Section A: Content Presentation
Section A focuses on content presentation such as objectives, how students are directed to navigate through the course and work with content, and the support services that are provided to students.
There are 14 items in Section A. Click on an item below to see the rubric criteria and related resources.
A1: Placement of Objectives
Students should be able to easily find the objectives for each module. If the objectives are in a consistent place that is easy to find, then that is an additional exemplary element.
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| Unit objectives are not included in individual learning units | Unit objectives are included in the individual learning units. | Unit objectives are consistently placed and easy to locate in each unit. |
Template
If you started with the Coastline Online Course Template, then there is a placeholder for the M01 objectives on the M01 Overview page. Each module should start with an Overview page and the module objectives should be listed under the Objectives heading.
Resources
More details and examples can be found at CVC-OEI Course Design Resources: A1 Placement of Objectives.
A2: Clarity of Objectives
Students will benefit when objectives use language that is measurable. Ask yourself, how will students demonstrate their learning?
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| Unit objectives do not include demonstrable learning outcomes. | Unit objectives consistently include demonstrable learning outcomes. | Unit objectives are written in language that is student-centered. |
The table below shows some examples of measurable verbs. Each column represents a classification based on Bloom's Taxonomy Verbs Links to an external site..
| Knowledge | Comprehension | Application | Analysis | Synthesis | Evaluation |
|---|---|---|---|---|---|
|
define describe identify |
describe discuss explain |
apply demonstrate write |
analyze compare contrast |
categorize create develop |
appraise evaluate predict |
Template
If you started with the Coastline Online Course Template, then there is a placeholder for the objectives in Module 01. Enter your objectives in the list (on the Overview page under the Objectives heading), as shown below. Make sure you use verbs that are demonstrable (measurable). Then do the same as you add the rest of the modules.
Example
Below is an example of module objectives that are use demonstrable verbs.
Notice the use of measurable verbs such as:
- identify
- summarize
- define
- compare and contrast
- explain
The example above is from the course BUS 100 Introduction to Business by Justin White, Coastline College instructor.
Resources
More details and examples can be found at CVC-OEI Course Design Resources: A2 Clarity of Objectives.
Self-Assessment: A2 Alignment
Try this little self-assessment to see if you can identify demonstrable verbs needed for alignment for item A2. Select the answer and then click the Check Answer button. You can take this self-assessment as many times as you like.
Which of the following objectives use measurable verbs?
A3: Alignment of Objectives
The content within a module should provide the knowledge and skills to students so they can successfully complete the assessments and meet the module objectives. Ask yourself the following questions:
- Is there sufficient content that supports the learning objectives?
- Is there extra material the isn't directly related to the objective? Sometimes as instructors, we think we should put everything we know in a course. Is there content that is more "if you want to know more..." rather than directly related to the objectives?
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| Learning unit content is not aligned with or sufficient to meet unit objectives. | Content is clearly aligned with and sufficient to meet the learning unit objectives. | The connections between content and learning unit objectives are made explicitly clear to students. |
Resources
More details and examples can be found at CVC-OEI Course Design Resources: A3 Alignment of Objectives.
A4: Course Navigation
Each course is different, but no matter the content of the course, it should be easy for the students to know how to navigate through the course. Try this, go to Student View of your course and see if you can answer the following:
- When students first land on your course Home page, do you provide instructions on what they should do first?
- If so, once students go to that place, do you tell students how to proceed?
- Are there links in the course navigation that are not being used?
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| Navigation and content flow are not easily determined. | Navigation and content flow are easily determined by the user. | Clearly labeled tutorial materials explaining how to navigate the specific course are included. |
Template
If you use the Coastline Online Course Template, then A4 should already be aligned. The Home page tells students to get started with the Course Orientation/Syllabus. Then on the Welcome page, at the bottom of the page, students are told to use the Next button to proceed through the module.
The only thing you have left to do is to remove any links from the course navigation menu that you will not be using during the course.
Example
Below is an example of how A4 is aligned with an additional exemplary element. Jamie Greuel teaches English at Coastline College. Her video shows students how to navigate through the her course. She starts on the course Home page, tells students what they should do first, and then gives them an overview of navigating between the items in a module. Notice how her face shows in the lower right corner. This is not required in order to be aligned with A4. But by doing so, it helps to humanize the course and students feel more at ease contacting the instructor if they need help.
Resources
More details and examples can be found at CVC-OEI Course Design Resources: A4 Course Navigation.
A5: Unit-Level Chunking
In addition to having clear course navigation (A4), it should be clear to students when a module starts and ends. Use descriptive module titles, module text headers, and descriptive titles for the other items in a module.
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| Content is not presented in distinct learning units or modules. | Content is meaningfully segmented into distinct units or modules to aid learning. | Learning units or modules are consistently structured and sequenced to reduce cognitive load. |
Template
If you started with the Coastline Online Course Template, then Module 01 is an example of what should be replicated for the other modules.
Resources
More details and examples can be found at CVC-OEI Course Design Resources: A5 Unit Chunking.
A6: Page-level Chunking
Each page in a course should be formatted so that students can easily determine the overall outline or structure and read the contents. Images, charts, and other media can be used to engage the student.
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| Page content is not chunked in manageable segments using heading styles, making online reading difficult. | Page content is chunked in manageable segments using heading styles that facilitate online reading. | Page content uses descriptive headings and subheadings that enhance student understanding of the material. |
Template
If you started with the Coastline Online Course Template, then the M01 Overview page is an example of how headings styles can help to chunk content into manageable segments. As you add in your own content, use headings/subheadings, lists, and other formatting to chunk content on a page.
Resources
More details and examples can be found at CVC-OEI Course Design Resources: A6 Page-Chunking.
A7: Effective Use of CMS Tools
Use the Course Management System (CMS), Canvas in this case, effectively so that students have easy access to course content. It is not recommended to add a file or a URL directly in a module. Instead, use a Canvas page to link to the file or website. This method allows you to provide instructions to students to let them know what they should do with the link.
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| CMS tools that could reduce the labor intensity of learning are not used effectively. | CMS tools are used to reduce the labor intensity of learning and streamline access to materials and activities for students. | CMS tools are used to provide integrated and innovative learning materials and activities for students. |
Template
If you started with the Coastline Online Course Template, then the Modules are a good example of how the items in a module should be listed. When you add other modules and other items in each module, only add items such as assignments, discussions, pages, quizzes, and text headers. Do not add files or URLs directly in Modules. Instead, add a Canvas page and then link to the file or webpage from the page.
Below is an example of items in a module. Notice that the text headers, pages, assignment, discussion, and quiz show that A7 is aligned . Also shown are module items for adding a file and URL directly in the module. These two items would make A7 incomplete .
Tip: If you see the link icon or paper click icon in Modules, that means you added the URL or file directly in Modules. To fix this, remove the item, insert a Canvas page, and then insert a link to the file or webpage from the page.
Resources
More details and examples can be found at CVC-OEI Course Design Resources: A7 Use of Canvas Tools.
A8: Effective Use of Multimedia
Everyone learns and is engaged by different modalities. Include a variety of multimedia in your course such as images, graphs, charts, tables, videos, and audio.
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| Content is presented primarily using one medium. | A variety of media, such as text, audio, video, images, and/or graphics are used throughout. | Multimedia is used creatively throughout the course to facilitate student-centered learning. |
Template
The template doesn't provide any images, videos, or other multimedia. The instructor will need to find multimedia that is applicable to the course. The image below shows a Canvas page with an image and embedded video on the M01 Knowledge Building page.
Resources
- If you need some resources so you can find free images or videos with accessible captions, go to Multimedia Resources in this Source Hub.
- Create your own images with Snagit
- Create your own videos with Camtasia
- If you want to create your videos using Panopto, go to Panopto Resources.
- More details and examples can be found at CVC-OEI Course Design Resources: A8 Use of Multimedia.
A9: Instructions
Students need instructions for working with course content such as files, videos, and links to outside websites. If you were in a face-to-face classroom, would you just push play on a video without saying anything first? Of course not. The same thing applies in an online course. Ask yourself the following questions:
- What is the purpose of viewing a video?
- Should students stop the video at a certain point and write their observations?
- Should they be looking for specific terms in the PowerPoint file?
- What is the purpose of the PowerPoint file? Is it to be used as a review after the readings?
- What should students pay special attention to?
- Will there be a test on the video?
- Is the link to an outside website optional? What should students do when they get to the website?
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| Instructions for working with course content are missing or incomplete (e.g., links to articles or videos are provided without any guidance for how the student should work with the material.) | Course design includes instructions for learners to work with content in meaningful ways (e.g., guiding students to take notes during a video, or explaining what to look for in an article, etc.) | Instructions are directly embedded with the content. |
Template
Since instructions for how students are to work with content is specific to the content that you are providing, the Coastline Online Course Template does not include placeholders for this.
Example
The video below shows how Erin Thomas provides instructions on how students are to work with the chapter outlines, presentations, and key terms materials she provides.The materials include Word and Power Point files so it's especially important to explain to students what they are to do with the files. Think about the student who is new to online courses.
Erin Thomas is an Assistant Professor and the Business Department Chair at Coastline College.
Resources
More details and examples can be found at CVC-OEI Course Design Resources: A9 Instructions for Learners.
A10: Learning Support
Have you ever had a student who wanted to go more in depth about a topic, just for their self-interest? Or do you notice that some students could benefit from getting some extra help or having some basic knowledge that isn't within the scope of the course? Including individualized learning opportunities for students can help them explore on their own or help them get up to speed and be successful in the course.
- One way to incorporate these opportunities into the course is to add them on a module wrap up page. Here are some examples of heading titles:
- More to Explore
- If You Want to Know More
- Do You Love This?
- Feeling Confused?
- The individual resource could be placed anywhere in the course. For example:
- Include links to tutoring help or Student Services with the instructions for a written assignment.
- When presenting content, include a link to a video or website if the student wants to know more about the topic.
- You might have a separate module that lists multiple resources.
Be sure to make it clear that these resources are optional. For alignment, there should be at least three of these opportunities.
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| There are few or no individualized learning opportunities, such as remedial activities or resources for advanced learning. | Individualized learning opportunities, such as remedial activities to support Basic Skills or resources for advanced learning, are provided. | Frequent individualized learning opportunities are provided throughout the course. |
Template
If you started with the Coastline Online Course Template, M01 Wrap Up has a placeholder for this under Additional Resources. As you add more modules and content, you can include resources for remedial or enrichment learning anywhere in the course. Just be sure to clearly indicate that this is optional.
Example
Watch the video below for an example of alignment for rubric item A10. This example is from BUS100 Introduction to Business course by Justin White, a Coastline College instructor.
Resources
More details and examples can be found at CVC-OEI Course Design Resources: A10 Learning Support.
A11: Learner Feedback
Getting feedback from students is an excellent way to know where you might need to make improvements to the course. This feedback might lead to revising instructions for an assignment or providing tips or learning hints for those hard to understand concepts. It's a good idea to make a habit of looking at student's feedback half-way through the course and then at the end. Then make improvements to the course before the next term.
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| Learners do not have an opportunity to give anonymous feedback to the instructor regarding course design and/or course content. | Learners have the opportunity to give anonymous feedback to the instructor regarding course design and/or course content after course completion. | There are opportunities to give anonymous feedback both during course delivery and after course completion. |
Template
Good news! If you started with the Coastline Online Course Template, then rubric item A11 should already be aligned. An anonymous survey is placed in the template in the modules titled Course Feedback - Midway and Course Feedback - Wrap Up. Generic questions are already in place so you don't have to make any changes. Feel free to edit the questions so that you can get more useful feedback from your students.
Resources
More details and examples can be found at CVC-OEI Course Design Resources: A11 Learner Feedback Survey.
A12: Course Policies
Providing the course policies is so helpful for students that are taking online courses. Each instructor may have a different policy for accepting late work or academic honesty. These policies might be in the syllabus or in an orientation module. But no matter where the policy information is located, it should be clearly labeled so that students can easily find them.
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| Institutional/instructor policies relevant for learner success are not included or are difficult to find. | Policies relevant for learner success (such as academic honesty, course drop/withdrawal, late work) are included and easy to find. | Institutional/instructor policies are provided in units or activities where they are most relevant. |
Template
If you started with the Coastline Online Course Template, there will be a placeholder for these policies on the Syllabus page under the Course Policies heading. Suggested text is included for topics such as due dates, grade concerns, and accommodations.
Resources
More details and examples can be found at CVC-OEI Course Design Resources: A12 Course Policies.
A13: Student Services
Even though students are taking an online course, they should still have access to services such as the library, tutoring, and counseling. For alignment, a course should include links to these services. Another option is to direct students to a website that lists all these services, such as the Coastline Resources for Students site.
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| Links to institutional services are not included, thus requiring students to exit the course to find support resources. | Links to institutional services (such as disability services, online counseling, online tutoring, online readiness, the library) are included and clearly labeled. | Links to institutional services are provided in the modules, assignments, and/or activities where they may be needed most. |
Template
If you started with the Coastline Online Course Template, your course should already be aligned for rubric item A13. On the Student Support and College Policies page, there are links to support services such as academic support, student services, and college policies.
Resource
More details and examples can be found at CVC-OEI Course Design Resources: A13 Student Services.
A14: Technology Support
Technology is an integral part of taking an online course whether it be just logging into Canvas, being able to watch a video, or taking a quiz. Courses should include information so students can get help with technical related issues.
| Incomplete | Aligned | Additional Exemplary Element |
|---|---|---|
| Information about and links to technology support are not included or easily found. | Technology support is explained to students, and relevant contact information and/or links are easily found. | Links to technology support and troubleshooting tips are provided where they may be needed throughout the course. |
Template
Instructors should provide information about the where students can get technical support and help. For example, the Welcome page is a good place to tell students that they can use the Canvas help icon on the global navigation bar to get help with Canvas.
Resources
More details and examples can be found at CVC-OEI Course Design Resources: A14 Tech Support.
Progress through this module for information, resources, and examples of Section B