Standards For Online Learning September, 2002

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Standards for Online LearningSeptember, 2002Nassau BOCESNYS Teacher CentersNew York Institute of TechnologyAuthors:Nassau BOCES:Patricia IannaconeGene SilvermanNew York Institute ofTechnology:Stan SilvermanNYS Teacher Centers:Valorie CatalanoRobert HazenLarrilee JemiolaBarbara SteinfeldtNYS Virtual Learning Space Content Development GrantNassau BOCES, LEAContacts:Fred Podolski, Nassau BOCES,Department of Curriculum, Instruction and Technology, (516) 396-2257podolski@mail.nasboces.orgStan Silverman, New York Institute of Technology, (631) 348-3317stan@nyit.edu

Standards for Online Learning September, 2002I. The Four Levels of Online CoursesOnline courses can be classified into four categories, which range across thespectrum in terms of instructor involvement and participation.Programmed self paces – an instructional designer creates the course and the participantenters the instructional environment and moves through the material with no instructorinteraction. Participants normally take computer or self graded assessments as they movethrough the material.Facilitated Courses – an instructional designer creates the structure of the class and thecourse is turned over to a facilitator to help guide the participants through the coursematerials. The facilitator can help shape the discussions and provide direction for projectwork but does not modify the instructional platform and is not the content expert.Instructed Courses – These courses are created and taught by the instructor and utilizehigh levels of interaction between the instructor and participants. The scope, sequenceand timing of the course are dynamically modified to meet the class needs. The coursedemonstrates high levels of discourse between and among all members of the classlearning community. The instructor is the content expert.The MUSE Courses – At the highest level of interaction is the MUSE level or Oxfordianonline delivery system. In this configuration the instructor acts as the student’s MUSEproviding inspiration and guidance to the student. Typically the instructor and studentwork to identify areas of need and the structure of the online experience is built aroundmaximizing the use of the tools and interactions to help the student meet the expectedoutcomes. This type of instruction is normally characterized by a high level of discourseusing a combination of synchronous and asynchronous tools to insure high levels ofconnectivity between the students and instructor. It reflects strategies of inquiry-basedlearning, action research and self-directed learning.II. Modalities for Online CoursesThere are generally three modalities of delivery for the facilitated, instructed andmuse types of courses:The fully online environment is which the student instruction, project work and allcommunications are done via a virtual delivery system. The system may consist ofsynchronous tools like chat and video and the asynchronous tools of email andthreaded discussions. The course is designed so that the learning outcomes can beachieved and the equivalent seat time can be met.The hybrid course environment is a mix of traditional face-to face instruction andonline instruction. The instructor determines what elements of the course are bestdelivered online and divides the instruction and project activities so that the objectivesand appropriate seat time equivalents are met.Enhanced course environment is a face-to-face class, which meets its entire seat timehours, but in which the instructor creates an envelope of instructional support andclassroom exchanges using the online tool set.Nassau BOCES/NYIT/NYS Teacher CentersPage 2 of 23

Standards for Online Learning September, 2002III. Domains and Standards for Online CoursesSeven Domains that organize Standards for Online Courses are presented.1. Curriculum . page 6Rating Scale: 4 point Standards-based Researched-based Sensitivity to diversity Depth and breadth of Content (Scope and Sequence)2. Pedagogy. page 7Rating Scale: Muse/Instructor Facilitated/Self – Taught(Muse 4, Instructed 3, Facilitated 2, Self – Taught 1) Models good practice such as constructivism, reflection (Best practices) Authentic Learning (multiple modalities and learning styles, project andinquiry based) Opportunities for high-level thinking Evidence of planning Design of Instruction appropriate to the online environment Assessment of student learning embedded in instruction Uses data to monitor and adjust instruction (Data Utilization)3. Learner/Instructor Interaction. page 10Rating Scale: Muse/Instructor Facilitated/Self – Taught(Muse 4, Instructed 3, Facilitated 2, Self – Taught 1) Interaction between Instructor and Student, Instructor and Class, InAmong Students, Student in a group, Group to Group, Instructor toGroup, Group to Instructor Variety of Sharing Modalities Quality and timeliness of Instructors feedback Evidence of an active learning communityNassau BOCES/NYIT/NYS Teacher CentersPage 3 of 23

Standards for Online Learning September, 20024. Assessment of Participant Learning . page 12Rating Scale: 4 point Impact on Practice Provides formative and summative feedback Assessments align to outcomes Provides exemplars Opportunities for participants to assess their won learning Quality is defined5. Presentation, Structure and Organization . page 14Rating Scale: 4 point Rubric Syllabi and Outlines Use of Multimedia Navigation and Layout Timing and Pacing Online Environment Goals and Objectives Developmental Levels Outcomes-based6. Administration – Systems Supports. page 17Rating Scale: 4 Point Copyright Information Technical Support and Orientation Security Point of Authority/Credentials of Institution Ongoing Course Evaluation Course RegistrationNassau BOCES/NYIT/NYS Teacher CentersPage 4 of 23

Standards for Online Learning September, 20027. Technical Management . page 20Rating Scale: 4 point ADA Compliant (508) Admission and Records Administration System Capacity User Interface Compatibility Back up process Redundancy Appropriateness of the tool setsNassau BOCES/NYIT/NYS Teacher CentersPage 5 of 23

Standards for Online Learning September, 20021. CurriculumPage 1 of 141Meets or exceeds the Nationaland New York State standards inall subject areas Meets the National andNew York Statestandards in the ELAand MST subject areas Meets the New YorkState standards in allsubject areas Does not alignNational or NewYork StateStandards Supported by current rigorousquantitative/qualitativeresearch, Course reviewed andendorsed by both the LocalEducation Agency(LEA) and thestate Department of Education(DOE) Supported by currentrigorousquantitative/qualitativeresearch Supported by currentlocal best practices Not supported bycurrent research Material has been reviewed usingThe NYSED Office of StateAssessment. New York StateSensitivity Review Guidelinesand has shown a high degree ofsensitivity to different groups Material has beenreviewed by a committeeof educators and showssensitivity to differentgroups Material has beenreviewed by thecourse instructor andshows sensitivity todifferent groups Material has notbeen reviewed Course is comparable inthoroughness, depth, andbreadth to traditionally deliveredcourses Course is comparable inthoroughness, depth,and breadth totraditionally deliveredcourses Course is comparablein depth and breadthto traditionallydelivered courses Course is dissimilarin thoroughness,depth, and breadthto traditionallydelivered courses Course is designed to benefitfrom the unique applicationsfor online deliveryResearch-basedSensitivity todiversity(Scope andSequence)2 Standards-basedDepth andBreadth ofContent3Nassau BOCES/NYIT/NYS Teacher CentersPage 6 of 23

Standards for Online Learning September, 20022. PedagogyPage 1 of 3BestpracticesAuthenticLearning(multiplemodalities andlearning styles,project andinquiry based)Muse 4Instructed 3Facilitated 2 Models best practices such asconstructivism, inquiry, reflection andsharing of collective expertise to supportlearning Discussion & dialog tofoster meaningful thinkingand learning Discussion & dialog tofoster meaningfulthinking and learning Discussion & dialog to foster meaningfulthinking and learning Project work is individuallymentored and supported Facilitator offersrecommendations forimproved performance Project work is individually mentored andsupported Constructive criticism isintegral to the class culture Constructive criticism is integral to the classculture Information flow is bi-directional betweenstudent and instructorInformation flow is bidirectional between studentand instructorInformation flow ispredominantly fromfacilitator to student andbetween students Teaches using multiple modalities andaddresses various learning styles Addresses and supportsindividual student needs,skills, and knowledge Addresses and supports individual studentneeds, skills, and knowledge Research and problemsolving skills are addressedthrough project and inquirybased teaching & learning Research and problemsolving skills areaddressed through projectand inquiry basedteaching & learningActivities and projects arerooted in classroomexperiences Research and problem solving skills areaddressed through project and inquiry basedteaching & learning Activities and projects arerooted in classroomexperiences Activities and projects are rooted inclassroom experiencesSelf-taught 1 Highlystructured Instruction isprogrammedwith nomodificationformodificationsbased onlearningenvironmentNassau BOCES/NYIT/NYS Teacher CentersPage 7 of 23

Standards for Online Learning September, 20022. PedagogyPage 2 of 3Opportunitiesfor higherlevel thinkingEvidence ofplanningMuseInstructedFacilitated The course is framed around the use ofconstructive essential questions created bythe participants The course is framed aroundthe use of constructiveessential questions created bythe instructor and modifiedby interaction with theparticipants The course is framedaround the use ofobjectives and outcomescreated by the instructor Course activities are anchored in higherlevel thinking and meta cognition developedas a joint activity between instructor andparticipants Courses are anchored inhigher level thinking andmeta cognition There is emphasis onpure skill or factacquisition There is little emphasis on pure skill or factacquisition. There is little emphasis onpure skill or fact acquisition Course has a viable, powerful organizingcenter mutually agreed upon by instructorsand participants Course has a viable, powerfulorganizing center Course has a viable,powerful organizingcenter Sequence of material is powerful,Scaffolding active meaningful learningwhich fosters metacognition Sequence of material ispowerful, Scaffolding activemeaningful learning whichfosters metacognition Sequence of material ispowerful, Scaffoldingactive meaningful learningwhich fostersmetacognition Instructional goals, objectives, strategies,and evaluation are aligned to state/nationalstandards Participant are involved with the planningof the courseInstructional goals,objectives, strategies, andevaluation are aligned tostate/national standardsInstructional goals,objectives, strategies, andevaluation are aligned tostate/national standardsSelf-taught The course iscentered at theskillsacquisitionlevel The course ispreprogrammedwith nooptionsNassau BOCES/NYIT/NYS Teacher CentersPage 8 of 23

Standards for Online Learning September, 20022. PedagogyPage 3 of 3Design ofInstructionMuse The instruction is student centered with theonline environment designed to be flexible Capitalize on what is known about howparticipants prefer to learn The course provides alternative strategiesbased on the progress of the participants FacilitatedSelf-taught Appropriate to the onlineenvironment, learningmaterials and opportunitiesdesigned to be capitalize onwhat is known about howparticipants prefer to learn Appropriate to the onlineenvironment, learningmaterials andopportunities designed tobe completed with in aspecific timeframe Theinstruction isprogrammedand theparticipantfollows aproscribedlearning pathAssessment of student learning embeddedin instruction, several forms of authenticassessments chosen by student based onknowledge of preferred learning style &modality Various types of assessmentchosen by instructor Limited types ofassessment chosen byinstructor Assessmentdone byparticipant orby computer Clearly defined rubrics are given for allformal assignments Clearly defined rubrics aregiven for all formalassignments Uses participant data to monitor and adjustinstruction Uses participant data tomonitor instruction Students and instructor use data to adjusttheir learning and the course designCollects participant databut does not use data tomonitor and adjustinstructionCollectsparticipantdata but doesnot use data tomonitor uctedNassau BOCES/NYIT/NYS Teacher CentersPage 9 of 23

Standards for Online Learning September, 20023. Learner/Instructor InteractionPage 1 of 2BetweenInstructor andStudent,Instructor andClass,In amongStudents,Students in agroup,Group to Group,Instructor toGroup, Group toInstructorMuse 4Instructed 3 There are clear indications ofcommunications betweeninstructors and students focusedon guiding questions andprofessional criticism. The ratioof student postings to facultypostings approaches 50% Communications among studentsare focused and are defined bythe instructional context. Studentsdefine and direct the direction ofdiscourse Group communications are activerepresenting more than 33% ofthe exchanges and demonstrate afree flow of ideas and mutualsupport Students create and engineermodalities as needed for learning.Facilitated 2Self-taught 1 The instructor serves asa moderator and keepsthe focus of thepostings on the specificassignments. Theinstructor postingsrepresent 15-20% of thetotal postings There is little or nointeraction with aninstructor. Studentscomplete steps andprogress to the nextlevelCommunications amongstand between students arefocused on theinstructional goals andassignments defined by theinstructor Communicationsamongst and betweenstudents is centereddirectly around theproscribed assignments Group activities areonly used for socialinteractionsGroup communicationsare active representingmore than 33% of thepostings. The postings arecentered in specificresponses to theassignments Group communicationsare used to developcommunityThere is a balance ofexchanges with theinstructor representing25-35% of the responsesNassau BOCES/NYIT/NYS Teacher CentersPage 10 of 23

Standards for Online Learning September, 20023. Learner/Instructor InteractionPage 2 of 2Variety of SharingModalitiesThreadeddiscussion, email,chat,videoconferencing,instant messaging,telephone,appropriate use ofsynchronous/synchronouscommunicationQuality andtimeliness ofInstructor’sfeedbackEvidence of anactive learningcommunityMuse 4Instructed 3 The use of synchronous and/orasynchronous components of theclass is matched to the learningexperience The use of synchronousand/or asynchronouscomponents of the class ismatched to the learningexperience Synchronous activities are usedonly when there is full consent ofthe class or there has beensufficient time for participants toset their schedules Synchronous activities areused only when there isfull consent of the class orthere has been sufficienttime for participants to settheir schedules Valuable and constructivefeedback was provided within 2days Posts were numerous, feedback isspecific, frequent dialog anddiscussion are used to foster trustand teamwork between instructorand student and among students Facilitated 2Self-taught 1 Threaded discussions,chats are used in groupand class activities There is littlediscourse betweeninstructor and studentEffective feedback wasprovided within 3 days Useful feedback wasprovided within 5 days Feedback is limitedand is normally systemgeneratedPosts are several, feedbackis useful, dialog anddiscussion are evident Posts are few, feedbackwas general, little dialogand discussion is evident Posts were infrequent,feedback was vague Dialog and discussionnot utilizedNassau BOCES/NYIT/NYS Teacher CentersPage 11 of 23

Standards for Online Learning September, 20024. Assessment of Participant LearningPage 1 of 2Impact onPractice432 Participant guides their class ininnovative explorations ofmultidisciplinary projects Participant focuses onhigher-order thinking skills Participant employs someinstructional activities thatare individualized and selfpaced Balanced and strategic use ofdirect teaching and project-basedteaching Experimentation withinterdisciplinary projectbased instruction Participant beginning tohave students workon collaborative projects Integration of alternative modesof student assessment Experimentation withflexible student grouping Implementation of integratedcurriculum Instructors’ ongoing feedbackprovides timely, specific, andauthentic response meant toinform change in participantbehavior Instructors’ formative &summative feedback is timelyand practical Evidence of participantsconstructing knowledge, utilizingcritical thinking, generatingproduct in all assignments Evidence of participantsconstructing knowledge andutilizing critical thinking inseveral assignments Culminating assessment whichaligns with outcomes Culminating assessmentwhich aligns with outcomesFeedback1 Participantexperimentswith open-endedactivities designedfor small groupand/ orcollaborativegroup basedinstructionInstructors’ summativefeedback is general andprovided at the end of thecourse No instructorfeedbackEvidence of participantsconstructing knowledge andutilizing critical thinking No evidence ofparticipantsconstructingknowledge andutilizing criticalthinking inassignments MisalignedculminatingassessmentAssessmentsNassau BOCES/NYIT/NYS Teacher CentersPage 12 of 23

Standards for Online Learning September, 20024. Assessment of Participant LearningPage 2 of 2Exemplars421 4 or more exemplars provided byinstructor 2 – 3 exemplars provided byinstructor One exemplar provided byinstructor No exemplarsprovided byinstructor Utilizes a rubric with specificperformance characteristicsarranged in levels indicating thedegree to which a standard hasbeen met Utilized a checklist withpoints assigned to each task Utilizes traditional methodsof assessing quality ofstudent work, i.e. exams Quality is notdefined Participants choose from a listoffering several methods toassess their own learning A checklist and reflectivejournal are provided forparticipants to assess theirown learning A checklist is provided forparticipants to assess theirown learning No student selfassessmentQualitySelf-Assessment3Nassau BOCES/NYIT/NYS Teacher CentersPage 13 of 23

Standards for Online Learning September, 20025. Presentation, Structure and OrganizationPage 1 of 3SyllabiandOutlineUse ofMultimedia43 Clearly stated and accessible via print andonline Instructional expectations defined Participant interaction expectation defined Timelines and deadlines Use of Synchronous activities clearly stated Additional resources stated Threshold for award of credit clearlydefined 21Clearly stated andaccessible via print andonlineInstructionalexpectations definedTimelines and deadlines Clearly stated andaccessible via print Clearly stated andaccessible via print Instructional expectationsdefinedAdditional resources stated Instructional goals

synchronous tools like chat and video and the asynchronous tools of email and threaded discussions. The course is designed so that the learning outcomes can be achieved and the equivalent seat time can be met. The hybrid

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