eschool4s.eu: checklist - ingredients of a good online course
TRANSCRIPT
The Ingredients of a Good Online Course: Checklist
Information about the course Yes Partly No Irrelevant 1.1 Target group and prerequisites: Does the course mention the target group and the necessary prerequisites / competencies?
1.2 Objectives: Are the objectives of the course (ref. to skills or competencies) given?
1.3 Content: Are the course topics and the subject-‐specific content listed?
1.4 Sequence and organization: Does the course offer information about its organization and the process?
�(If necessary) 1.5 Assessment: Does the student get information about the expectations of the teachers/moderators and the assessment methods?
1.6 Instructions for moderators: Does the course include a guideline for teachers/moderators?
Content and Resources
2.1 Technical correctness: Is the learning content presented professionally and formally correct��������?
2.2 Copyright: Are the materials and media used in this course cited correctly and legally available?
2.3 Goal orientation: Do the learning resources relate to the objectives of the course?
2.4 Targeting: Is the learning content suitable for the target group? �
2.5 Practical relevance: Does the course contain resources that are clearly practice oriented?
2.6 Media and file formats: Are the integrated media standard file formats?
2.7 Media use: Does the media design promote learning activities?
2.8 Gender mainstreaming: Do the contents and materials support promotion of gender equality?
Tasks and Activities
3.1 Goal orientation: Are the tasks and activities goal-‐oriented������? 3.2 Targeting: Are the learning tasks and activities appropriate for the intended group of learners��?
3.3 Instructional design: Is the selection and sequencing of tasks and activities based on didactic considerations?
3.4 Methodological diversity: Does the course offer methodically diverse tasks and activities?
3.5 Clarity and completeness: Did the course creators formulate the learning tasks and activities simply and clearly and offer all the necessary information?
3.6 Motivation: Does the course include interesting tasks, activities and -‐ state-‐of-‐the art – materials that inspire teenagers and adults to get up and act?
3.7 Communication and collaboration among students: Does the course offer students the opportunity to communicate and collaborate?
3.8 Feedback / peer review: Does the course offer teachers/moderators and students tools for giving feedback?
3.9 Learning-‐oriented environment: Did the course creators put the focus on learning orientation?
3.10 Varying contexts: Does the course enable the acquisition and application of knowledge in varying contexts?
3.11 Self-‐directed learning: Does the course provide for learning tasks and activities that promote self-‐directed learning?�
3.12 Differentiation: Does the course offer learning tasks and activities for differentiation and individual support?��
3.13 Activation of higher-‐order thinking skills: Do the learning tasks and activities encourage higher-‐order thinking skills like analyzing, evaluating and creating? (Cf. Benjamin Bloom1)
3.14 Informal learning: Does the course support informal learning?
3.15 Reflection: Does the course offers tools for reflection?
Learning environment
4.1 Availability and functionality: Are all the course materials and tools available and ready for use?
4.2 Usability: Is the navigation of the course user friendly�? 4.3 Course structure: Is the structure of the course clear? 4.4 Learning support: Do the learning tasks and activities offer additional supporting texts?
4.5 Interactive tools: Does the course offer tools for interaction between learners and learners, and learners and facilitators?
Evaluation
5.1 Evaluation by learners: Does the course allow for feedback resp. evaluation so that the course participants can contribute to optimize it?
5.2. Evaluation by course moderators: Does the course allow for feedback resp. evaluation so that the course moderators can contribute to optimize it?
Source: www.edidaktik.at/fachtagung10/files/Kohl-‐2010-‐Paedagogische_Qualitaetskriterien_fuer_moderierte_Online-‐Kurse_a.pdf With friendly permission by the copyright owner, Angela Kohl. Translated by Reinhard Wieser und Christine Lechner. Distributed under Creative Commons
1 See http://en.wikipedia.org/wiki/Bloom%27s_taxonomy