Course Criteria Rubrics

Blog/Learning Journal Posts:

Exceeding Expectations
Mostly
Maybe
Not Meeting Expectations
Opinions and Statements are so thoughtful and interesting that anybody who reads them is drawn to read on and might even be moved to agree without the need for back-up. Example: “Teachers are shackled by the monolithic nature of schools, making it difficult or impossible to capture the hearts and minds of ALL students.” (Sigh) dfd dfd Opinions and Statements lack thoughtfulness.   Example of a thoughtless opinion:

“The education system sucks.”
or
"Dude! No way!"
Opinions and statements are backed-up with more than enough examples, stories, personal experiences, data... to make arguing against the O&S almost impossible. dfd dfd Opinions and statements are not really backed-up with examples, stories, personal experience, or much of anything really.
Back-up for the opinions and statements (the examples, stories, personal experiences...) has so much detail & description that that there is very little left to the imagination of the reader. dfd dfd Back-up for the opinions and statements has very little detail & description, so the reader has to make cognitive leaps to fill in all of the details in his or her head.

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Discourse/Comments on Blog Posts

In this course, discussions occur in the Blog/Learning Journal Posts of your course colleagues, where your comments will become the discourse.

Expectations

Exceeding

Meeting

Not

Really Not

Responding to others - Content

It is clear by your responses that you fully understood what your colleague was saying. 

Mostly

Somewhat 
(about half)

Not at all = 0

Responding to others - Professionalism

Whether you agreed or disagreed, you were very polite (as well as persuasive) in your response.  You clearly understood that your comment has become part of your colleagues ePortfolio.

Mostly

Somewhat 
(about half)

Not at all = 0

Comment Content - Connection

Your comment built on what your colleague discussed in the post.

Mostly

Somewhat 
(about half)

Not at all = 0

Comment Content - Opinions

Comments include thoughtful and detailed opinions that demonstrate you have obviously considered the topic to a great extent.

Mostly

Somewhat 
(about half)

Not at all = 0

Comment Content - Support for Opinions

The opinions in your comment are backed by fully described evidence, examples, facts, stories and/or quotations. All of the evidence and examples are specific and relevant.

Mostly

Somewhat 
(about half)

Not at all = 0

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Presenting

Expectations

Exceeding

Meeting

Getting There

Really Not

Preparedness

Presenter clearly knew the topic well and was able to answer all or most of the questions from participants.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Clarity and Organization

Presentation felt choreographed for superior results. Participants were so engrossed that when it was over they felt as if they had just awakened from a pleasant dream.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Use of Examples and/or Graphics

Presentation included plenty of examples and/or helpful graphics to help participants learn quite quickly and effectively.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Management of Visuals & Examples

Participant experience was in the forefront of presentation with regard to aspects such as application sharing and other visuals. (No participant confusion or frustration.)

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Effectiveness

Many participants left the presentation having learned quite a bit. Pace was perfect for most learners.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Use of Collaborate Software Use of software was not only seamless (making it clear that the presentation was practiced), but risks were taken to increase dynamism of the presentation. No (non-technical) hiccups in the use of software. A few (non-technical) hiccups in use of software, but made it through. Several hiccups in use of software due to lack of practice.
Inclusion of Participants/ Activity Participants were effectively included in the presentation, whether in questions and answers, surveys or activities. Techniques such as the use of Breakout Rooms increased engagement and participant accountability. Several attempts at participant engagement A few attempts at participant engagement No participant engagement... just a presentation.

Monitoring of Text Chat

Text chat was monitored effectively. Relevant questions and comments were woven into the presentation as appropriate. Monitoring was done by presenter or delegate.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

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Participating in the Presentations of Others

Expectations

Exceeding

Meeting

Getting There

Really Not

Attitude

Participant was clearly there to learn and brought an inquisitive attitude to the presentation.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Engagement

Participant was fully engaged in all of the activities presented.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Relevance

Participant kept all comments and engagements relevant to the topic (example: chat window discussions).

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Helpfulness

Not only was participant a positive engager, s/he was helpful whenever possible.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Peer Evaluation

Evaluation of the presenter was thoughtful and polite. In addition, the feedback provided will help the presenter improve his or her practice.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

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Unit Build (Moodle or D2L)

Assignment 'Givens':

  • A Home Page with intro graphics and descriptors,
  • A Lesson, or content with which your students will engage,
  • Quizzes,
  • Online Discussions,
  • An Assignment for the students to "hand in" (upload),
  • A Gradebook (make up a few items... quiz, dropbox/assignment...),
  • A means of providing feedback or submitting opinions (survey, choice...), and
  • A Calendar.

Learning Outcomes:

  • Be familiar with common terms, definitions and elements related to Learning Management Systems (LMS) and non-LMS environments.
  • Demonstrate basic competency with design and implementation within a variety of LMS and non-LMS environments and tools.
  • Plan learning opportunities most suitable to the strengths and challenges of a variety of LMS and non-LMS environments.
  • Create assessment and evaluation methods/tools most suitable to the strengths and challenges of LMS and non-LMS environments.

Expectations

 

 

Home Page or Intro area (Present, Inviting, Organized?)
Yes
No
Layout (Clean, uncluttered, complete?)
Yes
No
Navigation (Easy to get around?)
Yes
No
Quiz - (Works, linked to the Gradebook?)
Yes
No
Gradebook (Present, organized, works?)
Yes
No
Assignments for upload and marking - (Present, linked to the Gradebook?)
Yes
No
Lesson (Present, easy to follow?)
Yes
No
Discussions (Present, works?)
Yes
No
Feedback/Survey (Present, works?)
Yes
No
Calendar (Present, works?)
Yes
No

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Final Project/Paper

Assignment 'Givens':

  • Your paper follows APA guidelines (or APA Citation guidelines for projects);
  • Your paper/project demonstrates graduate level thinking by creating an original work that synthesizes the research and opinions of others with your own thoughts; and,
  • Your paper is handed into the Assignment Dropbox no later than the given due date (unless you have made arrangements with the course instructor).

Learning Outcomes:

  • Be familiar with common terms, definitions and elements related to Learning Management Systems (LMS) and non-LMS environments.
  • Demonstrate basic competency with design and implementation within a variety of LMS and non-LMS environments and tools.
  • Plan learning opportunities most suitable to the strengths and challenges of a variety of LMS and non-LMS environments.
  • Create assessment and evaluation methods/tools most suitable to the strengths and challenges of LMS and non-LMS environments.
  • Integration of and reflection on current learning theory as expressed in development of LMS and Non-LMS structures.
  • Examine current research around best practices and emerging practices for both LMS and non-LMS environments.
  • Develop skills to optimize learning experiences through personalization based on characteristics, needs, stages of development, current personalized learning mandates, misconceptions etc.

Expectations

Exceeding

Meeting

Getting There

Really Not

Learning Outcomes This paper demonstrates mastery of the learning outcome(s) listed for this assignment.  It demonstrates strong reflection on student's philosophy of online communication with respect to teaching and learning using LMS and Non-LMS

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Answered Critical Challenge Question Fully answered the Critical Challenge Question with most of the Leading Questions handled with exceptional diligence and thoughfulness.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Content - Practice It is clear that the student has thought deeply about his/her practice in light of his/her philosophy with regard to the use of LMS and Non-LMS in realizing his/her goals for his/her students. (In his/her opinion and regardless of his/her preconcieved beliefs or his/her his/herness. Jeepers!)

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Content - Connections Connections are clearly drawn between the student's articulated philosophy and the research presented. Student synthesizes his/her own reflection and the research in a manner that demonstrates graduate-level engagement with the material.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Evidence All examples, details, explanations, facts or stories used in providing evidence to statements are provided with exceptional detail and back up the position perfectly.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Originality Project/Paper shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Depth of Understanding

Project/Paper includes all material needed to demonstrate an in-depth understanding of the topic. It is a highly effective study guide.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Sequencing of Information Information is organized in a clear, logical way.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Format Student paper follows most recent APA guidelines or Project follows APA citation formating. There are no spelling, punctuation or grammatical errors in the student's submission.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Project Only

Use of Graphics

All graphics are attractive (size, clarity, and colors) and support the theme/content /feel of the project.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Navigation Navigation is easy, consistent, and professional.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

Font, Formatting, and Background

Font formats (e.g., color, bold, italic) are outstanding and have been carefully planned to ensure that all material is displayed to the highest level of readability and design.

Background does not detract from text or other graphics. Choice of background is consistent and is appropriate for the topic.

Mostly

Somewhat 
(about half)

Not Really
OR
Not at all

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Creative Commons LicenceThis set of lessons, icons, & criteria by Avi Luxenburg is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. Leading2Learn.ca