iCAN

The iDu Class Audit and Evaluation (iCAN) identifies and evaluates existing online class in iDu.  The goal of iCAN is to provide the academic community with a criteria-based evaluation tool to assess and compare the quality of online courses. The focus of the evaluation is on the presentation of the content and the pedagogical aspects of online courses, yet iCAN also considers the instructional and communication methods so vital in a successful online learning experience.

Existing online courses are identified and measured against a set of objective evaluation categories.  These criteria were developed through extensive research and review of instructional design guidelines from nationally recognized course developers, best practices from leading online consultants, and from numerous academic course evaluations. iCAN employs a team approach in evaluating courses.  Subject matter experts evaluate the  scope and instructional design  aspects of courses, while online multimedia  professionals are used to consider the course  production values.  Technical consultants are  employed to establish and evaluate the  interoperability and sustainability of the courses.

Evaluation

Course Evaluation Summative evaluation of course should be conducted regularly (preferably after every class) using a widely used model, such as the Kirkpatrick Model of Course Evaluation (2006). The four levels that should be considered during a summative evaluation include: Level 1: Reaction Level 2: Learning Level 3: Behavior Level 4: Results Other course evaluation techniques and methods. Level 1: Reaction Assessment / Survey A reaction survey is a subjective evaluation of the online course by the participants that assesses how they “feel”. Sometimes called “smile sheets’, reaction surveys measure the participant’s immediate perceptions of the quality and usefulness of the class. The results provide information regarding relevancy of information and the teaching style of the instructor. Examples of questions to assess participant reaction:  What is your overall reaction to the course?  4) Good 3) Average 2) Poor 1) Very Poor  What did you like best? What did you like least?  The instructor’s contribution to the course process was valuable. A) Strongly agree B) Agree C) Neutral D) Disagree E) Strongly disagree  Were the materials, hand-outs and/or activities useful? ___Yes ___No ___Don’t know  Were the teaching methods effective? ___Yes ___No ___Don’t know  Would you recommend this course to others? ___Yes ___No ___Don’t know Comments:__________________________________________________________________

 Records

A record keeping system should be established for controlling all records and documents to ensure that the records are: 1. Identifiable: dated, current, accurate, and legible. 2. Retained: kept for a period of time following the class. 3. Accessible: retrievable and maintained in an orderly manner. Identification Certain regulations require specific records be kept for proof of completion of required course. Campuses should keep enough documentation to help them compile reports. Records that identify course completion Classroom should be documented on a roster, and online course should be documented on an online  transcript. 1. ROSTERs should identify:

 Course name

 Date, time, and location

 Name of participant(s) and unique Identification #

 Name of the instructor(s) Rosters can take the form of meeting sign-in sheets, minutes, or certificates of completion.

2. ONLINE COURSE TRANSCRIPTs should identify:

 Course name

 Date of completion

 Name of participant and unique Identification #

 Assessment results*

*Due to the absence of an instructor who can certify that the individual has passed, an online course transcript should reference assessment results as evidence of passing. Examples include test scores, “pass/fail” status’, grades, tracking of content review.

Checkpoint Records

A record keeping system is important to control all records and documents. They should be organized so that they are identifiable, retained, and accessible. Course program records include rosters, online course transcripts, course materials, evaluations, and course descriptions. Class records should be organized in a manner where they can be made available within 24 hours of official request.

EVALUATIONs should identify:

 Course name

 Date

 Name of the instructor(s), if applicable

5. COURSE CATALOGs should identify:

 Description of course (including a list of topics and any applicable prerequisites or corequisites)

 Length

 Date or version of course

 Name of instructor(s) delivering the course (for classroom) Retention Hardcopies course record hardcopies should be approached similarly to official records of government entities.  At that time, course records should be referenced in an electronic database (see section on Accessibility). Employee records Course records should be kept (at minimum) during the participant’s full period of employment. Even if there are no rules specifically requiring a record retention time, each campus may want to set a policy to retain course records for a period after employment has been terminated (i.e., 30 years after the last day worked). Accessibility Records should be organized in a manner that they are readily available within 24 hours of official request by auditors / inspectors, management, participants, etc. Classroom records should be backed up with a roster (original, copy, or electronic archive); that is, rosters should serve as evidence of successful completion of course. Learning management systems (LMS) are a preferred method for documentation, tracking, and reporting of course, online course, and course content. These software applications provide an easy way to retrieve and manage course records. Campuses may wish to formulate policy identifying these electronic databases as the official record of health and safety course. Right of access In compliance with the Family Educational Rights and Privacy Act, with the exception of directory information, all records are confidential and available only to the participant(s). The following information has been designated as directory information: Directory information (available to public)

 Name

 Address (Local and/or Permanent)

 Email

 Telephone numbers

 Birth date and place

 Field(s) of study

 Date(s) of attendance

 Grade Level

 Enrollment status (i.e., undergraduate or graduate, full time or part time)

 Number course units enrolled

 Degrees and honors received

 Most recent previous educational institution

 Photo

 Participation in officially recognized activities (i.e., athletics)

 

Evaluations

Course evaluations should measure one of three levels:

1. Reactions: Measure immediate perception of the quality and usefulness of the course, relevancy of information, and/or the teaching style of the instructor(s).

2. Learning: Measure skills, knowledge, or attitudes that the participant retains as a result of the course.

3. Behavior: Measure the influence the course has had on iLearning plus culture.

4. Results: Measure organizational impact or return on investment (ROI).

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