Difference between revisions of "Curriculum Online Course Guidelines"

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Durham Tech's Distance Learning Advisory Team created the Online Course Guidelines enumerated below, with input from faculty across curriculum departments. The guidelines are intended to summarize the essential elements of quality online instruction. The guidelines may be used in the following ways:
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Durham Tech's Curriculum Online Course Guidelines summarize the essential elements of quality online instruction. The guidelines are intended to provide guidance for instructors who are new to online teaching; to help experienced online instructors identify areas for improvement; to assist supervisors with evaluating online instruction; to guide professional development and training efforts; and to communicate the college's expectations internally (faculty/staff) and externally (accrediting bodies).
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* To provide guidance for instructors who are new to online teaching
+
 
−
* To help experienced online instructors identify areas for improvement and/or professional development
+
'''[[Media:Curriculum-online-course-guidelines.pdf | Print the Guidelines]]'''
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* To assist supervisors with evaluating instructor performance
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−
* To guide professional development and training efforts
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{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
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* To communicate the college's expectations internally (faculty/staff) and externally (accrediting bodies)
+
|
 +
TIP: Locate and click '''[Expand]''' to see '''online resources''', additional '''ideas''', and '''how-tos''' for incorporating each guideline below into your online course.
 +
|}
  
 
==Course expectations / Basic course information==
 
==Course expectations / Basic course information==
  
−
# The course syllabus explains clearly and specifically:
+
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px background-color: #FFFFCC;">
−
#* how online attendance will be tracked
+
1. The course syllabus explains clearly and specifically:
−
#* how to contact the instructor and response time to expect
+
* how online attendance will be tracked
−
#* ground rules for online communication (netiquette)
+
* how to contact the instructor and response time to expect
−
#* expectations for participation (how often students should visit the course site, check email)
+
* ground rules for online communication (netiquette)
−
#* any special tools or materials required
+
* expectations for participation (how often students should visit the course site, check email)
−
#* course structure and due dates
+
* any special tools or materials required
−
#* student learning outcomes (as provided by the academic department)
+
* course structure and due dates
 +
* student learning outcomes (as provided by the academic department)
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|''RESOURCES:''
 +
<!-- * Sample syllabi from online courses: [[Media:Syllabus_ACA-122-190_Spring_2015.pdf|ACA-122]] | [[Media:Syllabus-BUS110-192A_Spring_2015.pdf|BUS-110]] | [[Media:Syllabus_HIT-214-090_Spring_2015.pdf|HIT-214]] | [[Media:Syllabus_MED-121-091_Spring_2015.pdf|MED-121]] | [[Media:Syllabus-SPA231-190_Spring_2014.pdf|SPA-231]] -->
 +
* [https://courses.durhamtech.edu/wiki/index.php/Sakai:_Syllabus How to add a syllabus to your Sakai site]
 +
* [https://courses.durhamtech.edu/wiki/images/b/ba/Attendance-tips-online-hyrbid.pdf Attendance Rules for Curriculum Online and Hybrid Classes]
 +
|}
 +
</div>
 +
</div>
 +
 
 +
 
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
2. The course home page lists the course title and the instructor's name and contact information.
 +
<br />
 +
''(Optionally, the instructor can also add an image, course description, list of course outcomes, or other items to make the site welcoming and unique.)''
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
<!-- * [[Sakai Examples | Examples of home pages in various courses]] -->
 +
* [https://courses.durhamtech.edu/wiki/index.php/Overview_(Site_Information_Display) How to add instructor info and image to your course home page]
 +
|}
 +
</div>
 +
</div>
 +
 
 +
<br />
 +
 
 +
==Course organization and content==
 +
 
 +
<div class="messagebox" style="border-style: solid; border-width: thin; border-color: #AAAAAA; padding-left:10px; padding-right:10px;">
 +
3. Course content is organized in a way that is logical, clear, consistent, and easy to navigate.
 +
</div>
 +
 
 +
 
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
4. The Lessons area of the course contains a subpage for each week of the class. Each weekly subpage includes clear and complete details for assignments and activities, including due dates. 
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* How to build a well-designed subpage in Lessons [https://youtu.be/oE5O2bXs5WQ Video] [https://courses.durhamtech.edu/wiki/images/9/9a/Build_a_Well-Designed_Subpage.pdf Handout]
 +
* Adding multimedia to a Lessons subpage [https://youtu.be/dHsXc_gcInE Video] [https://courses.durhamtech.edu/wiki/images/0/0d/Embedding_YouTube_videos_in_Lessons.pdf Handout]
 +
* Films on Demand: Find captioned videos and embed them in Sakai [https://wiki.durhamtech.edu/wiki/images/1/16/Putting_Films_on_Demand_Videos_in_Sakai.pdf Handout]
 +
* How to organize your Lessons page and course menu [https://youtu.be/hynQWyH26AI Video] [https://courses.durhamtech.edu/wiki/images/8/84/Organize_your_Lessons_page_and_Course_Menu.pdf Handout]
 +
* [[Media:Tips_for_Using_Sakai_Lessons.pdf | Lessons Tips and Best Practices for Effective Course Design]]
 +
* More help with [[Sakai: Lessons|Lessons]]
 +
|}
 +
</div>
 +
</div>
 +
 
 +
 
 +
 
 +
<div class="messagebox" style="border-style: solid; border-width: thin; border-color: #AAAAAA; padding-left:10px; padding-right:10px;">
 +
5. Course content is free of grammar/spelling errors; links to web sites and materials are functional.
 +
</div>
 +
 
 +
<br />
 +
 
 +
==Engagement==
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
6. The course includes assignments that promote active learning and utilize online tools and resources.
 +
 
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* [[IDEAS to get students ACTIVELY ENGAGED in LEARNING]]
 +
* Video: [http://www.youtube.com/watch?v=B_eQbPMm0Dc Shannon Hahn discusses Sakai tools she used] to engage students and foster community in her award-winning online course
 +
* How to Setup an Assignment in Sakai: [https://youtu.be/hBWueBLMDUw Video] | [[Media:How_to_Set_Up_Assignments_in_Sakai4.pdf | Handout]]
 +
* Advanced: How to Setup and Grade [https://courses.durhamtech.edu/wiki/index.php/Sakai:_Assignments#Advanced_Topics Peer and Group Assignments]
 +
* [[Media:Best_Practices_for_Assignments_Sakai11.pdf | Best Practices for Assignments]] (includes sample rubrics and plagiarism info)
 +
* [https://sakai.durhamtech.edu/access/content/group/2012fa-hum-110-190/Course%20information/Blog_Activity.pdf Example activity using Sakai's Blogs tool]
 +
* How to create interactive [https://courses.durhamtech.edu/wiki/index.php/Sakai:_Lessons#Checklist Lessons' Checklists] your students can use to track their weekly progress
 +
* How to create [https://courses.durhamtech.edu/wiki/index.php/Sakai:_Lessons#Question Lessons' Questions] to quickly access student learning (graded/ungraded questions or polls)
 +
* [https://courses.durhamtech.edu/wiki/index.php/Sakai:_Lessons#Student_Content_.28aka_Student_Pages.29 How to use Lessons’ Student Pages for student projects]
 +
|}
 +
</div>
 +
</div>
 +
 
 +
 
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
7. The course incorporates appropriate multimedia elements (such as images, videos, links to external resources) that support learning outcomes.
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* [[IDEAS to make your PRESENTATION OF CONTENT more ENGAGING]]
 +
* Infographics: [https://courses.durhamtech.edu/wiki/index.php/Tools_for_Teaching#Current_Favorite_Video_and_Image_Tools Our Favorite Tools to create videos and images]
 +
* Find [[Sakai: Images|images]] you can use in your course
 +
* Find videos on [https://www.youtube.com/edu YouTube], [https://www.khanacademy.org/ Khan Academy], [http://www.durhamtech.edu/dtcclibrary/onlinevideo.htm library databases],  [http://www.pbslearningmedia.org/ PBS], [http://ed.ted.com/ TED-Ed] and other sites
 +
<!-- * Use [[EDpuzzle |EDpuzzle]] to add interactive elements to a video -->
 +
* [[Media: Handout-Narrating-PPTs.pdf|Narrate your PowerPoints]] and turn them into videos
 +
* Use [[Sakai:_Warpwire|Warpwire]] to record a short "selfie" video or audio recording to introduce a lesson or explain a concept
 +
|}
 +
 
 +
</div>
 +
</div>
 +
 
 +
<br />
 +
 
 +
==Communication==
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
8. The course provides opportunities for regular student-instructor and student-student interaction. The instructor may use a variety of tools to accomplish this interaction (Announcements, Email, Forums, Chat, Blogs, Meetings, etc.)
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* [[Sakai: Forums | How to use Forums]]
 +
* [https://courses.durhamtech.edu/wiki/images/c/cb/Best_Practices_for_Forums.pdf Best Practices for Forums] (includes sample rubrics & discussion question ideas)
 +
* [https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954377-what-is-the-chat-room-tool How to use the Chat Room]
 +
* [[Sakai: Meetings | How to conduct an online webinar with the Meetings tool]]
 +
|}
 +
 
 +
</div>
 +
</div>
 +
 
 +
 
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
9. The instructor posts an announcement at least once a week to provide updates and reminders.
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* [https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954337-what-is-the-announcements-tool How to post an announcement]
 +
|}
 +
 
 +
</div>
 +
</div>
 +
 
 +
 
 +
<div class="messagebox" style="border-style: solid; border-width: thin; border-color: #AAAAAA; padding-left:10px; padding-right:10px;">
 +
10. The instructor responds to student emails and requests for help in a timely way, consistent with the response time stated in the syllabus.
 +
 
 +
</div>
 +
<br />
 +
 
 +
==Assessment/Grading/Feedback==
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
11. The Sakai Gradebook is set up and consistent with the grading procedures stated in the syllabus. Grades are posted regularly, allowing students to track their progress.
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* How to Set Up Your Sakai Gradebook: [https://youtu.be/ASPZOTFv_ZQ Video] | [[Media:How_to_Set_Up_Gradebook.pdf| Handout]]
 +
* How to Add Gradebook Items and Enter Students' Grades: [https://youtu.be/zpruDorYS4I Video] | [[Media:How_to_Add_Gradebook_items_and_Grades.pdf| Handout]]
 +
* [[Media:Tips_for_Using_the_Sakai_Gradebook.pdf | Tips for using the Sakai Gradebook]]
 +
* More help with [[Sakai: Gradebook|Gradebook]]
 +
|}
 +
 
 +
</div>
 +
</div>
 +
 
 +
 
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
12. The instructor provides meaningful, timely feedback to students on their work, consistent with expectations stated in the syllabus or other course documents.
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* How to Grade an Assignment in Sakai: [https://youtu.be/FdPId5SRtuA Video] | [[Media:How_to_Grade_Student_Submissions_in_Assignments.pdf | Handout]]
 +
* How to Grade Students' Forum Posts: [https://youtu.be/HA6wnPy_drA Video] | [[Media:How_to_Grade_Forum_Posts.pdf|Handout]]
 +
* More help with [[Sakai: Assignments|Assignments]] and [[Sakai: Forums|Forums]]
 +
|}
 +
 
 +
</div>
 +
</div>
 +
 
 +
 
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
13. Online tests and quizzes use recommended settings to minimize cheating and technical problems.
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* How to Create an Online Test or Quiz: [https://youtu.be/LrJgjsJ0kLQi Video] |  [[Media: How_to_Create_Online_Tests.pdf | Step-by-step instructions]]
 +
* How to Publish a Test or Quiz: [https://youtu.be/xIOp6uGLqks Video] | [[Media: How_to_Publish_a_Test.pdf | Step-by-step instructions]]
 +
* How to Grade Online Tests and Quizzes: [https://sakai.screenstepslive.com/s/sakai_help/m/50750/l/464276-how-do-i-grade-tests-quizzes Step-by-step instructions]
 +
* [[Media:Test_Tips_Sakai.pdf|Tips to Minimize Technical Problems and Deter Cheating]] (pdf)
 +
 
 +
|}
 +
 
 +
</div>
 +
</div>
 +
 
 +
==Legal obligations==
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
14. The instructor makes a good faith effort to comply with copyright laws and fair use principles.
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* [[Media:CopyrightInformationforInstructors.pdf | Copyright Information for Instructors]]
 +
* [https://www.coursera.org/learn/copyright-for-education Copyright for Educators & Librarians] (free online course)
 +
|}
 +
 
 +
</div>
 +
</div>
 +
 
 +
 
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
15. The instructor is prepared to make accommodations for students with disabilities as requested through an Accommodation Plan. To the extent possible, the instructor selects and/or creates course materials that are usable by all students.
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* [https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954726-how-do-i-give-specific-students-different-time-or-date-settings-for-an-assessment How to allow extra time on a test for selected students]
 +
* [[Digital Accessibility]]
 +
* [http://www.pcc.edu/resources/instructional-support/access/ Accessibility for Online Course Content] (from  Portland Community College)
 +
|}
 +
 
 +
</div>
 +
</div>
 +
 
 +
<br />
 +
 
 +
==Launching the course==
 +
 
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
16. Prior to the start of the course, the instructor sends a welcome email explaining when and how the course will start, orientation requirements, how to log in, any special tools or materials needed, etc.
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* For students: [http://www.durhamtech.edu/distancelearning/about.htm Online Learning at Durham Tech]
 +
* For students: [http://courses.durhamtech.edu/wiki/index.php/Sakai:_Logging_in Getting Started with Sakai] handout | [https://youtu.be/-a6S4-uN9Q8 Sakai Tour for Students] video
 +
|}
 +
</div>
 +
</div>
 +
 
 +
 
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
17. The instructor publishes the course site on or before the first day of the term and posts a welcome announcement telling students what to do to begin.
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* How to [http://courses.durhamtech.edu/wiki/index.php/Sakai_Procedures#Student_Access publish] your course and how to [https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954338-how-do-i-add-an-announcement post an announcement]
 +
|}
 +
</div>
 +
</div>
 +
 
 +
 
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
18. A course orientation (online or face-to-face) introduces students to the course purpose, structure, policies, and requirements and acquaints students with the course site and online tools to be used.
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* [http://www.durhamtech.edu/distancelearning/orientation.htm Schedule of Online Course Orientations]
 +
* [https://www.youtube.com/playlist?list=PLpwpa82O9h3qlvn_Gdu70uV3A6N36EUn- Sakai Videos for Students] (includes how to post in a forum, take a test, submit an assignment)
 +
* [https://courses.durhamtech.edu/wiki/index.php/Sakai_Help_for_Students Sakai Help for Students] (includes step-by-step instructions and videos)
 +
|}
 +
 
 +
</div>
 +
</div>
 +
 
 +
 
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
19. An initial activity is assigned to record the student's official entry into the course ("E" date). This is often an "ice-breaker" activity in the Forum where students introduce themselves to the class or a syllabus quiz to assess students' knowledge of course polices.
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* [https://youtu.be/0ldg0ZWUgjw Video: Attendance in Online, Hybrid, and Blended Classes (An Introduction)]
 +
* [https://courses.durhamtech.edu/wiki/images/b/ba/Attendance-tips-online-hyrbid.pdf Attendance Rules for Curriculum Online and Hybrid Classes]
 +
* [https://courses.durhamtech.edu/wiki/images/1/13/Sakai-Entry-Date-Report.pdf How to Run the Student Entry Date Report in Sakai]
 +
* Encourage students to add a photo to their [http://courses.durhamtech.edu/wiki/index.php/Sakai_Profile_Photos Sakai profile]. (Photos display beside their Forum posts.) Instructors are encouraged to add their photos too!
 +
|}
 +
 
 +
</div>
 +
</div>
 +
 
 +
 
 +
<div class="toccolours mw-collapsible mw-collapsed">
 +
20. Students are provided information on how to get technical assistance with Sakai and on learning supports available (tutoring, library, disability services, counseling).
 +
<div class="mw-collapsible-content">
 +
 
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
''RESOURCES:''
 +
* Students and instructors can [[Contact Sakai Support]]
 +
|}
 +
 
 +
</div>
 +
</div>
 +
 
 +
<br />
 +
 
 +
==General resources==
 +
{| class="wikitable" style="background-color:#ffffcc;" cellpadding="10" border-width: 0px
 +
|
 +
* Durham Tech's [http://courses.durhamtech.edu/wiki/index.php/Sakai_Training#Intermediate_Sakai_Online_Workshop Intermediate Sakai] online workshop provides training on important Sakai tools and best practices for using them with students
 +
* NC-NET offers an [http://nc-net.info/adjunct-toolkit-home.php Adjunct Faculty Toolkit] and [http://www.nc-net.info/academy.php facilitator-led online courses] on topics related to online teaching
 +
* Stanford University offers a self-paced MOOC on [https://lagunita.stanford.edu/courses/StanfordOnline/O.P.E.N./CourseDesign/about Creating Effective Online and Blended Courses]
 +
* Class Central provides a list of [https://www.class-central.com/courses/recent?subject=education MOOCS on Education & Teaching topics]
 +
* Subscribe to [http://durhamtechsakai.blogspot.com Durham Tech's Instructional Technology Blog] to receive tips and updates on training opportunities
  
−
# The course home page lists the course title and the instructor's name and contact information. (Optionally, the instructor can also add an image, course description, list of course outcomes, or other items to make the site welcoming and unique.)
+
|}

Latest revision as of 09:18, 3 November 2020

Durham Tech's Curriculum Online Course Guidelines summarize the essential elements of quality online instruction. The guidelines are intended to provide guidance for instructors who are new to online teaching; to help experienced online instructors identify areas for improvement; to assist supervisors with evaluating online instruction; to guide professional development and training efforts; and to communicate the college's expectations internally (faculty/staff) and externally (accrediting bodies).

Print the Guidelines

TIP: Locate and click [Expand] to see online resources, additional ideas, and how-tos for incorporating each guideline below into your online course.

Course expectations / Basic course information

1. The course syllabus explains clearly and specifically:

  • how online attendance will be tracked
  • how to contact the instructor and response time to expect
  • ground rules for online communication (netiquette)
  • expectations for participation (how often students should visit the course site, check email)
  • any special tools or materials required
  • course structure and due dates
  • student learning outcomes (as provided by the academic department)
RESOURCES:


2. The course home page lists the course title and the instructor's name and contact information.
(Optionally, the instructor can also add an image, course description, list of course outcomes, or other items to make the site welcoming and unique.)

RESOURCES:


Course organization and content

3. Course content is organized in a way that is logical, clear, consistent, and easy to navigate.


4. The Lessons area of the course contains a subpage for each week of the class. Each weekly subpage includes clear and complete details for assignments and activities, including due dates.

RESOURCES:


5. Course content is free of grammar/spelling errors; links to web sites and materials are functional.


Engagement

6. The course includes assignments that promote active learning and utilize online tools and resources.

RESOURCES:


7. The course incorporates appropriate multimedia elements (such as images, videos, links to external resources) that support learning outcomes.

RESOURCES:


Communication

8. The course provides opportunities for regular student-instructor and student-student interaction. The instructor may use a variety of tools to accomplish this interaction (Announcements, Email, Forums, Chat, Blogs, Meetings, etc.)

RESOURCES:


9. The instructor posts an announcement at least once a week to provide updates and reminders.

RESOURCES:


10. The instructor responds to student emails and requests for help in a timely way, consistent with the response time stated in the syllabus.


Assessment/Grading/Feedback

11. The Sakai Gradebook is set up and consistent with the grading procedures stated in the syllabus. Grades are posted regularly, allowing students to track their progress.

RESOURCES:


12. The instructor provides meaningful, timely feedback to students on their work, consistent with expectations stated in the syllabus or other course documents.

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13. Online tests and quizzes use recommended settings to minimize cheating and technical problems.

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Legal obligations

14. The instructor makes a good faith effort to comply with copyright laws and fair use principles.

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15. The instructor is prepared to make accommodations for students with disabilities as requested through an Accommodation Plan. To the extent possible, the instructor selects and/or creates course materials that are usable by all students.

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Launching the course

16. Prior to the start of the course, the instructor sends a welcome email explaining when and how the course will start, orientation requirements, how to log in, any special tools or materials needed, etc.

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17. The instructor publishes the course site on or before the first day of the term and posts a welcome announcement telling students what to do to begin.

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18. A course orientation (online or face-to-face) introduces students to the course purpose, structure, policies, and requirements and acquaints students with the course site and online tools to be used.

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19. An initial activity is assigned to record the student's official entry into the course ("E" date). This is often an "ice-breaker" activity in the Forum where students introduce themselves to the class or a syllabus quiz to assess students' knowledge of course polices.

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20. Students are provided information on how to get technical assistance with Sakai and on learning supports available (tutoring, library, disability services, counseling).

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General resources

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