Welcome to my QOLT ePortfolio!

In this ePortfolio I will be discussing how I incorporated Section 3 and Section 4 of the QOLT Rubric in my online course.

Below is a list of all of the 9 sections of the rubric. Please navigate to Section 3 and Section 4 under the Home tab to find out more.

CI QUALITY ONLINE LEARNING AND TEACHING (QOLT) RUBRIC

Section 1: Course Overview and Introduction

Section 2: Assessment and Evaluation of Student Learning

Section 3: Instructional Materials and Resources Utilized

Section 4: Student Interaction and Community

Section 5: Facilitation and Instruction

Section 6: Technology for Teaching and Learning

Section 7: Learner Support and Resources

Section 8: Accessibility and Universal Design for Learning

Section 9: Course Summary and Wrap Up

SECTION 3. Instructional Materials and Resources Utilized - Click link to go to tab

Teaching online provides access to a robust collection of existing resources that may be used to support student learning.

OBJECTIVES

3.1 Instructor provides students with adequate time and notice to acquire course materials.

3.2 Syllabus lists whether textbooks and materials are required or recommended.

3.3 Instructor articulates the purpose of all materials as to how they are related to the course and module learning objectives.

3.4 When possible, instructor provides s options in terms of how students acquire course materials, including Open Educational Resources.

3.5 There is a variety of instructional material types and perspectives, while not overly relying on one content type such as text.

3.6 Modeling academic integrity, instructor appropriately cites all copyrighted resources and materials that are reused throughout the course.

SECTION 4. Student Interaction and Community - Click link to go to tab

Effective online learning is active and student-centered. Regular student-student interactions foster a sense of belonging among learners and introduce students to diverse perspectives.

OBJECTIVES

4.1 At the beginning of the course, instructor provides an opportunity to have students self-introduce to develop the sense of community.

4.2 Instructor provides the information about how to be a successful online learner/student.

4.3 Navigation throughout the online components of the course is logical, consistent, and efficient.

4.4 Learning activities facilitate and support active learning that encourages frequent and ongoing peer-to-peer engagement.

4.5 The modes and requirements for student interaction are clearly communicated.

4.6 Instructor clearly explains his or her role regarding participation in the online environment. Instructor participates and manages, yet lets students take reasonable ownership.

4.7 The course learning activities help students understand fundamental concepts, and build skills useful outside of the course.