Groups: Elements:
Importance:
Course Overview/Content: ● Home Page provides visual
representation of course; a brief course
description or introduction.
● Instructions make clear to learners how
to get started and where to find essential
course components.
● Classroom norms and expectations are
clearly stated.
● Instructor contact information is provided
which may provide biography
information, availability information.
● Encourage Community in the classroom
through classroom discussions and video
meetings.
Learning Objectives: ● Objectives are clearly stated and include
measurable criteria.
● The module/unit-level objectives or
competencies describe outcomes that
are measurable and consistent with the
course level objectives.
● The learning objectives or competencies
are aligned with state standards and/or
other accepted content standards.
● Learning objectives or competencies are
designed and written for the target
student audience.
● Establish structures: Provide checklists
that break out the steps for task
completion to help understand the scope
of the work and the milestones they’ll
accomplish along the way
Age Group/Content Area Source:
● Allows students to easily find a course Canvas Course Evaluation
and can provide visual stimulation and
recognition. Checklist
● Allows students to be independent Quality Matters
learners and provide the ability to work
asynchronously.
Best Practices: Online Pedagogy
● Allows students to be informed and Canvas Course Evaluation
aware of expectations for engaging with Checklist
peers, group discussions or online
meetings to ensure time and viewpoints Best Practices: Online Pedagogy
are respected.
● Allows for students to communicate with
teachers outside normal synchronous
learning times.
● Allows for students to maintain a social
presence in the classroom and create
community cohesion.
● Allows students to do self assessing THE ULTIMATE E-LEARNING
while learning the content, helping them
to become more engaged learners. DESIGN AND DEVELOPMENT
● Allows students to view and understand CHECKLIST
learning outcomes in a more specific
manner.
Quality Matters
● This adds legitimacy to educator choices 4 Key Aspects of Teaching an
in presenting instruction Online Class
● Guarantees that materials presented are
in line with the cognitive and emotional
level of the learner
● The middle school age group needs a
structured environment to succeed in
completing tasks in a timely manner and
to realize the progress they are making
Assessment: ● All assessments are relevant and
complete while utilizing various quiz
methods and types.
● Feedback is adequate and provided for
questions answered, within reasonable
time.
● Post assessment/evaluation is included
● When assessing participation in an
online setting, consider using students’
Chat comments and reflections as
additional inputs to a student’s
participation grade, and a supplement to
the spoken word.
● New content is not presented in
assessments or in assessment feedback
Digital Citizenship: ● Educator will provide and enforce an
AUP
● Opportunities are created for
students to express ideas and beliefs
in a thoughtful and respectful manner
● Students will be educated on privacy
and security
● Cyberbullying will be discussed and
explained
● Fair use will be explained and
copyright, public domain, and fair use
will be discussed
● Allows for a thorough overview of THE ULTIMATE E-LEARNING
students level of understanding and
provides various modes of evaluating DESIGN AND DEVELOPMENT
student understanding. CHECKLIST
● Allows for students to view their
completed work and compare it against
Best Practices: Online Pedagogy
teacher feedback. Provides ability for
students to receive assistance and
feedback timely so they can close any
gaps needed before moving on.
● Allows for use of exit tickets, student self
assessments, and end of unit
assessments. All of which will help
teachers and students identify where
their learning is at.
● Allows the student to show their level of
understanding in alternative ways outside
normal assessment modes. Teachers get
a more thorough overview of their
content knowledge.
● Students are not penalized for content in
which they have not been introduced to,
unless it is being used for pre
assessment information to gain student’s
prior knowledge before introducing
content.
● Districts promote a Accessible Use Daunt and Jankowski 2020
Policy with strict enforcement
students need to be aware of what
this policy is and the importance of
following it
● A big part of citizenship is creating a
community and the sharing of ideas
and beliefs with each other
● Privacy and security is important to
protect students from outside and
internal threats
● Cyberbullying is a serious issue at
the middle school level and must be
addressed to help create a
community and install wellbeing with
students
● Not only are these legal matters but it
will also develop skills that the
students will need at higher levels of
education
Accessibility: ● Minimum technology requirements for
the course are clearly stated and
information on how to obtain the
technologies is provided.
● The course provides accessible text and
images in files, documents, LMS pages,
and web pages to meet the needs of
diverse learners.
● Universal accessibility concerns are
addressed throughout the course,
including transcripts of any non-text
objects
● Images are optimized for speedy display
and include alternative text
● Use of color adds interest but does not
disadvantage those with color blindness
Instruction Materials: ● The instructional materials contribute to
the achievement of the stated
course-and module/unit-level learning
objectives or competencies, and their
relationship with learning objectives or
competencies is clearly stated.
● Instructional materials are integrated
within the context of each lesson, and
their intended use is clear.
● The course content is appropriate to the
reading level of the intended learners.
● The instructional materials have sufficient
breadth, depth, and currency.
● The course content strives to reflect a
culturally diverse perspective that is free
from bias
● Learners are provided with detailed, National Standards for Quality
clearly worded information regarding the
technologies they will need throughout Online Courses Catalog 3
the course and allows students to know Quality Matters
where to access different technologies
used within the classroom. (The term
BEST PRACTICES IN K-12
“technologies” covers a wide range, ONLINE AND HYBRID COURSES
including hardware, software, and
plug-ins and mobile applications (apps).)
● Students need access to the documents
in order to complete the objective and
demonstrate their level of understanding.
● By having transitions that are smooth
engagement is maintained without
distraction
● Accessibility to all students must be the
overall goal
● Provides the students with the necessary Quality Matters
tools to complete the learning objectives
while identifying their need and
importance.
● Materials are relevant and not just for
entertainment but used for engagement
● Provides students with the appropriate
level of text for all students to achieve
success.
● Provides the students with resources that
help students gain a deeper
understanding while creating critical
thinkers.
● Allows the students to think openly in a
safe environment free of judgement.
Elements Considered:
Assessments are challenging and realistic
Assessments are used throughout
Course Technology
Syllabus
Creating and uploading your materials
Link:
THE ULTIMATE E-LEARNING DESIGN AND
DEVELOPMENT CHECKLIST
THE ULTIMATE E-LEARNING DESIGN AND
DEVELOPMENT CHECKLIST
https://www.qualitymatters.org/sites/default/file
s/PDFs/StandardsfromtheK-12RubricFifthEditi
on.pdf
https://www.gssaweb.org/wp-content/uploads/
2016/04/Best-Practices-in-K-12-Online-and-Hy
brid-Courses.pdf
Best Practices: Online Pedagogy
Why not selected:
We chose not to include these elements as the
assessments created in our district are
developed by the team for the appropriate
grade level and reviewed by the curriculum
coordinator so they would be redundant.
The use of assessments are clearly laid out in
our teachers handbook for our school and the
expectations for assessments are defined in
the evaluation platform 5D that we are
evaluated with.
The technology element is subjective based on
the district's resources available.
A syllabus element is not needed as the
curriculum is laid out in a ACC document, also
when using a LMS this element can be
included under other resources.
Put your slides in a consistent, distributable
format (e.g., pdf). To save time, consider
pre-made templates, such as SlidesCarnival
for Google Sheets and PowerPoint, or
Behance for Keynote templates.
Break up your presentation slides: be aware
that online, perhaps even more than in the
classroom, students will read first and listen
second. Consider PowerPoint’s “Animation”
feature (or equivalent) that allows you to show
just a bullet or two at a time.
 Davison Community Schools Distance Learning Framework

1. Focus on nine (9) weeks of essential outcomes that students will learn at each grade-level (PK-6) and
subject-level (7-12). “What is most important for the students to learn.”
● Objectives are clearly stated and include measurable criteria.
● The module/unit-level objectives or competencies describe outcomes that are measurable and consistent with the course
level objectives.

2. Provide students with learning activities, formative assessment and feedback, and overall
communication on their progress toward learning.
● All assessments are relevant and complete while utilizing various quiz methods and types.
● Feedback is adequate and provided for questions answered, within reasonable time.

3. Emphasize relationships in this new learning environment

● Encourage Community in the classroom through classroom discussions and video meetings.

4. Maintain office hours and schedule and communicate* those to parents consistent with the plan you
have enacted over the last few weeks.
● Instructor contact information is provided which may provide biography information, availability information.

5. Teaching at a distance will be heavily reliant on technology. Probably the biggest concern in this endeavor is
access to appropriate devices for our staff and students. To help with this, we will be making a portion of the
district's Chromebooks available for staff and students to check out.
● Universal accessibility concerns are addressed throughout the course, including transcripts of any non-text objects