courses, which gives the student better control and focusing on course content instead of the online learning system.

Thank you.

Misha

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When looking into this question, I used the both the one-pager (that I now have saved on my desktop) and the expanded ROC. I found both extremely helpful! The expanded ROC told me I can take a course on Designing an Effective Online Student Orientation (LFMP3115). I got VERY excited. But, then I saw that it doesn’t appear that it will be taught anytime soon. So, I will need to get this done by using the other tools and resources to make sure I am able to hit all the checks in the Start Right section of the one-pager.

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1.      The resources are a great because they have been specifically added to assist for that criteria. The annotations give a definition or sense of what the criteria is and consists of, while the resources provide tangible ‘how-to’ examples for that criteria. This will help strengthen the quality of your course since these resources have been tested on other classes and are examples of successful strategies. For examples, in the Start Right Category, the criteria “1.7 Orientation module includes a multimedia message with an instructor introduction.”  This could mean many different things and it doesn’t really explain the level of expectation for the message. However, with the annotations, we are given an idea of what is included as well as the level of expectations for a quality multimedia message.

“Welcome multimedia message can include a personalized introduction by the instructor; this may include various content types such as text with images, audio, video, animations, or interactive subject matter. Examples of content could include:

 an up-to-date personal introduction

 graphic significant to discipline or personal photos

 course overview

 syllabus review

 course schedule

The resources, then gives an example Welcome Script. This is great because you can tweak it for your own classes.

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For question 2, I used the expanded ROC at https://h5p.org/node/230464.  It shows the essential competency it relates to.  The thing I like most is that it gives you the name of the faculty development workshop that can help you achieve that indicator as well as other resources.  For example, in 2.6 video captioning it gives 3 workshops and the LTAD workshop I did not know existed.  I also like under resources the youtube auto captioning and the Guidelines for captions and audio transcripts.  Yes, I know some of the pitfalls for auto caption from trying it in a previous workshop but I really like how everything is spelled out for you if you expand the section headings at this website for each piece of the ROC.  I don’t know anything about Kaltura but will try it out this summer as I get ready for my course to go to review in fall.

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The one-pager summarizing the ROC was the best resource for me. I could easily see what was required for that section and now I have a better understanding of what I must do for each section of the ROC. The resources and annotations will help me improve my course and, most importantly, enhance my teaching abilities and increase student learning.

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These criteria by itself is extremely useful in seeing how to make a course more accessible.  The addition of the annotations really clarifies the expectation.  For example, what does having a “clear and consistent course” mean?  The annotations shows that it means that manageable sections are there,  it is logical, and enhanced with visuals and supplemental resources.   Also, the annotations clarify what it means to have alternative text.

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v The annotations and resources under the Accessibility and Usability section of the ROC guided me by explaining how the course should look and how it should be easy to navigate and read if you are a student with a disability. For instance, content is made available in manageable segments (modules). The content is enhanced with visual and auditory sections, and the course is easy to navigate. There will be alternative resources for content (video captions and transcripts), every non-text element (images) includes an accurate description, and the design of the course will be consistent.

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2.      Annotations and Resources in 4.2 - I could use more and varied tools, that are available through Canvas, as formative assessments to inform the students and me, along the way in my course. These tools enhance and create interactivity that is easier to generate in a classroom environment, where we are looking at each other and personally interacting. The many resources create a learning-centered environment, using multimedia tools students are already connected to. Instead of more passive lectures and essays, these resources require students to think more critically and be actively involved in their own learning. They can help connect students, in the online classroom, with their peers in positive feedback. These activities can often be more fun to complete than traditional assignments, especially for students who use the technologies daily.