Blackboard Exemplary Course Program

The 14 compulsory standards are as follows:

• Goals and objectives are clearly written, appropriate for the course level, and aligned to desired outcomes
• Content is made available or “chunked” in manageable segments (i.e., presented in distinct learning units or modules)
• It is clear how the instructional strategies will enable learners to reach course goals and objectives (e.g., instructions or overview of course activities is provided and aligned to course objectives)
• Course design includes guidance for learners to work with content in meaningful ways (e.g., clear instructions, content outline, video, course orientation) and how to proceed
• The design and delivery of content integrate alternative resources (e.g., transcripts) or enable assistive processes (e.g., voice recognition) for those needing accommodation
• Course files (e.g., documents, PDFs, presentations) are easily readable by assistive technologies (e.g., screen readers, screen magnification)
• A rubric or equivalent grading document is included to explain how participation will be evaluated
• It is clear to students how performance in an assessment(s) will be evaluated (e.g. rubric, equivalent grading document, section in syllabus)
• Assessment activities occur frequently throughout the duration of the course
• Multiple types of assessments are used (e.g., research project, objective test, discussions, etc.)
• Orientation materials explain how to navigate both the LMS and the course
• Contact information for the instructor is easy to find
• Course/instructor policies (e.g., decorum, behavior, netiquette) are included and easy to find
• Learners have the opportunity to give feedback to the instructor regarding course design and course content both during course delivery and after course completion

Course Design addresses elements of instructional design. For the purpose of this rubric, course design includes such elements as structure of the course, learning objectives, organization of content, and instructional strategies.

Interaction and Collaboration can take many forms. The ECP criteria place emphasis on the type and amount of interaction and collaboration within an online environment.

Interaction denotes communication between and among learners and instructors, synchronously or asynchronously. Collaboration is a subset of interaction and refers specifically to those activities in which groups are working interdependently toward a shared result. This differs from group activities that can be completed by students working independently of one another and then combining the results, much as one would when assembling a jigsaw puzzle with parts of the puzzle worked out separately then assembled together. A learning community is defined here as the sense of belonging to a group, rather than each student perceiving himself/herself studying independently.

Assessment focuses on instructional activities designed to measure progress toward learning outcomes, provide feedback to students and instructors, and/or enable grading or evaluation. This section addresses the quality and type of student assessments within the course.

Learner Support addresses the support resources made available to students taking the course. Such resources may be accessible within or external to the course environment. Learner support resources address a variety of student services.