Embedded Files
Overview
Overview
Standard One ensures that each course includes institutional components and provides a consistent and intuitive navigation experience that enables students to familiarize themselves with the course and instructor, access essential course information, materials, and activities, and meet course expectations.
Summary of Evidence for Standard 1
Summary of Evidence for Standard 1
Course is delivered in the institutionally-adopted learning management system, Brightspace, or College-approved course tools.
Course incorporates the DIID Base Course Template, or alternate DIID approved template (CBE, Z-Degree, etc.).
The Getting Started module introduces the instructor, outlines the students’ first steps, links to the Syllabus & Course Guide, and delivers essential course expectations. The DIID You Know? submodule provides learner support and Brightspace resources.
Course uses intuitive content and module titling so that students can reasonably understand where each link will take them and how to proceed through the course.
Course utilizes Brightspace system-level dates (start dates, due dates, and end dates) to support the instructor’s course schedule and Brightspace Calendar.
Rationale
Rationale
Students benefit from a level of predictability in institutional course design. Like we share the same template for our syllabi and course guides, we seek to improve the Brightspace student experience through standardized course templates and a consistent online week. A logical, consistent layout in the instructor's digital classroom can help optimize student performance. The introductory materials are highlighted in this standard because they are the student's first opportunity to learn about the course structure, instructor support, and other key course information. This standard supports the Universal Design for Learning (UDL) framework by providing a layout and level of predictability that is accessible for all learners.
Supporting Research
Supporting Research
Eggleston, A. G., & Rabb, R. J. (2021, July). Faculty development and instructional design through a Quality Matters tool for online and hybrid course assessment. 2021 ASEE Virtual Annual Conference Content Access. https://peer.asee.org/faculty-development-and-instructional-design-through-a-quality-matters-tool-for-online-and-hybrid-course-assessment
Sochor, C. J. (2022). Student perspectives on the presence and usefulness of navigational course elements in distance education courses [Doctoral dissertation, Marshall University]. Marshall Digital Scholar. https://mds.marshall.edu/cgi/viewcontent.cgi?article=2457&context=etd
Course Design Checklist
Course Design Checklist
These steps will help you build a course that meets proficiency in this standard.
Design your course using Brightspace and College-supported course tools.
Apply your relevant course Template (Online, F2F, CBE, Z-Degree, Zurich).
Prepare your course syllabus, Brightspace gradebook, and attendance register.
Fill out your Instructor Welcome page.
Add a general course introduction to the "course overview" section in your course.
Create a welcome announcement with important welcome information and schedule it for the first day of the course.
Create modules for each week or unit. Put all content, including assignments, discussions, and quizzes into modules.
Label modules and content clearly and consistently. Use the descriptions to help students understand expectations.
Use due dates on graded activities. Optionally, use start/end dates if you want to restrict access to any activities.
Structure your course around the NICC online course week: Tues. at 12:00 am - Mon. at 11:59 pm Central. (Distance courses only).
Next-Level Recommendations
Next-Level Recommendations
To advance your course design even more, consider these best practices:
To advance your course design even more, consider these best practices:
Ask a colleague to test the course navigation experience utilizing the Student View in Brightspace.
Provide access to your initial course content at least three days before the course start date, with all other course content developed at least one week in advance.
Publish your syllabus before the course starts to allow learners time to review your course requirements.
Send a brief welcome email before the course opens with important introductory information such as your syllabus. Intelligent Agents in Brightspace can assist in automating this process.
Include a syllabus quiz or activity at the beginning of the course to verify students’ understanding of important course information.
Enable manual completion tracking to turn your course modules into functional checklists for students.
Include a scavenger hunt assignment at the beginning of the course that leads students to explore the different areas of the online course.
Building Guides
Building Guides
Use these resources to build course design elements in this standard.
Use these resources to build course design elements in this standard.
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