Marchese A Lms Course Work Template For Oca

ITEC 7481: LMS Coursework Document Template for Meeting the Requirements of the Online Course Assessment (OCA)
Directions: Add a screen shot and description for each section to document your LMS design and development work in each area.
I.
Online Course Development [FIELD EXPERIENCE] - Candidates will use a learning management system (LMS) to develop a highquality K-12 online course that incorporates research and best practices in online learning for children and/or adolescents. The
course will contain the following:
(note: Key diversity components are italicized and underlined) - (TOTAL SECTIONS A-G = 300 POINTS)
Element
Screen Shot
Description
A. A Welcome Statement and Site Navigation Instructions (2.1.2); (1.1.6)

(15 points)
1. Welcome
Statement
My 8th grade course page has

a welcome statement that
customizes for each
students name when they
log in.
Template by Julia S. Fuller, 2014 1
2. Site Navigation
Instructions
B.
Basic Support, Directions, and Guidance, including:
1. Overview of the
types and
specifications of
the technologies
(hardware,
software, and
peripherals) to
which students
must have access
in order to
complete the
course (Note:
Required
technologies and
specifications
should be
reasonably
accessible to
students in order
to ensure
equitable access
to digital content
The course content has an

orientation module that
students may access for help
navigating the site,
uploading files, posting to
discussion boards, etc.
Students are directed to this
area of the module in our
course syllabus, and I
demonstrate how to find it
on the first day of class.
(30 points)
Technology Requirements
are posted in the Class
Expectations module.
employed in the
course) (1.1.1);
(2.1.6)
2. Ideas for gaining

access to these
technologies via
public or low-cost
means should a
student not have
home access to
the necessary
technologies for
the course (1.1.1);
(1.1.7); (2.1.6)
3. Overview of
technical skills
needed to
successfully
complete the
course (1.1.1);
(1.1.7); (2.1.6)
Technology Requirements
are posted in the Class
Expectations module. The
schools media center also
has resources for students
and parents for obtaining
access to computers and the
internet.
The student orientation

course walks students
through the skills they will
perform regularly as part of
a D2L course.
4. Links to technical
documentation
and online
tutorials to assist
students in
acquiring the
technical skills
needed for the
course (1.1.1);
(1.1.7); (2.1.6)
The course content has an

orientation module that
students may access for help
navigating the site,
uploading files, posting to
discussion boards, etc.
5. Links to technical
support resources
and directions to
assist students in
case of technical
difficulties with
LMS or with
course content
(1.1.7); (2.1.6)
D2L has a Help tab on the

main course page for
directions on specific tools.
Any other technical issues
would be addressed by the
instructor as possible.
Statement below is posted
on the Class Expectations
page where students also
access the course syllabus.
6. ADA-compliance
statement by the
LMS publisher
(2.1.6)
D2L compliance and

accessibility information is
linked from the course page.
7. Instructor
statement on how
universal design
principles were
applied in
constructing the
specific course
within the LMS
and class-specific
instructions on
how students with
documented ADA
disabilities can
access the course
content/receive
required support
services (2.1.6)
ADA compliance information

posted in the Class
8. Instructions how
students who
believe they may
have an ADA
disability can
receive testing and
diagnostic services
(2.1.6)
ADA compliance information

posted in the Class
9. Definitions of
Netiquette and
expectations for
teacher and
student behavior
in online
discussions, email,
synchronous
meetings, and
other forms of
communication to
be used in the
course (2.1.6),
(3.2.1)
A link to middle school rules

for Netiquette is provided in
the Class Expectations
module of my course.
C. Community Building Activities, including:

(15 points)
1. Instructor
introductions
(2.2.2); (2.6.3)
My introduction is posted in
the Class Expectations
module of my course.
2. Methods for
students to
introduce
themselves to one
another and to set
foundations for an
accepting learning
community, that
values diversity
among members
(2.2.2); (2.6.3)
3. Methods for
students to provide
instructor and
peers with
information about
their current
knowledge on the
content to be
Students will introduce

themselves in this
discussion board online and
through in-class get to know
you activities.
Students will participate

initial discussion boards like
this one, covering topics
from the previous year that
should indicate their current
proficiency level to me and
to peers.
covered, their
personal/professio
nal experiences,
and their learning
styles/preferences
(2.2.2); (2.6.3);
(3.2.1); (2.3.1)
D. Course Syllabus and Orientation to Course Syllabus, including:
I have also included an

introductory discussion
board about learning styles.
Students will discover their
strongest multiple
intelligences and reflect on
the results.
(45 points)
1. Terms of class
interaction for
both teachers and
students,
including
attendance policy
for synchronous
activities (2.2.3);
(2.2.4)
The face-to-face nature

of my course does not
lend itself to
synchronous meetings
outside of school hours,
so synchronous
activities take place
while students are in
the computer lab or at a
laptop center, making
attendance a non-issue.
2. Teacher contact
information and
guidance (2.2.3);
(2.2.4)
The Remind service and

my help hotline are
new methods for me
this year. It is no longer
efficient for students or
parents to call the front
office to get a message
to me.
3. Information on
teacher response
time to questions
and assignments
(2.2.3); (2.2.4)
Emails are responded

to within the same day,
generally, but phone
calls may take 24 hours
to return.
4. Information on
how to receive
instructional
support from
teacher and other
support services,
as appropriate
(2.2.3); (2.2.4)
Students may attend

the Help Day tutoring
sessions for any teacher
at my school without an
appointment. Teachers
are available every
Wednesday morning.
5.
Grading criteria
(2.2.3); (2.2.4)
All Connections classes

must use the same
grading categories. In
this section on eCLASS,
I provide the rubrics
that I use to grade the
writing and speaking
tasks we complete
throughout the year, as
well as a sample rubric
for a project.
6. Policy for
submitting and
grading late
assignments
(2.2.3); (2.2.4)
7. Academic honesty
and
copyright/privacy
policies (2.2.3);
(2.2.4)
At the middle school

level (at my school at
least), late work is
accepted at practically
any point in the
semester, and some
credit is given despite
the policy to deduct 10
points per day.
These policies are
available in the student
handbook as well as
posted in my syllabus.
8. Appropriate
behavior
expectations
(2.2.3); (2.2.4)
Expectations for staff,

students, and parents
are best communicated
in our schools mission
and values statement in
the student handbook.
Our school is a PBIS

(Positive Behavior
Interventions and
Supports) school.
Expectations for
student behavior is also
communicated through
our PBIS matrix.
9. Consequences for
violating academic
honesty,
copyright/privacy
policies, and
behavior
expectations
The behavior plan

posted is consistent
throughout the school,
and teachers work
together to monitor a
students progress
through this step
system.
10. Clear, measurable

course goals and
learning modules
objectives (2.2.3);
(2.2.4)
Our course learning

outcomes are the
Gwinnett County Public
Schools AKS (Academic
Knowledge and Skills)
for Level 1 Modern
Languages. There are
12 very broad
standards meant to
address the four
language domains and
cultural/linguistic
aspects of language
study no matter the
language or topic
involved.
11. Course schedule

(2.2.3); (2.2.4)
12. Required
assignments
(2.2.3); (2.2.4)
This is the tentative

plan for the school year.
We have adopted new
textbooks this year, so I
cannot guarantee that
this is exactly how it
will play out, so I
included a comment
about the calendar
constraints. Middle
School Connections (in
our block schedule
model) have a very
difficult time planning
everything ahead of
time, since our classes
are interrupted or
rearranged frequently
by testing and other
school activities.
I usually choose
projects for my
students based on
available time and
student interest. I find
it very difficult to create
a list in my syllabus of
everything I might ask
them to do during a
given year. If this
course were only
administered online, I
would approach it
differently, as
developing online
13. Procedures for

submitting
assignments
(2.2.3); (2.2.4)
14. Alignment grid

showing how
assignments,
assessments, and
standards-based
learning goals are
related to one
another (2.5.1);
(2.5.5)
content along the way

would not be an
efficient way to manage
a course.
Students are very
familiar with
submitting work to the
dropbox in eCLASS, but
there is a tutorial
included just in case.
There are only 12

standards for the level
1 language courses. I
did not create a grid
because it does not
make sense for my
course to do so.
Everything we do
supports most if not all
of these 12 standards,
so listing them over and
over is moot.
E. Learning Modules (at least three) that:
(105 points)
1. Clearly outline
required learning
activities that will
help students
achieve learning
standards
associated with
the module (2.5.1)
Tasks for each module

are laid out for students
in a straightforward
manner. For example,
this screenshot from
module 1 shows how
students will see the
tasks they must
complete for that
module. It begins with
an overview of the
module and standards
addressed, and ends
with an opportunity for
teacher feedback and
self-assessment.
2. Provide authentic,
relevant, and realworld learning
experiences for
students to
engage with
content (2.5.6);
(2.6.4)
Authentic video of
native speakers
describing their
favorite clothing.
Students will listen to
and comment on the
video in Blendspace
(module 1). Students
engage in a fashion
show game that
provides students a
hands-on, collaborative
opportunity to
demonstrate mastery
or progress toward
mastery (module 6).
I am in the process of
setting up a
relationship with a
partner school in
Germany. Students
MAY be able to Skype or
email with these
students this year.
3. Provide
opportunities for
meaningful
instructor-student
and peer-peer
interaction to
support learning
(2.6.3)
Students will
participate in this
discussion board
starting in module 2,
and may continue to
participate through
module 6. Teacher will
also provide a post and
comments.
4. Appropriately use
both synchronous
and asynchronous
learning
opportunities to
support learning
(1.1.4)
Students can post realtime reactions as they

watch the video in
module 1 and respond
to others (This is
synchronous because
students will be
watching the video at
the same time in the lab
and communicating
about it at that time.).
Clothing discussion
board (see picture
above) provides
asynchronous
communication
opportunities in
modules 2-6.
5. Incorporate visual
resources into
online modules
(1.1.3)
Visuals, such as this

trivia slide, are included
throughout the
modules to assist
students
comprehension of
German content or to
connect to prior
knowledge.
6. Effectively use
and incorporate
subject specific
developmentally
appropriate
software in an
online learning
module (1.1.6)
Languages Online
provides age
appropriate, interactive
foreign language
activities. These games
are used throughout the
modules.
Language Lab software
developed specifically
for foreign language
learning is used in
modules 3-5.
7. Engage students
in active roles in
their learning
process and
opportunities to
construct meaning
(2.6.5)
Listening
Comprehension Using
Stevens Learning
Systems language lab,
students construct
meaning of
vocab/structures by
listening to and
demonstrating
understanding of native
speakers.
8. Elicit a response
from the student
comparable with
the level of
competency
demanded in a
related task
(2.5.6)
9. Assist students to
consider meaning,
reflect on new
knowledge, and
assimilate/apply
information
(2.6.5)
Discussion Board
(module 2) questions
are comparable to level
of competency required
by writing task in
modules 3-5.
10. Apply technology

to engage
students in
higher-order
thinking skills and
creativity (2.1.11)
Laptop Station
(modules 3-5)
Students use school
laptops to complete the
writing task for the
unit. This task requires
students to create a
presentation in the
format of their choice,
describing two outfits
that they design.
Students must
assimilate new and old
vocabulary, as well as
new and old
grammatical structures
to create the
presentation.
Students are asked to

reflect on their new
clothing vocabulary
knowledge as well as
apply previous
knowledge in a new
context.
11. Differentiate
instruction based
on students
diverse talents and
learning needs
(2.1.9); (2.6.1)
Students may choose

the medium in which
they complete the
writing task
(differentiated
product).
Online access to
modules allows
students to revisit
difficult content as
often as needed
(grammar presentation
seen here can be rewatched, paused).
12. Differentiate
instruction based
on students
special education
modifications, age,
cultural and
linguistic
background,
academic
achievement,
cultural
background, and
experiences
(2.6.1); (2.6.2)
Teacher station
teacher can
differentiate based on
student proficiency,
asking more advanced
questions or providing
more scaffolding as
needed. Teacher
questions seen here are
levelled so that each
student will
demonstrate mastery at
an appropriate
proficiency level.
(modules 3-5)
13. Address multiple

intelligences,
including the
needs of visual,
auditory, and
tactile learner
(2.5.2), (2.5.7)
Content throughout the

modules is presented
through video, text,
visuals, audio, games,
teacher presentation,
and students show
proficiency through
multiple forms of
expression. While I do
not have a picture of it,
the fashion show game
in module 6 is
specifically included for
tactile learners.
14. Include
appropriate
citations and
ethical/legal use
of copyrighted
material
Citations for videos,

audio, web content, and
images are provided in
each module.
F. Assessments of Student Learning that:
(60 points)
1. Make evaluation
criteria CLEAR to
students through
well-constructed,
rubrics, checklists,
grading forms, etc.
(3.1.1)
Speaking and writing

rubrics clearly describe
how students language
production will be
graded.
2. Address ALL
learning
standards
associated with
the
course/learning
modules (2.5.1)
Chart to the left

explains which
assessments address
the learning standards
for this unit.
3. Address multiple
intelligences,
including visual,
auditory, and
tactile learning
styles (2.5.2),
(2.5.7)
Assessments
throughout the OLE
contain visual images,
audio prompts, written
responses, and tactile
activity.
4. Use authentic
assessment
strategies to
determine student
acquisition of
knowledge and
skills (2.5.3)
Screenshot of fashion show game we will be imitating:
Open-Ended
assessments provide
authentic opportunities
for speaking, writing,
and performing.
5. Include pre- and

post- testing to
show student
growth in content
knowledge (2.5.5)
*Screenshot of secure county assessment unavailable.
Foreign Language
courses in Gwinnett
County administer a
district pre- and posttest at the beginning
and end of the yearlong course, providing a
comprehensive
measure of content
knowledge growth.
Assessments are
reasonable and
measure mastery at a
novice proficiency level
appropriate for my
students.
6. Are reasonable
Discussion Board written response leading to spoken task:
expectations given
the learning
activities included
in the course
(2.5.5), (2.5.6)
7. Require students
to engage in
authentic
performances to
show mastery of
content (2.5.6)
Screenshot of fashion show game we will be imitating:
Final fashion show

game requires
impromptu
performances that
demonstrate mastery.
8. Are modified to
accommodate
special education
needs, student age,
cultural
background and
experiences (2.6.2)
Writing Task can be written at a very basic level or elaborated upon as student is
able.
While my 8th grade

classes do not contain
any special needs or
ELL students, my openended activities are
designed to meet
students where they
are in terms of
proficiency. Self-paced
nature of modules 3-5
accommodate my
students who need
extended time to
complete some
assignments.
9. Are valid (i.e.,

adequately
sample the
content that they
are designed to
measure) and
reliable (i.e.,
produce
consistent results
from
administration to
administration)
(3.1.1)
Rubrics provide
consistency in grading.
10. Are implemented

in ways that
insure instrument
validity and
reliability (3.1.2)
Individual online
quizzes and automatic
grading/feedback
provide accurate
results.
11. Include varied and

multiple ways to
assess each
learning standard
(3.1.3)
Module 1 teacher
check-in, Vocabulary
Quiz, Color Quiz,
Discussion Board,
Teacher Table, Written
Task, Spoken Task,
Listening
Comprehension Task,
Textbook/Workbook
exercises, and Fashion
Show Performance
provide varied
assessment of OLE
learning standards.
12. Gather
appropriate
background and
content
knowledge
assessment data
throughout the
course for each
student, so that
instruction can be
customized to
students group
and individual
learning needs
throughout the
course. (3.3.1)
Module 1 teacher
check-in, Vocabulary
Quiz, Color Quiz,
Discussion Board,
Teacher Table, Written
Task, Spoken Task,
Listening
Comprehension Task,
Textbook/Workbook
exercises, and Fashion
Show Performance all
provide assessment
data that can inform
instructional decisions
as the OLE progresses.
13. Provide both

formative and
summative
assessment
practices,
including
opportunities for
students to selfassess, receive
peer feedback,
and receive
ongoing response
on performance
from the
instructor (3.2.2)
Spoken Task:
G. Evaluation of Course Materials and Instructional Practices including:
Formative teacher
feedback at table,
clothing quiz
Peer feedback
discussion board
Self-assessment color
quiz
Summative
written/spoken tasks,
fashion show
performance
(30 points)
1. An evaluation of
student readiness
to engage in online
learning,
in
general, and the
specific modes of
delivery used in
the course (3.2.1)
Students navigate
through an orientation
course at the beginning
of the school year. The
orientation modules
take students through
the activities/skills in
eCLASS that they will
complete/execute
throughout the year.
These tutorials apply to
any of their classes, not
just to mine.
2. Student input on
course materials
the course so that
ongoing
improvements to
course content and
delivery can be
made for ALL
learners (2.5.4)
Students complete a
perception survey twice
a year to provide
teachers with feedback
regarding specific areas
of their work (rigor of
content, teacher
summarizing strategies,
teacher communication,
etc). I will have my
department administer
a separate survey to get
feedback regarding our
implementation of
Problem-Based
Learning this year.
I have also used surveys
after unit projects in the
past to get feedback
regarding the clarity of
my instructions and
useful of the
materials/resources
provided. The
screenshot here is part
of the survey I intend to
use at the end of my
OLE.
3. Opportunities for
evaluating
teaching
effectiveness
within the online
environment (i.e.,
classroom
assessment
techniques,
teacher
evaluations,
teacher
peer
reviews) so that
ongoing
improvements can
be made for ALL
learners (3.3.4)
Students complete a
perception survey twice
a year to provide
teachers with feedback
regarding specific areas
of their work. I will
have my department
administer a separate
survey to get feedback
regarding our
implementation of
Problem-Based
Learning this year
(screenshot of portion
of my survey).
The Online Course Assessment (OCA) is completed in ITEC 7481 Designing and Developing Online Learning. It assesses the candidates
ability to develop a syllabus for an online course in education. It assesses PSC standards (1.1.1), (1.1.3) (1.1.4), (1.1.6), (1.1.7), (2.1.2), (2.1.6),
(2.1.9), (2.1.11), (2.2.2), (2.2.3), (2.2.4), (2.5.1), (2.5.2), (2.5.3), (2.5.4) (2.5.6), (2.5.7), (2.6.1), (2.6.2), (2.6.3), (2.6.4), (2.6.5), (2.6.8), (3.1.1),
(3.1.2), (3.2.1), (3.2.1), (3.2.3), (3.3.1), (3.1.3)

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ITEC 7481: LMS Coursework Document Template for Meeting the Requirements of the Online Course Assessment (OCA)

A. A Welcome Statement and Site Navigation Instructions (2.1.2); (1.1.6)

My 8th grade course page has

Template by Julia S. Fuller, 2014 1

Basic Support, Directions, and Guidance, including:

The course content has an

Template by Julia S. Fuller, 2014 2

2. Ideas for gaining

The student orientation

Template by Julia S. Fuller, 2014 3

The course content has an

Template by Julia S. Fuller, 2014 4

D2L has a Help tab on the

Template by Julia S. Fuller, 2014 5

D2L compliance and

ADA compliance information

Template by Julia S. Fuller, 2014 6

ADA compliance information

A link to middle school rules

C. Community Building Activities, including:

Template by Julia S. Fuller, 2014 7

Students will introduce

Students will participate

Template by Julia S. Fuller, 2014 8

I have also included an

The face-to-face nature

The Remind service and

Template by Julia S. Fuller, 2014 9

Emails are responded

Students may attend

Template by Julia S. Fuller, 2014 10

All Connections classes

Template by Julia S. Fuller, 2014 11

At the middle school

Template by Julia S. Fuller, 2014 12

Template by Julia S. Fuller, 2014 13

Expectations for staff,

Template by Julia S. Fuller, 2014 14

Our school is a PBIS

The behavior plan

Template by Julia S. Fuller, 2014 15

Template by Julia S. Fuller, 2014 16

10. Clear, measurable

Our course learning

Template by Julia S. Fuller, 2014 17

11. Course schedule

This is the tentative

13. Procedures for

14. Alignment grid

content along the way

There are only 12

Template by Julia S. Fuller, 2014 20

Tasks for each module

Template by Julia S. Fuller, 2014 21

Template by Julia S. Fuller, 2014 22

Template by Julia S. Fuller, 2014 23

Students can post realtime reactions as they

Template by Julia S. Fuller, 2014 24

Visuals, such as this

Template by Julia S. Fuller, 2014 25

Template by Julia S. Fuller, 2014 26

10. Apply technology