Difference between revisions of "Online Course Guidelines"

Latest revision as of 09:46, 17 June 2022

Durham Tech's Online Course Guidelines summarize the best practices 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).

The guidelines were originally written for asynchronous online courses but are largely applicable to synchronous online courses as well. More guidance for synchronous instruction is being developed.

Downloadable options

In the list below, click each guideline's EXPAND link to view additional information and resources

Course expectations | Basic course information

The instructor posts a syllabus in the course Sakai site that clearly communicates course policies and expectations.

The instructor uses Durham Tech’s Syllabus Template for Online/Hybrid/Blended Courses (DOC) or another template provided by their supervisor to provide clear expectations for the class.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
For online classes, it’s especially important to lay out expectations for communication in the class. Be sure your syllabus clearly conveys: Your contact information, preferred method of communication, and response time response time students can expect when they contact you Turnaround time for assignments to be graded and returned to students Expectations for communication with classmates, including ground rules that foster a respectful and inclusive learning environment See Guideline 12 for additional tips.	Syllabus Template for Online/Hybrid/Blended Courses (DOC) When planning your course, be sure to read and adhere to Durham Tech’s Attendance Rules for Online, Hybrid, and Blended Classes (PDF) Working with the Syllabus in Sakai: How to Post a Syllabus in Sakai (PDF) Uploading a Syllabus (YouTube video) How to Create a Syllabus Using Cut and Paste from a Document How to Edit Syllabus Items

The Overview page of the course Sakai site lists the course title and instructor name(s) and contact information.
- If applicable, list any class meeting days/times and location (including synchronous online meetings).
- Full-time instructors, list office hours and location.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
First impressions matter! The Overview page should be the entrance to your site, the first thing students see. Help your students get off to a good start by providing an overview page that is welcoming and informative. Optionally, in addition to the items listed in the guideline, the instructor can also add an image, welcome video, course description, list of course outcomes, or other items to make the site welcoming and unique. TIP: Make sure the Overview button is the top item on your course menu. Otherwise, students will not see this page when they enter the course.	How to add instructor info and image to the Overview page How to create a welcome video using a narrated PowerPoint How to create a welcome video using Warpwire

Course organization and content

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

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
The Lessons tool is the central hub where students find all assignments, readings, materials, etc. for the week or unit. If some activities or assignments take place outside Sakai (such as on a publisher platform), the instructor should provide a clear note in the weekly/unit folder in Lessons, so it is evident what course activity is taking place and where. Follow the Weekly Lesson Template (PDF) to ensure your weekly/unit subpages are clear, complete, and easy for students to navigate. Utilize headings to structure your page content, as described in the template.	How to build a well-designed subpage in Lessons (YouTube video) How to build a well-designed subpage in Lessons (PDF) Organizing Lessons and the Course Menu (PDF) Lessons Tips and Best Practices for Effective Course Design Tip: When importing content from another Sakai site, all due dates must be updated! See Importing Course Content (PDF)

For asynchronous online classes, the instructor provides at least one activity each week for students to complete (submit).

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
Durham Tech’s attendance rules require all online, hybrid, and blended classes to have a “course entry” activity in Sakai that students are required to submit by the class census date. (For details see Guideline 23.) For ongoing attendance AFTER the census date, asynchronous online courses (and hybrid/blended classes with an asynchronous component) must have at least one activity per week that requires student submission and can be used to determine attendance for the week. For details, see page 3 of the attendance rules. NOTE: Synchronous online courses (those that meet on a regular schedule via web-conferencing), do not require students to submit an activity every week. For these classes, attendance at the “live” online class meetings is the basis for ongoing attendance. For full details, see Attendance Rules for Online, Hybrid, and Blended Classes (PDF)	N/A

Materials, resources, and examples reflect the diversity of the local and global community.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
N/A	Five Essential Strategies to Embrace Culturally Responsive Teaching (Faculty Focus) Create an Inclusive Class Climate Online (UC Davis) The Four E's in Increasing Diversity of Course Materials Creating Inclusive College Classrooms (University of Michigan)

Course materials and links are carefully reviewed prior to the start of the course (and regularly during the semester) to minimize errors and broken links.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
Errors do happen and may hinder students’ progress. Encourage your students to let you know if they encounter an error or something not functioning on the site.	N/A

Student engagement

The course includes assignments that promote active learning.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
Promoting active learning means providing opportunities for students to interact with course content – and with each other – in thoughtful, purposeful ways.	Active Learning in Online Classes How Do I Do That Online? (PDF) Interactive features in Lessons that encourage active learning: Questions, Comments, Checklists, Student Pages Ideas to get students actively engaged Sakai Forums: Basics and Best Practices

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

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
When incorporating multimedia, consider copyright and accessibility (for details see the two guidelines for Legal Obligations).	Use Warpwire to create & share videos Convert PowerPoints into video lectures: Narrating PowerPoints and Sharing Them on Warpwire Embedding (Displaying) YouTube videos in Sakai (YouTube video) Embedding (Displaying) YouTube videos in Sakai Handout (PDF) Find free images to use in your course on Pixabay and Pexels Using Images in Test Questions (PDF)

Opportunities are provided for students to interact with and feel connected to their peers.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
By its nature, online learning involves distance between learners, which requires intentional action to overcome. Without a feeling of connection and community, students can feel isolated, which can negatively impact their persistence and success. Provide a variety of ways for students to interact throughout the course. These might include: a welcome forum where students introduce themselves group projects peer review student-created videos breakout rooms in online meetings	How do I create groups in Sakai? How do I enable group submissions for an assignment? Peer Review in Assignments How to set up a Peer Review Assignment How to grade a Peer Review Assignment How do students complete a Peer Review Assignment How do students view their Peer Review feedback Allowing Students to Create/Share Videos with Warpwire (PDF) Create and Manage Breakout Rooms in Sakai Meetings

Instructor presence | Communication

The instructor maintains regular contact with students in multiple ways throughout the course.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
Research indicates that instructor communication helps students feel connected in the online environment. It keeps students on track, increases their sense of self-efficacy and overall satisfaction, and can lead to greater persistence in the course. It’s important for the instructor to provide regular, encouraging communication with the entire class and to reach out to individual students – for example, contacting a student who misses multiple assignments. The U.S. Department of Education requires “regular and substantive interaction between the students and the instructor(s)… on a predictable and scheduled basis” (34 CFR § 600.2). The instructor may use a variety of tools to maintain communication (Announcements, Email, Forums, Chat, Meetings, etc.) Providing regular feedback to students on their work is a key component of communication (for details, see Guideline 17).	Opportunities for Social Interactions with Your Online Students (PDF) Tips for Instructor Presence in Online Courses (PDF) Sakai Forums: Basics and Best Practices How to use the Chat Room Sakai Meetings: How to hold "live" online meetings with students Regular and Substantive Interaction: An Overview for Instructors of Online Courses (PDF) (Everett Community College) Communication Plans for Online Classes (University of Michigan)

The instructor posts an announcement in Sakai at least once a week to provide updates, reminders, or comments related to course content.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
Online classes lack the regular schedule and predictability of face-to-face classes. Instructors need to create structure for students in multiple ways. Posting announcements on a regular schedule helps situate students each week, providing predictability and consistency. Announcements also provide a record in the course site of your communications with the whole class. Also, the U.S. Department of Education requires that instructors provide regular communications that are “predictable and scheduled” (34 CFR § 600.2).	How do I add an announcement? Tip: When creating an announcement, it is a good idea to select the option to send an email notification to all participants.

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

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
Students need a clear statement of the response time frame to expect when they contact you for assistance. Think through what kind of response time frame is reasonable and workable for you. In the syllabus, set specific and reasonable expectations for responding to student emails and requests -- and then follow through. A common expectation is to specify a 24–48-hour time frame. Some instructors specify a different time frame for weekends.	N/A

The instructor maintains a respectful learning environment so that all students feel included.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
Define clear expectations or ground rules for communication to foster an inclusive learning environment where students feel respected. Restate these expectations regularly and consistently.	Structuring the Classroom for Inclusive Teaching (UNC) How to Make Your Teaching More Inclusive: Advice Guide (Chronicle of Higher Education – free sign-up required)

Assessment | Grading | Feedback

Assessment of student learning is aligned with course outcomes, conducted throughout the duration of the course, and uses multiple methods.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
Aligning assessments with course outcomes enables you and your students to know how well they have mastered the skills and knowledge required for the course. Provide a variety of opportunities and activities for students to demonstrate skills and knowledge.	Why should assessments, learning objectives, and instructional strategies be aligned? (Carnegie Mellon University) Online Assessment (Penn State) Examples of Various Online Assessment Activities (University of Waikato)

Assessments are designed and administered to uphold academic integrity. Online tests and quizzes use recommended settings to deter cheating and minimize technical problems.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
Students cheat for many reasons and unfortunately there is not one perfect solution. Upholding academic integrity in an online environment requires a multi-faceted approach and a reconsideration of assessment practices. Instructors are strongly encouraged to use recommended settings for Sakai tests and to consider an array of best practices to promote academic integrity throughout the course. In addition, Durham Tech provides the following proctoring options that instructors may use for online and hybrid/blended classes: The Center for Academic Excellence (CAE) offers in-person proctoring services on campus. Proctorio – an online, automated proctoring tool – is available for tests delivered in Sakai.	Recommended Settings to Deter Cheating and Minimize Technical Problems on Sakai Tests (PDF) Best Practices for Tests/Quizzes (PDF) - Sakai login required Simple Scalable Academic Integrity Tips Webinar recording: Resources for Encouraging Academic Honesty on Online Tests (Microsoft Stream video) – presented by Karen McPhaul and Scott Berrier on 10/7/2021 Proctoring options at Durham Tech: On-campus proctoring In-Person Proctored and Make-Up Testing Faculty Guidelines (Center for Academic Excellence) Online, automated proctoring: Proctorio Info for Instructors Proctorio Info for Students

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.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
The instructor sets clear expectations regarding when assignments will be graded and returned. At a minimum, by the mid-point of the course, grades and feedback should be available to students so they know how they are doing and can seek tutoring or other supports if needed.	How to use the Gradebook in Sakai

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

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
Receiving frequent feedback allows students to monitor their learning and gives them the opportunity to seek support (from the instructor and/or tutors) at the time it is needed so they can benefit and improve. To be useful to students, feedback and grades should be provided before subsequent, related assignments are due. The U.S. Department of Education requires that instructors monitor students’ “academic engagement and success” and provide substantive, prompt feedback when needed based on that monitoring (34 CFR § 600.2).	Assignments How to Grade an Assignment in Sakai (YouTube video) How to Grade an Assignment in Sakai Handout (PDF) More Information about Sakai Assignments Forums How to Grade Students' Forum Posts (YouTube video) How to Grade Students' Forum Posts Handout (PDF) More Information about Sakai Forums Tests & Quizzes Setting up Feedback for Sakai Tests & Quizzes (UNC) How to Grade Tests (YouTube video) How to Grade Tests in Sakai Rubrics How to Use Rubrics in Sakai Tip: Do not use Sakai Rubrics with Forums! (Students cannot view your feedback.)

Legal obligations

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

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
N/A	Durham Tech Library’s Guide to Copyright

Course design indicates a conscious effort to comply with accessibility standards.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
Durham Tech has a multi-year Digital Accessibility Plan that lays out training requirements for instructors and timelines for implementation of supports, including video captioning and discipline-specific accessibility needs. The plan requires full-time faculty and adjuncts who teach online/hybrid/blended courses (credit and noncredit) to complete the Fundamentals of Digital Accessibility for Instructors (FunDAI) online workshop. Faculty are expected to apply digital accessibility skills learned in FunDAI as they create new digital content and as they revise existing content over time. NOTE: When instructors receive an accommodation plan from a student, they will work with supervisors and Accessibility Services to implement the modifications contained in the plan. For more info, see: Steps for Faculty Working with Students with Disabilities at Durham Tech	Fundamentals of Digital Accessibility for Instructors (FunDAI): Workshop description and registration FunDAI Workshop Competencies (DOC)

Launching the course

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.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
With the wide variety of delivery options (such as synchronous and asynchronous, as well as hybrid/blended) students sometimes don’t clearly understand what they signed up for. Before the class starts, it’s important for the instructor to email students and explain the class format clearly, so students know what to expect and what they need to do. This initial communication with students is also an opportunity for the instructor to set a positive, enthusiastic tone which helps students begin to feel a personal connection to the instructor and to feel welcome in the class. IMPORTANT: Be sure to send the welcome email to all students, including those who register late or near the start date. Use the Email tool in Sakai to send the welcome message – this tool works even if the site is unpublished! NOTE: If you post an Announcement in Sakai while the site is unpublished, students will NOT receive the email notification. If your site is not yet published, use the Email tool (not Announcements) to communicate with students.	Sample welcome emails: Kris’s Welcome email for ENG 111 (PDF) Nikki's Welcome message for Massage Therapy (PDF) Sakai Tour for Students (Warpwire video) Printable handouts for students: Credit Classes: Getting Started with Sakai (PDF) Non-Credit Classes: Getting Started with Sakai (PDF) Logging in to Sakai Durham Tech website: About Online Learning

The instructor publishes the course site by 8:00 AM on the class start date and posts a welcome announcement telling students what to do to begin.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
Instructors may publish their course sites before the class start date; however, if doing so, they must make sure that all assignments, quizzes, and forums are set to become available to students on or after the class start date. Student submissions before the start date cannot count for attendance or course entry. Due to state attendance requirements, instructors should not hold an online meeting prior to the course start date. (For details on attendance requirements, see Guideline 23.)	How to publish your course site on Sakai How do I add an announcement? Tip: When creating an announcement, it is a good idea to select the option to send an email notification to all participants. The course site must be published in order for students to receive the email notification.

An orientation is provided that introduces students to the course.

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
The orientation can be provided as an online meeting, as a video tour of the course, a module for students to complete, etc. The orientation typically covers: Course purpose, requirements, and expectations How to navigate the course site Where to find various course components (for example, how will they access feedback) How to get started on assignments Details about the required “course entry” activity and when it is due (for details, see Guideline 23) Key points in the syllabus and course schedule Student services at Durham Tech that may be useful to students in your class (e.g., online tutoring, library resources for distance learning)	Sakai Help for Students Sakai Videos for Students (YouTube playlist) Sample orientation and course tour video from Durham Tech instructors: Kris’s orientation video for ENG 112 FA21 (Warpwire) Nikki’s course tour video for Massage Therapy (Warpwire) The video has no audio; here is the tour video’s descriptive text file (txt) How to create a screencast in Warpwire

The instructor provides an initial activity in Sakai to capture each student’s official entry into the course, in compliance with Durham Tech’s Attendance Rules for Online, Hybrid, and Blended Classes (PDF).

Guideline ## Explanation and Resources
Guideline Explanation	Guideline Resources
State regulations require that instructors collect and accurately record each student’s exact date of “entry” (first activity) in the course. To comply with state regulations, instructors must carefully follow Durham Tech’s Attendance Rules for Online, Hybrid, and Blended Classes (PDF) Examples of acceptable activities for course entry include a syllabus quiz or a discussion prompt asking what students hope to learn in the class.	Attendance Rules for Online, Hybrid, and Blended Classes (PDF)

These guidelines were developed by Durham Tech's Distance Learning Committee and approved by Teaching and Learning Council on 12/3/2021.

Difference between revisions of "Online Course Guidelines"

Latest revision as of 09:46, 17 June 2022

Downloadable options

In the list below, click each guideline's EXPAND link to view additional information and resources

Course expectations | Basic course information

Course organization and content

Student engagement

Instructor presence | Communication

Assessment | Grading | Feedback

Legal obligations

Launching the course

Navigation menu

Page actions

Page actions

Personal tools

Navigation

Search

Tools

@@ Line 1: / Line 1: @@
-===Course expectations / Basic course information===
+__NOTOC__
+[[File:Home-Banner wiki.png|center|alt=Online Course Guidelines page banner]]
+<p style="padding-top:3%;>Durham Tech's Online Course Guidelines summarize the best practices of quality online instruction.</p>
+<p>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).</p>
+<p>The guidelines were originally written for asynchronous online courses but are largely applicable to synchronous online courses as well. More guidance for synchronous instruction is being developed.</p>
+<small><h2>Downloadable options</h2></small>
+<ul>
+<li style="padding:2px;">[https://wiki.durhamtech.edu/wiki/images/c/c6/Online_Course_Guidelines_revised_Dec_2021.pdf Printable Online Course Guidelines (PDF)]</li>
+<li style="padding:2px; padding-bottom:3%;">[https://wiki.durhamtech.edu/wiki/images/5/58/OnlineCourseGuidelines-Checklist.pdf Online Course Guidelines Checklist (PDF)]</li>
+</ul>
+<h2 style="width: 50%; margin-left: 23%; text-align: center; padding-bottom: 10px; padding-top: 10px; border: 1px solid #E87722; border-left: 20px solid #E87722; border-right: 20px solid #E87722;"><small><small>In the list below, click each guideline's '''EXPAND''' link to view additional information and resources</small></small></h2>
+<br/>
+<hr style="height:5px;background-color:#84bd00">
-* The course syllabus addresses these items clearly:
+==[[File:icon-Signpost.png|45px|alt=""]] Course expectations | Basic course information==
-** how online attendance will be tracked
+<!---GUIDELINE 1--->
-(complies with Durham Tech's procedure for Documenting Attendance in Online Classes)
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; overflow:auto; font-size:1.25em;">
-** how to contact the instructor and expected response time
+   <div style="line-height:1.0;">
-** ground rules for online communication
+<small>
-** expectations for participation (how often students should visit the course site and check email)
+<ol>
-** any special tools or materials required
+<li style="padding-right: 15%;">The instructor posts a syllabus in the course Sakai site that clearly communicates course policies and expectations.<br/><br/>
-** course structure and due dates
+The instructor uses Durham Tech’s [https://www.durhamtech.edu/sites/default/files/media-files/instructional/Syllabus-Template-Online-Hybrid.docx Syllabus Template for Online/Hybrid/Blended Courses (DOC)] or another template provided by their supervisor to provide clear expectations for the class.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15% ; margin-bottom: .05%;">
-The course home page lists the instructor's name and contact information.
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
-===Course design===
-* Course content is organized in a way that is logical, clear, consistent, and easy to navigate.
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
-* The Lessons area of the course contains a subpage for each week of the class.
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
-* Each weekly subpage includes appropriate, clear and complete details for assignments and activities, including due dates.
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+For online classes, it’s especially important to lay out expectations for communication in the class.<p>
+Be sure your syllabus clearly conveys:
+<ul>
+<li style="padding:3px;">Your contact information, preferred method of communication, and response time response time students can expect when they contact you</li>
+<li style="padding:3px;">Turnaround time for assignments to be graded and returned to students</li>
+<li style="padding:3px;">Expectations for communication with classmates, including ground rules that foster a respectful and inclusive learning environment</li>
+</ul>
+See [[Online_Course_Guidelines#Instructor_presence_.7C_Communication|Guideline 12]] for additional tips.
+</small>
-===Communication===
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 0px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;">[https://www.durhamtech.edu/sites/default/files/media-files/instructional/Syllabus-Template-Online-Hybrid.docx Syllabus Template for Online/Hybrid/Blended Courses (DOC)]</li>
+<li style="padding:3px;">When planning your course, be sure to read and adhere to Durham Tech’s [https://go.durhamtech.edu/attendance-rules Attendance Rules for Online, Hybrid, and Blended Classes (PDF)]</li>
+<li style="padding:3px;">Working with the Syllabus in Sakai:
+<ul>
+<li>[https://wiki.durhamtech.edu/wiki/images/0/02/Syllabus_handout_11.pdf How to Post a Syllabus in Sakai (PDF)]</li>
+<li>[https://www.youtube.com/watch?v=0LLau2yiDXc Uploading a Syllabus (YouTube video)]</li>
+<li>[https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954566-how-do-i-create-a-syllabus-using-cut-and-paste-from-a-document How to Create a Syllabus Using Cut and Paste from a Document]</li>
+<li>[https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954569-how-do-i-edit-syllabus-items How to Edit Syllabus Items]</li>
+</ul></li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
-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, Forum, Chat, Blogs, Meetings, etc.)
+<!---GUIDELINE 2--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-top: 0.5%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.0;">
+<small>
+<ol start="2";>
+<li style="padding-top: 10px; padding-bottom: 5px; padding-right: 15%;">The Overview page of the course Sakai site lists the course title and instructor name(s) and contact information.
+   <ul>
+   <li style="padding:3px;">If applicable, list any class meeting days/times and location (including synchronous online meetings).</li>
+   <li style="padding:3px;">Full-time instructors, list office hours and location.</li>
+   </ul>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15% ; margin-bottom: .05%;">
-The instructor posts an announcement at least once a week to provide updates and reminders.
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
-The instructor responds to student emails and requests for help in a timely way, consistent with the response time stated in the syllabus.
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
-===Engagement===
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
-The course includes assignments that promote active learning and that utilize online tools and resources.
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;">First impressions matter! The Overview page should be the entrance to your site, the first thing students see. Help your students get off to a good start by providing an overview page that is welcoming and informative.</li>
+<li style="padding:3px;">Optionally, in addition to the items listed in the guideline, the instructor can also add an image, welcome video, course description, list of course outcomes, or other items to make the site welcoming and unique.</li>
+<li style="padding:3px;">TIP: Make sure the Overview button is the top item on your course menu. Otherwise, students will not see this page when they enter the course.</li>
+</ul>
+</small>
-The course use appropriate multimedia elements (images, videos, links to external resources) that support learning outcomes.
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 0px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;">[https://courses.durhamtech.edu/wiki/index.php/Overview_(Site_Information_Display) How to add instructor info and image to the Overview page]</li>
+<li style="padding:3px;">[[Narrating PowerPoints and Sharing Them on Warpwire|How to create a welcome video using a narrated PowerPoint]]</li>
+<li style="padding:3px;">[https://www.warpwire.com/support/warpwire-in-sakai/capture-and-insert-media/ How to create a welcome video using Warpwire]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<hr style="height:5px;background-color:#84bd00">
-===Assessment / Grading / Feedback===
+==[[File:icon-folder.png|45px|alt=""]] Course organization and content==
+<!---GUIDELINE 3--->
-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 mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="3">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">The Lessons area of the course Sakai site contains a subpage for each week or unit of the class. Each weekly/unit subpage includes clear and complete details for assignments and activities, including due dates.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
-The instructor provides meaningful, timely feedback to students on their work.
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
-Online tests or quizzes use settings recommended to minimize cheating and technical problems.
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
-===Legal obligations===
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
-The instructor has made a good faith effort to comply with copyright laws and fair use principles
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<p>The Lessons tool is the central hub where students find all assignments, readings, materials, etc. for the week or unit. </p>
+<p>If some activities or assignments take place outside Sakai (such as on a publisher platform), the instructor should provide a clear note in the weekly/unit folder in Lessons, so it is evident what course activity is taking place and where.</p>
+<p>Follow the [https://wiki.durhamtech.edu/wiki/images/2/2c/Weekly-Lesson-Template.pdf Weekly Lesson Template (PDF)] to ensure your weekly/unit subpages are clear, complete, and easy for students to navigate. Utilize headings to structure your page content, as described in the template.</p>
+</small>
-The instructor is prepared to make accommodations for students with hearing, sight or other disabilities.
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">[https://youtu.be/oE5O2bXs5WQ How to build a well-designed subpage in Lessons (YouTube video)]</li>
+<li style="padding:3px;">[https://wiki.durhamtech.edu/wiki/images/9/9a/Build_a_Well-Designed_Subpage.pdf How to build a well-designed subpage in Lessons (PDF)]</li>
+<li style="padding:3px;">[https://wiki.durhamtech.edu/wiki/images/8/84/Organize_your_Lessons_page_and_Course_Menu.pdf Organizing Lessons and the Course Menu (PDF)]</li>
+<li style="padding:3px;">[https://wiki.durhamtech.edu/wiki/images/f/f7/Tips_for_Using_Sakai_Lessons.pdf Lessons Tips and Best Practices for Effective Course Design]</li>
+<li style="padding:3px;">Tip: When importing content from another Sakai site, all due dates must be updated! See [https://wiki.durhamtech.edu/wiki/images/4/4e/ImportContent.pdf Importing Course Content (PDF)]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
-===Launching your course===
+<!---GUIDELINE 4--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="4">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">For asynchronous online classes, the instructor provides at least one activity each week for students to complete (submit).</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
-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.
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
-The course site is published on or before the first day of the term and a welcome announcement is posted telling students what to do to begin.
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
-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.
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
-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.
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<p>Durham Tech’s attendance rules require all online, hybrid, and blended classes to have a “course entry” activity in Sakai that students are required to submit by the class census date. (For details see [[Online_Course_Guidelines#Launching_the_Course|Guideline 23]].)</p>
+<p>'''For ongoing attendance AFTER the census date''', asynchronous online courses (and hybrid/blended classes with an asynchronous component) must have at least one activity per week that requires student submission and can be used to determine attendance for the week. For details, see page 3 of the attendance rules.</p>
+<p>'''NOTE:''' Synchronous online courses (those that meet on a regular schedule via web-conferencing), do not require students to submit an activity every week. For these classes, attendance at the “live” online class meetings is the basis for ongoing attendance.</p>
+<p>For full details, see [https://wiki.durhamtech.edu/wiki/images/f/ff/Attendance-rules-IN-HY-BL_7-21-20.pdf Attendance Rules for Online, Hybrid, and Blended Classes (PDF)]</p>
+</small>
-Students are provided information on how to get technical assistance with Sakai and on learning supports available to them (tutoring, library, disability services, counseling)
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<p style="text-align:center;">N/A</p>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 5--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="5">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">Materials, resources, and examples reflect the diversity of the local and global community.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<p style="text-align:center;">N/A</p>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">[https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/five-essential-strategies-to-embrace-culturally-responsive-teaching/ Five Essential Strategies to Embrace Culturally Responsive Teaching (Faculty Focus)]</li>
+<li style="padding:3px;">[https://keepteaching.ucdavis.edu/teach/create-inclusive-class-environment-online#techniques Create an Inclusive Class Climate Online (UC Davis)]</li>
+<li style="padding:3px;">[https://www.diverseeducation.com/faculty-staff/article/15106475/the-four-es-to-increasing-diversity-of-course-materials The Four E's in Increasing Diversity of Course Materials]</li>
+<li style="padding:3px;">[https://crlt.umich.edu/gsis/p3_1 Creating Inclusive College Classrooms (University of Michigan)]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 6--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="6">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">Course materials and links are carefully reviewed prior to the start of the course (and regularly during the semester) to minimize errors and broken links.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+Errors do happen and may hinder students’ progress. Encourage your students to let you know if they encounter an error or something not functioning on the site.
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<p style="text-align:center;">N/A</p>
+</small>
+|-
+|}
+   </div>
+</div>
+<hr style="height:5px;background-color:#84bd00;">
+==[[File:icon-group.png|45px|alt=""]] Student engagement==
+<!---GUIDELINE 7--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="7">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">The course includes assignments that promote active learning.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+Promoting active learning means providing opportunities for students to interact with course content – and with each other – in thoughtful, purposeful ways.
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">[[Active Learning in Online Classes]]</li>
+<li style="padding:3px;">[https://wiki.durhamtech.edu/wiki/images/8/83/How-Do-I-Do-that-Online.pdf How Do I Do That Online? (PDF)]</li>
+<li style="padding:3px;">[[Sakai:_Lessons#Interactive_Features_in_Lessons|Interactive features in Lessons]] that encourage active learning: Questions, Comments, Checklists, Student Pages</li>
+<li style="padding:3px;">[[IDEAS to get students ACTIVELY ENGAGED in LEARNING|Ideas to get students actively engaged]]</li>
+<li style="padding:3px;">[[Sakai: Forums|Sakai Forums: Basics and Best Practices]]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 8--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="8">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">The course incorporates multimedia elements (such as images, videos, links to external resources) that support learning outcomes.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+When incorporating multimedia, consider copyright and accessibility (for details see the two guidelines for [[Online_Course_Guidelines#Legal_obligations|Legal Obligations]]).
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">Use [[Sakai: Warpwire|Warpwire]] to create & share videos</li>
+<li style="padding:3px;">Convert PowerPoints into video lectures: [[Narrating PowerPoints and Sharing Them on Warpwire]] </li>
+<li style="padding:3px;">[https://youtu.be/dHsXc_gcInE Embedding (Displaying) YouTube videos in Sakai (YouTube video)]</li>
+<li style="padding:3px;">[https://wiki.durhamtech.edu/wiki/images/0/0d/Embedding_YouTube_videos_in_Lessons.pdf Embedding (Displaying) YouTube videos in Sakai Handout (PDF)]</li>
+<li style="padding:3px;">Find free images to use in your course on [https://pixabay.com/ Pixabay] and [https://www.pexels.com/ Pexels]</li>
+<li style="padding:3px;">[https://wiki.durhamtech.edu/wiki/images/9/94/HowtoAddImagestoyourTests.pdf Using Images in Test Questions (PDF)] </li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 9--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="9">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">Opportunities are provided for students to interact with and feel connected to their peers.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;>By its nature, online learning involves distance between learners, which requires intentional action to overcome. Without a feeling of connection and community, students can feel isolated, which can negatively impact their persistence and success.</li>
+<li style="padding:3px;">Provide a variety of ways for students to interact throughout the course. These might include:
+<ul>
+<li>a welcome forum where students introduce themselves</li>
+<li>group projects</li>
+<li>peer review</li>
+<li>student-created videos</li>
+<li>breakout rooms in online meetings</li>
+</ul>
+</li></ul>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">[https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954689-how-do-i-create-groups How do I create groups in Sakai?]</li>
+<li style="padding:3px;">[https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954354-how-do-i-enable-group-submissions-for-an-assignment How do I enable group submissions for an assignment?]</li>
+<li style="padding:3px;">Peer Review in Assignments
+<ul>
+<li>[https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954353-how-do-i-enable-student-peer-review-for-an-assignment How to set up a Peer Review Assignment]</li>
+<li>[https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954360-how-do-i-grade-a-peer-review-assignment How to grade a Peer Review Assignment]</li>
+<li>[https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954359-how-do-students-complete-a-peer-assessment-assignment How do students complete a Peer Review Assignment]</li>
+<li>[https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954364-how-do-students-view-their-assignment-feedback How do students view their Peer Review feedback]</li>
+</ul>
+</li>
+<li style="padding:3px;">[https://wiki.durhamtech.edu/wiki/images/1/17/InstructorHandout-Allowing-Students-Warpwire-Access.pdf Allowing Students to Create/Share Videos with Warpwire (PDF)]</li>
+<li style="padding:3px;">[https://support.blindsidenetworks.com/hc/en-us/articles/360024516512-Create-and-manage-breakout-rooms Create and Manage Breakout Rooms in Sakai Meetings]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<hr style="height:5px;background-color:#84bd00;">
+==[[File:icon-presenter.png|45px|alt=""]] Instructor presence | Communication==
+<!---GUIDELINE 10--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="10">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">The instructor maintains regular contact with students in multiple ways throughout the course.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;">Research indicates that instructor communication helps students feel connected in the online environment. It keeps students on track, increases their sense of self-efficacy and overall satisfaction, and can lead to greater persistence in the course.</li>
+<li style="padding:3px;">It’s important for the instructor to provide regular, encouraging communication with the entire class and to reach out to individual students – for example, contacting a student who misses multiple assignments.</li>
+<li style="padding:3px;">The U.S. Department of Education requires “regular and substantive interaction between the students and the instructor(s)… on a predictable and scheduled basis” ([https://www.federalregister.gov/documents/2020/09/02/2020-18636/distance-education-and-innovation 34 CFR § 600.2]).</li>
+<li style="padding:3px;">The instructor may use a variety of tools to maintain communication (Announcements, Email, Forums, Chat, Meetings, etc.)</li>
+<li style="padding:3px;">Providing regular feedback to students on their work is a key component of communication (for details, see [[Online_Course_Guidelines#Assessment_.7C_Grading_.7C_Feedback|Guideline 17]]).</li>
+</ul>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">[https://wiki.durhamtech.edu/wiki/images/4/4e/Handout-Opportunties_for_Interactions_examples.pdf Opportunities for Social Interactions with Your Online Students (PDF)]</li>
+<li style="padding:3px;">[https://wiki.durhamtech.edu/wiki/images/9/98/Tips_for_Instructor_Presence_in_Online_Course.pdf Tips for Instructor Presence in Online Courses (PDF)]</li>
+<li style="padding:3px;">[[Sakai: Forums|Sakai Forums: Basics and Best Practices]]</li>
+<li style="padding:3px;">[https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954377-what-is-the-chat-room-tool How to use the Chat Room]</li>
+<li style="padding:3px;">[[Sakai: Meetings|Sakai Meetings: How to hold "live" online meetings with students]]</li>
+<li style="padding:3px;">[https://www.everettcc.edu/files/programs/elearning/Regular_and_Substantive_Interaction_Primer.pdf Regular and Substantive Interaction: An Overview for Instructors of Online Courses (PDF) (Everett Community College)]</li>
+<li style="padding:3px;">[https://lsa.umich.edu/technology-services/news-events/all-news/teaching-tip-of-the-week/communication-plans-for-online-classes.html Communication Plans for Online Classes (University of Michigan)]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 11--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="11">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">The instructor posts an announcement in Sakai at least once a week to provide updates, reminders, or comments related to course content.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;">Online classes lack the regular schedule and predictability of face-to-face classes. Instructors need to create structure for students in multiple ways.</li>
+<li style="padding:3px;">Posting announcements on a regular schedule helps situate students each week, providing predictability and consistency.</li>
+<li style="padding:3px;">Announcements also provide a record in the course site of your communications with the whole class.</li>
+<li style="padding:3px;">Also, the U.S. Department of Education requires that instructors provide regular communications that are “predictable and scheduled” ([https://www.federalregister.gov/documents/2020/09/02/2020-18636/distance-education-and-innovation 34 CFR § 600.2]).</li>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">[https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954338-how-do-i-add-an-announcement How do I add an announcement?]</li>
+<li style="padding:3px;">Tip: When creating an announcement, it is a good idea to select the option to send an email notification to all participants. </li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 12--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="12">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">The instructor responds to student emails and requests for help in a timely way, consistent with the response time stated in the syllabus.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;">Students need a clear statement of the response time frame to expect when they contact you for assistance.</li>
+<li style="padding:3px;">Think through what kind of response time frame is reasonable and workable for you.</li>
+<li style="padding:3px;">In the syllabus, set specific and reasonable expectations for responding to student emails and requests -- and then follow through.</li>
+<li style="padding:3px;">A common expectation is to specify a 24–48-hour time frame. Some instructors specify a different time frame for weekends.</li>
+</ul>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<p style="text-align:center;">N/A</p>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 13--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="13">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">The instructor maintains a respectful learning environment so that all students feel included.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+Define clear expectations or ground rules for communication to foster an inclusive learning environment where students feel respected. Restate these expectations regularly and consistently.
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">[https://cfe.unc.edu/initiatives/structuring-the-classroom-for-inclusive-teaching/ Structuring the Classroom for Inclusive Teaching (UNC)]</li>
+<li style="padding:3px;">[https://www.chronicle.com/article/how-to-make-your-teaching-more-inclusive/ How to Make Your Teaching More Inclusive: Advice Guide (Chronicle of Higher Education – free sign-up required)]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<hr style="height:5px;background-color:#84bd00;">
+==[[File:icon-file.png|45px|alt=""]] Assessment | Grading | Feedback==
+<!---GUIDELINE 14--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="14">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">Assessment of student learning is aligned with course outcomes, conducted throughout the duration of the course, and uses multiple methods.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;">Aligning assessments with course outcomes enables you and your students to know how well they have mastered the skills and knowledge required for the course.</li>
+<li style="padding:3px;">Provide a variety of opportunities and activities for students to demonstrate skills and knowledge.</li>
+</ul>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">[https://www.cmu.edu/teaching/assessment/basics/alignment.html Why should assessments, learning objectives, and instructional strategies be aligned? (Carnegie Mellon University)]</li>
+<li style="padding:3px;">[https://sites.psu.edu/onlineassessment/gather-evidence/ Online Assessment (Penn State)]</li>
+<li style="padding:3px;">[https://www.waikato.ac.nz/staff/assessment-handbook/assessment-types/online-assessment-examples Examples of Various Online Assessment Activities (University of Waikato)]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 15--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="15">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">Assessments are designed and administered to uphold academic integrity. Online tests and quizzes use recommended settings to deter cheating and minimize technical problems.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;">Students cheat for many reasons and unfortunately there is not one perfect solution. Upholding academic integrity in an online environment requires a multi-faceted approach and a reconsideration of assessment practices.</li>
+<li style="padding:3px;">Instructors are strongly encouraged to use recommended settings for Sakai tests and to consider an array of best practices to promote academic integrity throughout the course.</li>
+<li style="padding:3px;">In addition, Durham Tech provides the following proctoring options that instructors may use for online and hybrid/blended classes:
+<ul>
+<li>The Center for Academic Excellence (CAE) offers in-person proctoring services on campus.</li>
+<li>Proctorio – an online, automated proctoring tool – is available for tests delivered in Sakai.</li>
+</ul>
+</li>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">[https://wiki.durhamtech.edu/wiki/images/3/3c/Test_Tips_Sakai.pdf Recommended Settings to Deter Cheating and Minimize Technical Problems on Sakai Tests (PDF)]</li>
+<li style="padding:3px;">[https://sakai.durhamtech.edu/access/lessonbuilder/item/72268164/group/1ebfa38f-446f-4f35-be48-fc8c3c8b6190/Handouts/Best%20Practices%20for%20Tests%20and%20Quizzes%2010-1-19.pdf Best Practices for Tests/Quizzes (PDF) - Sakai login required]</li>
+<li style="padding:3px;">[https://www.canva.com/design/DAECQUXNSSQ/view?utm_content=DAECQUXNSSQ&utm_campaign=designshare&utm_medium=embeds&utm_source=link Simple Scalable Academic Integrity Tips]</li>
+<li style="padding:3px;">[https://web.microsoftstream.com/video/091f0b52-b7c7-46a1-9752-681bec600a65 Webinar recording: Resources for Encouraging Academic Honesty on Online Tests (Microsoft Stream video)] – presented by Karen McPhaul and Scott Berrier on 10/7/2021</li>
+<li style="padding:3px;">Proctoring options at Durham Tech:
+<ul>
+<li>On-campus proctoring<br/>
+[https://www.durhamtech.edu/employees/faculty-proctor-make-up-testing In-Person Proctored and Make-Up Testing Faculty Guidelines (Center for Academic Excellence)]</li>
+<li style="padding:3px;">Online, automated proctoring:
+<ul>
+<li>[[Proctorio for Instructors|Proctorio Info for Instructors]]</li>
+<li>[[Proctorio for Students|Proctorio Info for Students]]</li>
+</ul>
+</ul>
+</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 16--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="16">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">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.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;">The instructor sets clear expectations regarding when assignments will be graded and returned.</li>
+<li style="padding:3px;">At a minimum, by the mid-point of the course, grades and feedback should be available to students so they know how they are doing and can seek tutoring or other supports if needed.</li>
+</ul>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li>[[Sakai: Gradebook|How to use the Gradebook in Sakai]]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 17--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="17">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">The instructor provides timely, specific, actionable feedback to students on their work, consistent with expectations stated in the syllabus or other course documents.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;">Receiving frequent feedback allows students to monitor their learning and gives them the opportunity to seek support (from the instructor and/or tutors) at the time it is needed so they can benefit and improve.</li>
+<li style="padding:3px;">To be useful to students, feedback and grades should be provided before subsequent, related assignments are due.</li>
+<li style="padding:3px;">The U.S. Department of Education requires that instructors monitor students’ “academic engagement and success” and provide substantive, prompt feedback when needed based on that monitoring ([https://www.federalregister.gov/documents/2020/09/02/2020-18636/distance-education-and-innovation 34 CFR § 600.2]).</li>
+</ul>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">'''Assignments'''
+<ul>
+<li>[https://youtu.be/FdPId5SRtuA How to Grade an Assignment in Sakai (YouTube video)]</li>
+<li>[https://wiki.durhamtech.edu/wiki/images/d/db/How_to_Grade_Student_Submissions_in_Assignments.pdf How to Grade an Assignment in Sakai Handout (PDF)]</li>
+<li>[[Sakai: Assignments|More Information about Sakai Assignments]]</li>
+</ul>
+</li>
+<li style="padding:3px;">'''Forums'''
+<ul>
+<li>[https://youtu.be/HA6wnPy_drA How to Grade Students' Forum Posts (YouTube video)]</li>
+<li>[https://wiki.durhamtech.edu/wiki/images/8/81/How_to_Grade_Forum_Posts.pdf How to Grade Students' Forum Posts Handout (PDF)]</li>
+<li>[[Sakai: Forums|More Information about Sakai Forums]]</li>
+</ul>
+</li>
+<li style="padding:3px;">'''Tests & Quizzes'''
+<ul>
+<li>[https://blog.teachingandlearning.unc.edu/2013/10/23/feedback-on-online-sakai-tests/ Setting up Feedback for Sakai Tests & Quizzes (UNC)]</li>
+<li>[https://youtu.be/qnnz054C-0w How to Grade Tests (YouTube video)]</li>
+<li>[https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954733-how-do-i-grade-tests-quizzess How to Grade Tests in Sakai]</li>
+</ul>
+</li>
+<li style="padding:3px;">'''Rubrics'''
+<ul>
+<li>[https://sakai.screenstepslive.com/s/sakai_help/m/81161/c/253501 How to Use Rubrics in Sakai]</li>
+<li>Tip: Do not use Sakai Rubrics with Forums! (Students cannot view your feedback.)</li>
+</ul>
+</li>
+</small>
+|-
+|}
+   </div>
+</div>
+<hr style="height:5px;background-color:#84bd00;">
+==[[File:icon-scales.png|45px|alt=""]] Legal obligations==
+<!---GUIDELINE 18--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="18">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">The instructor makes a good faith effort to comply with copyright laws and fair use principles.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<p style="text-align:center;">N/A</p>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li>[https://durhamtech.libguides.com/copyright Durham Tech Library’s Guide to Copyright]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 19--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="19">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">Course design indicates a conscious effort to comply with accessibility standards.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<p>Durham Tech has a multi-year Digital Accessibility Plan that lays out training requirements for instructors and timelines for implementation of supports, including video captioning and discipline-specific accessibility needs.</p>
+<p>The plan requires full-time faculty and adjuncts who teach online/hybrid/blended courses (credit and noncredit) to complete the Fundamentals of Digital Accessibility for Instructors (FunDAI) online workshop. Faculty are expected to apply digital accessibility skills learned in FunDAI as they create new digital content and as they revise existing content over time.</p>
+<p>'''NOTE:''' When instructors receive an accommodation plan from a student, they will work with supervisors and Accessibility Services to implement the modifications contained in the plan. For more info, see: [https://www.durhamtech.edu/student-services/disability-services/faculty-information Steps for Faculty Working with Students with Disabilities at Durham Tech]</p>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">[https://training.durhamtech.edu/node/571 Fundamentals of Digital Accessibility for Instructors (FunDAI): Workshop description and registration]</li>
+<li style="padding:3px;">[https://wiki.durhamtech.edu/wiki/images/5/5f/FunDAI_Basic_Competencies.docx FunDAI Workshop Competencies (DOC)]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<hr style="height:5px;background-color:#84bd00;">
+==[[File:icon-rocket.png|45px|alt=""]] Launching the course==
+<!---GUIDELINE 20--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="20">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">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.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;">With the wide variety of delivery options (such as synchronous and asynchronous, as well as hybrid/blended) students sometimes don’t clearly understand what they signed up for.</li>
+<li style="padding:3px;">Before the class starts, it’s important for the instructor to email students and explain the class format clearly, so students know what to expect and what they need to do.</li>
+<li style="padding:3px;">This initial communication with students is also an opportunity for the instructor to set a positive, enthusiastic tone which helps students begin to feel a personal connection to the instructor and to feel welcome in the class.</li>
+<li style="padding:3px;">'''IMPORTANT:'''
+<ul>
+<li>Be sure to send the welcome email to all students, including those who register late or near the start date.
+<li>Use the Email tool in Sakai to send the welcome message – ''this tool works even if the site is unpublished!''
+<li>'''NOTE:''' If you post an Announcement in Sakai while the site is unpublished, students will NOT receive the email notification. If your site is not yet published, use the Email tool (not Announcements) to communicate with students.</li>
+</ul>
+</li>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">Sample welcome emails:
+<ul>
+<li>[https://wiki.durhamtech.edu/wiki/images/3/30/Welcome-Letter-ENG_111-FA21.pdf Kris’s Welcome email for ENG 111 (PDF)]</li>
+<li>[https://wiki.durhamtech.edu/wiki/images/3/31/Nikkis_Welcome_Letter_Message_Therapy.pdf Nikki's Welcome message for Massage Therapy (PDF)]</li>
+</ul>
+</li>
+<li style="padding:3px;">[https://warpwire.durhamtech.edu/w/2ScBAA/ Sakai Tour for Students (Warpwire video)]</li>
+<li style="padding:3px;">Printable handouts for students:
+<ul>
+<li>[https://wiki.durhamtech.edu/wiki/images/7/7c/SakaiStudentLogin.pdf Credit Classes: Getting Started with Sakai (PDF)]</li>
+<li>[https://wiki.durhamtech.edu/wiki/images/2/2d/SakaiStudentLogin-noncredit.pdf Non-Credit Classes: Getting Started with Sakai (PDF)]</li>
+</ul>
+</li>
+<li style="padding:3px;">[[Sakai:_Logging_in|Logging in to Sakai]]</li>
+<li style="padding:3px;">[https://www.durhamtech.edu/online-learning/about-online-learning Durham Tech website: About Online Learning]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 21--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="21">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">
+The instructor publishes the course site by 8:00 AM on the class start date and posts a welcome announcement telling students what to do to begin.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;">Instructors may publish their course sites before the class start date; however, if doing so, they must make sure that all assignments, quizzes, and forums are set to become available to students on or after the class start date. Student submissions before the start date cannot count for attendance or course entry.</li>
+<li>Due to state attendance requirements, instructors should not hold an online meeting prior to the course start date. (For details on attendance requirements, see [[Online_Course_Guidelines#Launching_the_Course|Guideline 23]].)</li>
+</ul>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">[[Sakai_Procedures#Student_Access|How to publish your course site on Sakai]]</li>
+<li style="padding:3px;">[https://sakai.screenstepslive.com/s/sakai_help/m/81161/l/954338-how-do-i-add-an-announcement How do I add an announcement?]</li>
+<li style="padding:3px;">Tip: When creating an announcement, it is a good idea to select the option to send an email notification to all participants. The course site must be published in order for students to receive the email notification.</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 22--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="22">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">An orientation is provided that introduces students to the course.</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<p>The orientation can be provided as an online meeting, as a video tour of the course, a module for students to complete, etc.</p>
+<p>The orientation typically covers:</p>
+<ul>
+<li style="padding:3px;">Course purpose, requirements, and expectations</li>
+<li style="padding:3px;">How to navigate the course site</li>
+<li style="padding:3px;">Where to find various course components (for example, how will they access feedback)</li>
+<li style="padding:3px;">How to get started on assignments</li>
+<li style="padding:3px;">Details about the required “course entry” activity and when it is due (for details, see [[Online_Course_Guidelines#Launching_the_Course|Guideline 23]])</li>
+<li style="padding:3px;">Key points in the syllabus and course schedule</li>
+<li style="padding:3px;">Student services at Durham Tech that may be useful to students in your class (e.g., [https://www.durhamtech.edu/student-services/center-academic-excellence/online-tutoring online tutoring], library resources for distance learning)</li>
+</ul>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">[[Sakai Help for Students]]</li>
+<li style="padding:3px;">[https://www.youtube.com/playlist?list=PLpwpa82O9h3qlvn_Gdu70uV3A6N36EUn- Sakai Videos for Students (YouTube playlist)]</li>
+<li style="padding:3px;">Sample orientation and course tour video from Durham Tech instructors:
+<ul>
+<li>[https://warpwire.durhamtech.edu/w/_fYAAA/ Kris’s orientation video for ENG 112 FA21 (Warpwire)]</li>
+<li>[https://warpwire.durhamtech.edu/w/U3YAAA/ Nikki’s course tour video for Massage Therapy (Warpwire)] ''The video has no audio; here is the [https://wiki.durhamtech.edu/wiki/images/0/0d/Descriptive_Text_for_Welcome_to_Massage_Therapy_Program_video.txt tour video’s descriptive text file (txt)'']</li>
+</ul>
+</li>
+<li style="padding:3px;">[https://www.warpwire.com/support/capture/multi-source-capture/ How to create a screencast in Warpwire]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<!---GUIDELINE 23--->
+<div class=" mw-collapsible mw-collapsed" style="width:auto; margin-left: 5%; margin-right: 15%; margin-bottom: 1%; overflow:auto; font-size:1.25em;">
+   <div style="line-height:1.25;">
+<small>
+<ol start="23">
+<li style="padding-top: 10px; padding-bottom: 10px; padding-right: 15%;">The instructor provides an initial activity in Sakai to capture each student’s official entry into the course, in compliance with Durham Tech’s [https://go.durhamtech.edu/attendance-rules Attendance Rules for Online, Hybrid, and Blended Classes (PDF)].</li>
+</ol>
+</small>
+</div>
+        <div class="mw-collapsible-content" style="margin-left:5%; margin-right: 15%">
+{| " style="background-color:#FFFFFF; width: 100%;"
+|+ style="color: #FFFFFF;"|Guideline ## Explanation and Resources
+! scope="col" style="text-align:left; border-right: 1px solid #000000;"|
+<small>Guideline Explanation</small>
+! scope="col" style="text-align:left;"|
+<small>Guideline Resources</small>
+|- style="vertical-align:top;
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722; border-right: 1px solid #000000;"|
+<small>
+<ul>
+<li style="padding:3px;">State regulations require that instructors collect and accurately record each student’s exact date of “entry” (first activity) in the course.</li>
+<li style="padding:3px;">To comply with state regulations, instructors must carefully follow Durham Tech’s [https://wiki.durhamtech.edu/wiki/images/f/ff/Attendance-rules-IN-HY-BL_7-21-20.pdf Attendance Rules for Online, Hybrid, and Blended Classes (PDF)]</li>
+<li style="padding:3px;">Examples of acceptable activities for course entry include a syllabus quiz or a discussion prompt asking what students hope to learn in the class.</li>
+</ul>
+</small>
+| style="width: 50%; background-color:#FFFFFF; border-top: 1px solid #E87722; border-bottom: 3px solid #E87722;"|
+<small>
+<ul>
+<li style="padding:3px;">
+[https://wiki.durhamtech.edu/wiki/images/f/ff/Attendance-rules-IN-HY-BL_7-21-20.pdf Attendance Rules for Online, Hybrid, and Blended Classes (PDF)]</li>
+</ul>
+</small>
+|-
+|}
+   </div>
+</div>
+<hr style="height:5px;background-color:#84bd00;">
+<p style="text-align:center; padding-top:1%; padding-bottom:20%;">''These guidelines were developed by Durham Tech's Distance Learning Committee and approved by Teaching and Learning Council on 12/3/2021.''</p>