Regis Faculty Online

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Welcome to Regis Faculty Online

Rubrics: Everything You Ever Wanted to Know

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Every good rubric should do FIVE things (plus one):

  1. Help the content author figure out the details of the deliverable
  2. Help the facilitator understand the details of the deliverable
  3. Help learners figure out exactly what they have to do
  4. Help the facilitator evaluate the deliverable quickly and consistently
  5. Help the learner understand exactly how the deliverable was evaluated

PLUS...

6. Align with the approved grading scale

Top Do's and Don'ts of Grading with a Rubric

  • DO actually use the rubric as your communication instead of just glancing at it and thinking you "remember" what it said
  • DON'T repeat the items in the rubric in your feedback
  • DO give the learner personalized comments at the end of the rubric
  • DON'T think of the rubric as a set of "flexible guidelines" - it's a rubric!

 

Last Updated on Thursday, 16 May 2013 15:26
 

Course Companion Shells Implementation for CPS

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FAQs: Course Companion Shells for Classroom Courses

What is a “companion shell”?
It’s a copy of an online course made available to classroom-based faculty and learners. If no online version of a course exists, the shell contains no content. The companion shell is used as a resource for the classroom and a repository of documentation (email, assignments, grades) for the classroom course.

Why are we doing this?
Increasingly, our learners are taking their courses in a mix of formats within a program. There is no “on-ground program” or “online program”; there’s just “the MSOL program” (for example). The course outcomes for any given class, in any format, must be met, and providing identical course shells for all formats is a step toward getting us there.

How will it work?
All companion shells provide the WorldClass-on-D2L functions. If there is a corresponding online course, the companion shell includes all of that content as a resource, except for the syllabus (you will still provide that).

In addition, faculty teaching in any delivery mode – online, classroom, or blended – will also have some new permissions to build or reconfigure elements such as the Dropbox, the Grade Book, and TurnItIn. Training for these functions has been added to the WorldClass Tutorial for CPS Faculty.

What’s required?
In either event, classroom-based faculty are required by CPS policy to use at least these three elements of the shell:

  • WorldClass Email for all written communication with students during the course
  • Dropbox for all assignment submissions
  • Grade Book to keep students up-to-date on their progress throughout the course

Use of online content by classroom-based facilitators is encouraged but not required. Classroom facilitators have the ability to delete the online discussions, adjust the Grade Book and Dropbox, and upload their syllabus.

Why are we using these elements?
Our ability to maintain classroom records via WorldClass helps us document our processes for accreditors and more easily resolve any disputes by learners.

Where do I get the WorldClass Tutorial for CPS Faculty?

We’ve built it as a standalone site. Go to: http://cpsdl2.regis.edu/WC_Faculty_Tutorial/

Where do I find my companion shell?
Companion shells, like online courses, reside in our Learning Management System (LMS), provided by our vendor-partner, Desire2Learn (D2L). We refer to this system as WorldClass-on-D2L. To access your course, go to https://worldclass.regis.edu; alternatively, you may go to www.regis.edu and then select WorldClass from the Quick Links on the upper right. Either one takes you to the same location.

You will normally have access to your course/s ten days before the start of a term.

Whom do I contact if I need technical support?
Email This e-mail address is being protected from spambots. You need JavaScript enabled to view it

Or call: 303-458-4050 / 1-800-388-2366 ext. 4050

Last Updated on Thursday, 16 May 2013 15:32
 

Multimedia for Learning

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Exemplar Showcase from CPS Online Courses

Multimedia shouldn’t be a stand-alone component. It needs preparation within the context of the lesson and needs follow up activities. The purpose is to get the student actively engaged with the content and support the focus of the learning.

1. Preparation

  • Scaffolding - what background information is necessary to understand the concepts?
  • Guiding questions - can we focus the students efforts by asking some questions that direct their learning?
  • Context - can we make connections with what they already have learned?
  • Advanced information (i.e., strategic hints) - how can the student best acquire and sort the information? How do the experts do it?

2. Media

  • Concise - 5-8 minutes maximum for a video segment
  • Focus on the topic - follow a script and practice is needed so presenter does not digress
  • Immediate feedback - when questions are posed provide immediate feedback for responses
  • Limited use within course to maintain motivation - more is not better, the learners become less motivated with multiple repetitions of similar media

3. Follow up activities to reinforce learning

  • Activities to assess learning outcomes
  • Summaries
  • Reflection

The following link is a wonderful resource that you may find helpful for ideas for using multimedia in your lessons. The exemplars are from current CPS online courses. They fall under the categories of graphics/photos; audio; video; narrated slide show; tutorial; animation; case study/scenario; games. These exemplars help us to understand the benefits of each type of media explored and the reasons why we might incorporate these strategies in the presentation of our topics.

CPS Online Multimedia Exemplars


Last Updated on Tuesday, 23 November 2010 09:52
 

PARTNR: New Course Development Model

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The College for Professional Studies has a new course development model. This streamlined model depends on robust planning, standardized structures, and parallel work to produce finished courses faster.

The Department of Learning Design (LD) and Content Authors (CAs) selected by the School work collaboratively during course development.

PARTNR is the name of the model and it stands for: Plan, Assemble/Author, Review, Turn into a course, N-Hance, Rubric.

Plan - LD and CAs work together on the Planning Document

Assemble/Author - CAs collect and write content, LD supports

Review - Content Expert approves content

Turn into course and N-Hance - LD puts course into WorldClass and adds visual/interactive/usability elements

Rubric - Course checked using QM+ Rubric

For more information, contact the CPS Department of Learning Design, This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Last Updated on Thursday, 16 May 2013 15:06
 

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Visit us often to find the latest tools for teaching with technology, examples of teaching strategies, upcoming conferences, and to post to the blog.

Passport to Course Development

The Passport to Course Development is an online resource for faculty engaged in curriculum design and course development for all formats. A passport theme represents various destinations in the course development journey. Intended as an upbeat presentation, “just in time and just enough,” this site is an exemplar of integrating graphics, audio, multimedia, and technology to make learning fun and engaging.

To access the Passport to Course Development please contact facsup@regis.edu.

Course Video Spotlight

This is a video showcase of several Service Capstone Project examples.

Capstone Service Projects

Technical Support

If you need assistance using technology for teaching at Regis please contact the ITS Help Center
Information Technology Services (ITS)
303-458-4050
or
1-800-388-2366 ext 4050
E-mail: its@regis.edu
http://www.regis.edu/regis.asp?sctn=sr&p1=its