Online Course Peer Review
Online Course Peer ReviewThis form is part of a pilot through the Office of Academic Affairs and the Office of Distance Education andeLearning (ODEE) to provide tools for colleges and departments for instructor peer review of teaching in fullyonline courses. For information or consultation, or to provide feedback on this form, please contactODEE teaching support (go.osu.edu/odee-consult).Instructor’s email: buckeye.1@osu.eduCourse abbreviation and name: OS101 Introduction to Ohio StateTerm reviewed: Autumn 2021Date of review: 01/01/2021Reviewer’s email: buckeye.1@osu.eduCourse SetupCourse materials are presented in a logical, easy-to-follow format within the learningmanagement system (CarmenCanvas).Please consider the following items and select a rating from the drop-down form field associated with each item.Ease of NavigationThe course is arranged in a way that students can find what they need to complete each taskefficiently. Students are able to find their way around the course easily.Rating: Not applicableOrganizationThe course materials are organized into modules that make logical sense to students. It isclear where to find files, activities, resources, contacts, and other course information.Rating: Not applicableOnline Course Peer Review1
SyllabusThe course syllabus is available in the course and can be downloaded or printed. The syllabusfollows best practices by addressing all necessary policies.Rating: Not applicableConsistencyThe terminology used throughout the course is consistent. There is a consistent schedule forcourse activities. Instructor behavior is consistent with communication and grade policiesstated in syllabus.Rating: Not applicableStudent Support ResourcesStudents can easily access support resources, including technical support, for each applicationand software used in the course. University resources are referenced in syllabus and/orstudents are given direct links to the resources.Rating: Not applicableAccessibilityCourse materials are accessible for students with disabilities. Captions and/or transcripts areavailable for all video content. Handouts have been made accessible.Rating: Not applicableCourse Setup CommentsEnter comments.Online Course Peer Review2
Learning OutcomesOutcomes are the course foundation and should drive decisions concerning course content,assessment, format, and technology. All course elements should be aligned to allow studentachievement of the course outcomes.Please consider the following items and select a rating from the drop-down form field associated with each item.Measurable Learning OutcomesMeasurable outcomes are specific and incorporate action words such as list, identify, apply,compare, create, interpret, etc.Rating: Not applicableLearning Outcomes Appropriate to Course LevelAll outcomes are designed and incorporated at an appropriate level based upon the courseplacement in a student’s sequence of learning.Rating: Not applicableLearning Outcomes CommentsEnter comments.Online Course Peer Review3
Content and Subject Matter ExpertiseThe content of the course encompasses all learning materials in the course including, but notlimited to, textbooks, websites, and multimedia presentations.Please consider the following items and select a rating from the drop-down form field associated with each item.Context for Course ContentStudents are given context around the course content, allowing them to make the connectionbetween how it fits into the current topic and how it aligns with the assessments and activities.Rating: Not applicableCurrent and Reliable ContentThe content that is used in the course is considered up-to-date and shows current trends in thediscipline. The sources of content are credible and reliable, especially when sending studentsto an external resource.Rating: Not applicableContent Reflects Multiple PerspectivesThe content includes materials from multiple perspectives, creating a more globally awarestudent.Rating: Not applicableContent Fosters Cultural InclusivenessDiversity and inclusion are valued and encouraged in the course.Rating: Not applicableContent Presented in Multiple FormatsThe content is presented in multiple formats as part of the best practices for Universal Designfor Learning, adhering to the idea that everyone learns differently and has differing preferencesand needs for how they intake and process information.Rating: Not applicableOnline Course Peer Review4
Open Educational or Low-Cost ResourcesA typical Ohio State student spends an average of 1,000 on course materials each year. Useof open source, low cost, creative commons, or free content can help reduce the financialburden on students enrolled in the course.Rating: Not applicableComments about ContentEnter comments.Online Course Peer Review5
Instructor PresenceInstructor presence includes the impact of instructor interactions on student learning as thecourse unfolds. Students may encounter this before a course launches via recordedintroductions to materials. In general, it refers to interactions that happen while students areactively participating in the course and should be frequent, timely, and positive.Please consider the following items and select a rating from the drop-down form field associated with each item.Presentation of MaterialWhether course material is created by this instructor or drawn from other sources, theinstructor plays a clear role in mediating the content for students.Rating: Not applicableCourse CommunicationsThe instructor maintains regular and substantive contact with students through some mannerof communication.Rating: Not applicableEngagement with StudentsThe instructor interacts with students and adds their own flair beyond the originally developedcourse to engage the students with the content and each other.Rating: Not applicableCatalyst for Student-Student InteractionTo whatever extent the course requires or allows students to interact with other students, theinstructor takes an active role in maximizing the impact of these interactions on studentlearning and engagement with the course.Rating: Not applicableComments about Instructor PresenceEnter comments.Online Course Peer Review6
AssessmentAssessment is the process of gathering information to determine what students understandand can do as a result of their interaction with course content. Information can be collectedfrom typical assessment formats such as essays and exams as well as from formativeassessments such as problem sets, practice activities, discussions, and individual reflections.Please consider the following items and select a rating from the drop-down form field associated with each item.FrequencyMultiple opportunities exist to track student progress, ideally on a weekly basis.Rating: Not applicableVarietyAssessments take a variety of formats to provide students with multiple means of expressingtheir knowledge.Rating: Not applicableActive LearningAuthentic and active learning assessments are included where students demonstrate theirability to apply course knowledge and skills to real-world tasks.Rating: Not applicableAcademic IntegrityAssessments are designed to encourage academic integrity by clarifying what behaviors areacceptable, such as working with other students, asking for help, consulting the internet, orreusing previous work, and provide resources to students to prevent them from committinginfractions.Rating: Not applicableOnline Course Peer Review7
Readily Available Grading CriteriaSyllabus and/or CarmenCanvas assignment page contains rubrics and/or standalone textcontaining clear explanations of requirements students must fulfill on the assessment.Rating: Not applicableClear and Concise Assessment PromptsStudents can easily understand what is required to complete the assignment.Rating: Not applicableAssessments Appropriate to the Course LevelAssessments are neither too difficult (requiring skills and knowledge that students at thiscourse level do not yet possess) nor too simple (asking students to demonstrate skills andknowledge that they have already mastered).Rating: Not applicableAssessments Aligned with Course Learning OutcomesThere is explicit mapping of course learning outcomes to assessments that is provided tostudents.Rating: Not applicableAssessment CommentsEnter comments.Online Course Peer Review8
Additional CommentsEnter comments.Reviewer’s SignatureOnline Course Peer Review9
Online Course Peer Review 2. Syllabus . The course syllabus is available in the course and can be downloaded or printed. The syllabus follows best practices by addressing all necessary policies. Rating: Consistency . The terminology used throughout the course is consistent. There is a consistent schedule for course activities.
DNR Peer A Peer B Peer C Peer D Peer E Peer F Peer G Peer H Peer I Peer J Peer K 14 Highest Operating Margin in the Peer Group (1) (1) Data derived from SEC filings, three months ended 6/30/13 and includes DNR, CLR, CXO, FST, NBL, NFX, PXD, RRC, SD SM, RRC, XEC. Calculated as
this training course came from as well as to explain 3 main themes (peer-to-peer education, youth information and facilitation). As a trainer delivering the peer-to-peer training course, you will need a bit some more knowledge in your pockets before the training course starts. If you are a young peer educator who just finished the training course,
The popularity of peer-to-peer multimedia file sharing applications such as Gnutella and Napster has created a flurry of recent research activity into peer-to-peer architec-tures. We believe that the proper evaluation of a peer-to-peer system must take into account the characteristics
In a peer-peer file-sharing application, for example, a peer both requests files from its peers, and stores and serves files to its peers. A peer thus generates workload for the peer-peer application, while also providing the ca
CarMax is the Largest Buyer and Seller of Used Autos from and to Consumers in the U.S. 5. The powerful integration of our online and in -person experiences gives us access to the. largest addressable market . in the used auto industry. CarMax. Peer 1. Peer 2. Peer 3. Peer 4. Peer 5. Peer 6. Peer 7. 752K CarMax FY21 vs Public Peers in CY2020. 11%
NIH Peer Review Author: Jaya Raman, Ph.D. Subject: NIH Peer Review Presentation Keywords: NIH Peer Review; NIH Peer Review Presentation; Scientific Review Office; NIDCR, NIH; National Instiute of Health; National Insitute of Dental and Craniofacial Research; Eunice Kennedy Shriver National Institute of Child Health and Human Development; NICHD;
Peer -to peer (P2P) systems provides good infrastructure which achieve good performance. In this paper by applying peer-to-peer technology to the file sharing, in which server like web and file which holds a file that is requested many clients (receivers). In peer-to-peer
on peer grouping at the whole-of-hospital level. NSW Hospitals 2014 Peer Group Classification The new peer group classification was applied from 1 October 2014. Table 1 shows the NSW hospital peer groups and the criteria used for assigning hospitals to them. Changes to NSW hospital peer groups since the 2011 review are represented in bold.
