Professional Documents
Culture Documents
Course Peer Review - Fall 2019 Oscqr 3rd Edition - From Tanya
Course Peer Review - Fall 2019 Oscqr 3rd Edition - From Tanya
Course Peer Review - Fall 2019 Oscqr 3rd Edition - From Tanya
[OSCQR 3.0]
Number of credits:
Course Description:
Frequently used technology tools are easily accessed. Any tools not being
13
utilized are removed from the course menu.
14 Course includes links to privacy policies for technology tools.
15 Any technology tools meet accessibility standards.
Course provides activities that emulate real world applications of the discipline,
31
such as experiential learning, case studies, and problem-based activities.
Where available, Open Educational Resources, free, or low cost materials are
32
used.
Course materials and resources include copyright and licensing status, clearly
33
stating permission to share where applicable.
Text content is available in an easily accessed format, preferably HTML. All text
34 content is readable by assistive technology, including a PDF or any text
contained in an image.
A text equivalent for every non-text element is provided ("alt" tags, captions,
35
transcripts, etc.).
Text, graphics, and images are understandable when viewed without color. Text
36
should be used as a primary method for delivering information.
Hyperlink text is descriptive and makes sense when out of context (avoid using
37
"click here").
5. INTERACTION
Expectations for timely and regular feedback from the instructor are clearly
38
stated (questions, email, assignments).
Expectations for interaction are clearly stated (netiquette, grade weighting,
39
models/examples, and timing and frequency of contributions).
40 Students have an opportunity to get to know the instructor.
Course contains resources or activities intended to build a sense of class
community, support open communication, and establish trust (at least one of the
41
following - Ice-breaker, Bulletin Board, Meet Your Classmates, Ask a Question
discussion forums).
Course offers opportunities for student to student interaction and constructive
42
collaboration.
Students are encouraged to share resources and inject knowledge from diverse
43
sources of information in their course interactions.
Students are informed when a timed response is required. Proper lead time is
48
provided to ensure there is an opportunity to prepare an accommodation.
OVERALL NARRATIV
[OSCQR 3.0]
Sufficiently Moderate
Minor Revision Major Revision Not Applicable
Present Revision Action Plan
1/2 hour or less 1/2-2 hours 2+ hours
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OVERALL NARRATIVE
[OSC
0
Estimated time needed for revision:
Frequently used technology tools are easily accessed. Any tools not being
13
utilized are removed from the course menu.
14 Course includes links to privacy policies for technology tools.
15 Any technology tools meet accessibility standards.
Course provides activities that emulate real world applications of the discipline,
31
such as experiential learning, case studies, and problem-based activities.
Where available, Open Educational Resources, free, or low cost materials are
32
used.
Course materials and resources include copyright and licensing status, clearly
33
stating permission to share where applicable.
Text content is available in an easily accessed format, preferably HTML. All text
34 content is readable by assistive technology, including a PDF or any text
contained in an image.
A text equivalent for every non-text element is provided ("alt" tags, captions,
35
transcripts, etc.).
Text, graphics, and images are understandable when viewed without color. Text
36
should be used as a primary method for delivering information.
Hyperlink text is descriptive and makes sense when out of context (avoid using
37
"click here").
5. INTERACTION
Expectations for timely and regular feedback from the instructor are clearly
38
stated (questions, email, assignments).
Expectations for interaction are clearly stated (netiquette, grade weighting,
39
models/examples, and timing and frequency of contributions).
40 Students have an opportunity to get to know the instructor.
Course contains resources or activities intended to build a sense of class
community, support open communication, and establish trust (at least one of the
41
following - Ice-breaker, Bulletin Board, Meet Your Classmates, Ask a Question
discussion forums).
Course offers opportunities for student to student interaction and constructive
42
collaboration.
Students are encouraged to share resources and inject knowledge from diverse
43
sources of information in their course interactions.
Students are informed when a timed response is required. Proper lead time is
48
provided to ensure there is an opportunity to prepare an accommodation.
OVERALL
[OSCQR 3.0]
Sufficiently Moderate
Minor Revision Major Revision Not Applicable
Present Revision
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[OSC
0
Estimated time needed for revision:
Frequently used technology tools are easily accessed. Any tools not being
13
utilized are removed from the course menu.
14 Course includes links to privacy policies for technology tools.
15 Any technology tools meet accessibility standards.
Course provides activities that emulate real world applications of the discipline,
31
such as experiential learning, case studies, and problem-based activities.
Where available, Open Educational Resources, free, or low cost materials are
32
used.
Course materials and resources include copyright and licensing status, clearly
33
stating permission to share where applicable.
Text content is available in an easily accessed format, preferably HTML. All text
34 content is readable by assistive technology, including a PDF or any text
contained in an image.
A text equivalent for every non-text element is provided ("alt" tags, captions,
35
transcripts, etc.).
Text, graphics, and images are understandable when viewed without color. Text
36
should be used as a primary method for delivering information.
Hyperlink text is descriptive and makes sense when out of context (avoid using
37
"click here").
5. INTERACTION
Expectations for timely and regular feedback from the instructor are clearly
38
stated (questions, email, assignments).
Expectations for interaction are clearly stated (netiquette, grade weighting,
39
models/examples, and timing and frequency of contributions).
40 Students have an opportunity to get to know the instructor.
Course contains resources or activities intended to build a sense of class
community, support open communication, and establish trust (at least one of the
41
following - Ice-breaker, Bulletin Board, Meet Your Classmates, Ask a Question
discussion forums).
Course offers opportunities for student to student interaction and constructive
42
collaboration.
Students are encouraged to share resources and inject knowledge from diverse
43
sources of information in their course interactions.
Students are informed when a timed response is required. Proper lead time is
48
provided to ensure there is an opportunity to prepare an accommodation.
OVERALL
Hey Janet,
It was a pleasure to review your course. Your course is very well developed. Task and video instructions are clear. You g
reading texts in Word and PDF formats. This definitely helps with accessibility as students can download/save/print new
adding the e-portfolio section to weekly books is an excellent idea as students know exactly what they need to update. I
missing (Week 4, p. 4). Also, consider using NQ branding colours throughout the course. Some shades of green and pu
Cheers,
Tanya
[OSCQR 3.0]
Sufficiently Moderate
Minor Revision Major Revision Not Applicable
Present Revision
X
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X
X
X
X
X
X
X
X
X
X
OVERALL NARRATIVE
structions are clear. You give action-oriented feedback on all activities and assignments. I especially like how you have included vocabulary
download/save/print new words and texts. You have a variety of activities that focus on development of essential skills, which is great. I also
at they need to update. I did notice that sometimes references come before end notes (Week 2, p.7; Week 4 p.6) and some activity headin
e shades of green and purple don’t pass accessibility tests.
Action Plan 00 0
0 0
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s and assignments. I especially like how you have included vocabulary lists and
ities that focus on development of essential skills, which is great. I also think that
before end notes (Week 2, p.7; Week 4 p.6) and some activity headings are
[OSCQR 3.0]
Number 0
Course includes a Course Information area that deconstructs the syllabus for
1
learners in a clear and navigable way.
Course information states whether the course is fully online, blended, or web-
1
enhanced.
Appropriate methods and devices for accessing and participating in the course
1 are communicated (mobile, publisher websites, secure content, pop-ups,
browser issue, microphone, webcam).
Large blocks of information are divided into manageable sections with ample
3
white space around and between the blocks.
There is enough contrast between text and background for the content to be
3
easily viewed.
3 Instructions are provided and well written.
Text is formatted with titles, headings, and other styles to enhance readability
3
and improve the structure of the document.
3 Slideshows use a predefined slide layout and include unique slide titles.
3 For all slideshows, there are simple, non-automatic transitions between slides.
5. INTERACTION
Expectations for timely and regular feedback from the instructor are clearly
5
stated (questions, email, assignments).
5 community, support open communication, and establish trust (at least one of
5
the following - Ice-breaker, Bulletin Board, Meet Your Classmates, Ask a
7. MOBILE STANDARDS
M Hyperlinks are provided for embedded content.
M The course avoids the use of tables and multiple levels of indents.
M
M
Any apps that are required for students are available on both Android and iOS
M
mobile platorms.
Efforts are made to minimize the use of content that does not work on mobile
M
devices (such as Flash and Java).
OVERALL NARRATIVE
Hey Janet,
It was a pleasure to review your course. Your course is very well developed. Task and video instructions are
oriented feedback on all activities and assignments. I especially like how you have included vocabulary lists a
Word and PDF formats. This definitely helps with accessibility as students can download/save/print new word
a variety of activities that focus on development of essential skills, which is great. I also think that adding the
weekly books is an excellent idea as students know exactly what they need to update. I did notice that somet
before end notes (Week 2, p.7; Week 4 p.6) and some activity headings are missing (Week 4, p. 4). Also, co
branding colours throughout the course. Some shades of green and purple don’t pass accessibility tests.
Cheers,
Tanya
Time To Fix OPEN SUNY 0 0
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k and video instructions are clear. You give action-
ve included vocabulary lists and reading texts in
ownload/save/print new words and texts. You have
. I also think that adding the e-portfolio section to
pdate. I did notice that sometimes references come
sing (Week 4, p. 4). Also, consider using NQ
pass accessibility tests.