1. Give Your Course a
Mini-Makeover
Linda Jacoby
April 24, 2015

2. The QM
Rubric

3. Key Areas
• Getting Started
• Introductions
• Technology
• Instructional Materials
• Evaluation, Feedback and Grading
• Support Services
• Accessibility

4. GETTING STARTED

5. 1. Provide clear “getting-started” instructions.
Standard
1.1
Instructions make clear how to get
started and where to find various
course components.
Include an overview of your course,
an indication of where to begin and
how to locate specific elements of
your course.
Examples
• Clear statements about how to get
started in the course
• Course tour
• Course scavenger hunt or “syllabus
quiz”
• Course “map,” table or graphic

8. CourseTour
ENG (Composition) 101

9. NewsTab
As you probably notice when you
open our D2L course, the first thing
you encounter is the “News” page.
Please check this often as this is
where I will post current announce-
ments and clarifications of assign-
ments, etc. related to our course.The
most recent announcement will
always be the first one at the top of
the page.

10. ContentTab
When you click on the “Content” tab,
you’ll see the Orientation Module and
the three topics within that module. You
should work your way through all of
three of them.You need to complete all
of them by 11:59 p.m. on Friday, at the
end of the first week of classes. After
that you move on to Module I, which
should be completed within one week
(i.e., by 11:59 p.m. on the first Sunday
after the semester begins).
See the course calendar (a PDF which you can find inTopic 2
and download and save to your computer if you want).

11. ContentTab
You’ll notice that all of the Modules are
visible here for the tour, but during our
course, all of the modules won’t be
open. You’ll only see a few open at
time. This allows you to work ahead a
little bit if you want, but also to stay
close enough to the pace of your peers
so that your discussions in the discus-
sion threads aren’t too disjointed. It will
also help you generally pace yourself
throughout our course I think.

12. ContentTab
Every module has an introduction which
includes objectives for the module, one or
two lessons with topical information,
examples and some ungraded practice
activities, a discussion assignment, a
graded writing assignment, occasionally
some other assessment activity and an
opportunity for you to give feedback to me
and me to give feedback to you. Some of
the items in the modules may be Word,
PowerPoint, PDF, audio or other file types,
but the lessons will always open into
something similar to the topics in the
Orientation module.

13. ContentTab
There are also a number of support
lessons.These are OPTIONAL.You
don’t receive any points for completing
them, but they are there because you
may need to know some of the topical
information in order to successfully
complete your module assignments, or
I may refer you to some of those
support lessons if it appears you’re
having some trouble with grammar or
other issues in your writing. Some of
the materials in the topics will be from
the digital materials you purchased;
others from content I provide.

14. DiscussionsTab
In the “Discussions” tab, you’ll see that
there’s a Class Q&A Forum. Please use this
for questions that your classmates may be
able to answer.These are the types of
things that in a face-to-face classroom you
might ask someone sitting next to you, not
the teacher. Please answer each other in
this forum as well, so check it often and
contribute if you can help. If you think your
classmates might have the answer, please
post your question and look for an answer
here before you email it to me.
The “IntroduceYourself” forum is where you’ll
introduce yourself to your classmates. There
will be additional forums for each module in
the course.

15. DropboxTab
You will put your assignments in the
course dropboxes. You can put
multiple assignments in the same
dropbox for a module, just be sure to
name your documents with different
names—preferably something that
uniquely identifies the assignment
and includes your name, such as
“JACOBY Annot Bib Draft 1”.

16. Surveys and QuizzesTabs
Surveys and Quizzes will most likely be found under these tabs, although some surveys and
quizzes might be linked to external web tools.

17. GradesTab
Grades will be posted throughout
the semester in D2L. Check under
the “Grades” tab for them.

18. ClasslistTab
You can find your classmates and
their email addresses under the
Classlist tab.

19. ChecklistsTab
Although none are visible here, after the course begins, you will be able to
find a checklist for each module under the “Checklist” tab. I encourage you
to use these to help you keep track of your progress through the modules.

20. FAQTab
If I receive a number of emails
all asking the same question,
or if one person asks some-
thing to which I think everyone
will want to know the answer,
I’ll put the question and
answer in the FAQ section of
the course. Please check this
tab before emailing questions
to me.

21. Chat and GroupsTabs
At this time, I don’t expect to use the “Chat” or “Groups” features, but that could change if
the need arises.

22. Conclusion
I hope this tour has provided
some helpful information. If
you have questions, go ahead
now and post them in the class
Q & A forum under the
“Discussion” tab.The rest of
you, please go ahead and
answer if you can.

23. 2. Provide a general overview of your course.
Standard
1.2
Learners are introduced to the
purpose and structure of the
course.
Include purpose, structure, modes of
coursework (fully online or blended),
types of activities, and how learning
will be assessed.
Examples
• Sections with headings and
descriptive paragraphs in your
Syllabus
• “Zero” or introductory module
• Video or print course “Guide”

24. COURSE "TOUR"
Hello everyone! Thank you so much for joining us
in "Designing Courses for Significant Learning."
We'd like to welcome you and give you a little
"getting started" information and a brief overview of
the course site to help you become a little more
comfortable with how things work in this particular
course.
We know that some of you are likely already very familiar with online learning. A
few of you may have even gotten one or more advanced degrees from an online
program yourself.
Others of you may be very NEW to online learning and this may be the first course or
online workshop you've ever taken. If you're the former, this is great because you'll
be able to share much over the next two weeks with all of us from your own
experience. You may discover that the greatest value to you of the course isn't in
learning things you didn't know before, but in gaining confirmation and confidence
that what you're already doing in your own courses is founded in best practices and
is of high value.
If you're in the latter group, new to online teaching and learning, we will all
appreciate hearing your perspectives as well, will answer any questions you have,
and otherwise help you learn from others' experience.
In other words, this course is designed to provide lots of opportunity for everyone to
network and exchange information together. While your coach(es) will provide
feedback on your posts, some of the MOST valuable feedback you'll receive is from
each other. Please share any questions AND your experience!
Now, let's begin to take a look around the course site...
Course Organization
The profiles and contact information for your course coach(es) is provided
in the "Start Here" section of the course. Either or both may be interacting
with you over the next couple of weeks. You'll notice that one
is your "primary" coach—the other may only pop into the
course here and there to say hello or help answer a question.

26. All of your work in this class takes place independently online–
at your own time and place. We do not have any regularly
scheduled meetings together online or at a physical site.
Scheduled LIve Meeting Times
Blended/Hybrid

27. 3. Provide clear “netiquette” expectations.
Standard
1.3
Etiquette expectations (sometimes
called “netiquette”) for online
discussions, email, and other forms
of communication are clearly
stated.
Include tone, language, grammar, use
of emoticons, etc. in online
discussions, email, other
communications within the course.
Examples
• Links to sites on netiquette or
institution’s student handbook or
code of conduct
• Paragraph explanations in syllabus or
introductory course module
• Video scenarios, cartoons, jing clips

29. 4. Clearly state current course and institutional
policies.
Standard
1.4
Course and/or institutional policies
with which the student is expect to
comply are clearly stated, or a link
to current policies is provided.
Identify course and institutional
policies you expect students to follow.
Use can use statements and links.
Examples
• Academic integrity
• Late work
• Student conduct
• Incompletes
• Confidentiality
• Grievances
• File formats

30. Course Policy:
Late Work
Institutional Policy:
Academic Integrity

31. COURSE POLICIES
Attendance/Participation
First Day of the Semester
English Department policy requires that, just as you must be present on campus in
a seat for face-to-face and hybrid/blended courses on the first day of class, you
MUST log in to your online course sometime on or before the conclusion of the
first day of class. So you MUST log in to our D2L course at least once before
11:59pm (CST) on Monday, _____[date]______.
Subsequent Days of the Semester
Since this is an ”asynchronous” online course, there are no virtual or online class
meetings that occur life, during real time, at a specifically scheduled time.
Therefore, “attendance” is defined differently than it is for a face-to-face or hybrid
course. “Attendance” in this online course means that you actively participate in
our course, i.e., that you spend a sufficient amount of focused time critically
reading, thinking and writing, completing your reading and writing assignments in
a timely manner, post thoughtful, insightful, significant comments in the
discussion forums, that you provide insightful and helpful comments to your peers
on their writing and that you make equitable contributions to both the quality and
quantity of work performed in any group projects and/or assignments.

32. 5. Clearly state required prerequisite knowledge
and required competencies.
Standards
1.6
Prerequisite knowledge in the
discipline and/or any required
competencies are clearly stated.
Identify any prerequisite knowledge,
competencies or courses required to
achieve the course objectives and
successfully complete the course.
Examples
• Paragraph information
• Links to external documents
• Links to supporting materials within
the course

33. There are no prerequisite competencies or courses and no
prerequisite knowledge required to achieve the course objectives and
successfully complete this course.
Clearly state:

34. 6. Clearly identify which materials are required
and which are optional.
Standard
4.6
The distinction between required
and optional materials is clearly
explained.
Identify the materials students are
required to purchase, rent, download or
otherwise acquire and use to success-
fully complete course assignments.
Identify those materials that may be
supplemental or optional.
Examples
• Syllabus
• Table of activities/assignments
• Assignment instructions

35. Required
and/or
Optional

36. INTRODUCTIONS

37. 7. Introduce yourself.
Standard
1.8
The self-introduction by the
instructor is appropriate and is
available online.
Provide your name, title, contact
information, “office hours,” photo and
something about your professional
areas of interest (and other interests
and activities if you wish).
Examples
• Video/audio introduction (Audacity;
Animoto)
• Post to discussion board
• Syllabus Information
• Link to your professional website
• PowerPoint Slides

39. http://animoto.com
Animoto is a cloud-based video creation service that produces video from photos,
video clips, and music into video slideshows.

41. 8. Require students to introduce themselves.
Standard
1.9
Learners are asked to introduce
themselves to the class.
Provide an opportunity for students to
introduce themselves to their
classmates through one or more
avenues.
Examples
• Video/audio introduction (Animoto,
Audacity)
• Post to discussion board
• PowerPoint Slides

43. TECHNOLOGY

44. 9. Clearly state minimum technology requirements.
Standard
1.5
Minimum technology requirements
are clearly stated and instructions
for use provided.
Identify any prerequisite knowledge,
competencies or courses required to
achieve the course objectives and
successfully complete the course.
Examples
• Paragraph information
• Links to external documents
• Links to supporting materials within
the course
• Links web information on obtaining,
installing and using the technologies

47. 10. Clearly state minimum technical skills required
to succeed in your course.
Standard
1.7
Minimum technical skills expected of
the learner are clearly stated.
Identify any and all technical skills
needed to achieve the course
objectives and successfully complete
the course.
Examples
• Microsoft Office Skills
• Web 2.0 Software
• Learning Management System
• Managing Files
• Loading Software

49. 11. Provide a clear description of available
technical support and how to access it.
Standard
7.1
The course instructions articulate or
link to a clear description of the
technical support offered and how to
obtain it.
Describe the technical support available
to students in your course and how
they can obtain it.
Examples
• Links to help desk, websites
• Email address or phone number for
help desk
• FAQ
• Technology Guide
• Tutorials

50. TECHNICAL HELP
If you need help with issues involving your computer, D2L technology, and Microsoft Office software
(including “Word”), you should contact the MSU IT Service Desk. You can contact them by phone, email or
in person. Web help and instructions are available throughout the course which provide support for
additional software we may use in the course.
IT Service Desk: your first point of contact
The IT Service Desk is your first point of contact for most issues with technology at Minnesota State Mankato. They'll help
you with email, file storage, network access and other challenges. Call us at 507-389-6654 or email servicedesk@mnsu.edu.
Hours of Operation
Monday – Thursday 7:30 a.m. to 9:00 p.m
Friday 7:30 a.m. to 7:00 p.m.
Saturday 10:00 a.m. to 4:00 p.m.
Sunday Phone Support Only 11:30 a.m. to 4:00 p.m
Scheduled system maintenance (Service Desk web systems): Fridays, 3:00 – 4:00 p.m.
Break Hours during the Year
Monday - Friday 7:30 a.m. - 5:00 p.m.
Estimated Response Times
Average initial response times for requests received by the IT Service Desk during normal Hours of Operation:
Help Desk walk-in: 5 minutes
Phone call: 2 minutes
Voicemail: 30 minutes
Email and self-service: 30 minutes
Time required for resolution of service calls will vary, depending upon the nature of the problem and availability of
personnel. While most problems will be resolved immediately, others may require a scheduled appointment.
Software and Hardware Supported
Software and Hardware standards are available at http://www.mnsu.edu/its/started/standards/.

51. http://www.mnsu.edu/its/help/
TECHNICAL HELP
Is available through Information & Technology Services

52. 12. Ensure that students can access all
technologies in your course.
Standard
6.3
Technologies required in the course
are readily obtainable.
Provide written, audio, and/or video
“how-to” information describing how
to access and use technologies
required or suggested in the course.
Examples
• You Tube videos
• Jing or other video clips
• Links to websites and instructions
• Written instructions

54. 13. Ensure course technologies are current.
Standard
6.4
The course technologies are current.
Check to be sure that technologies
used in the course for
communication, activities,
assessments, projects, etc. are
current.
Examples
• Web conferencing tools
• Web 2.0 tools
• Simulations; games
• LMS tools
✔

56. INSTRUCTIONAL MATERIALS

57. 14. Ensure instructional materials are varied.
Standard
4.5
A variety of instructional materials
is used in the course.
Check to be sure that materials used in
the course come from a variety of
sources, represent a variety of per-
spectives, and contribute to providing a
significant/rich learning experience.
Examples
• Textbook; publisher materials
• PowerPoints; Lectures; PDFs
• Websites
• Periodicals
• Videos; Podcasts; Audio
✔

58. 15. Ensure all instructional materials are current.
Standard
4.4
The instructional materials are
current.
Check the publication dates of materials
in the course and check to be sure that
they represent current thinking in your
discipline. Check currency of web links.
Remove links to outdated materials or
websites.
Examples
• Text; publisher materials
• Images; photos; diagrams
• Videos; podcasts; other audio
• Tables; spreadsheets, data; maps
• Websites
✔

59. 16. Check citations for all resources and materials;
ensure that they are present and correct.
Standard
4.3
All instructional materials used in
the course are appropriately cited.
Check to be sure that institution’s
copyright and intellectual property
policies have been followed.
Examples
• Text; publisher materials
• Images; graphics; photos
• Videos; podcasts; other audio
• Tables
• Websites
✔

60. EVALUATION, FEEDBACK
AND GRADING

61. Changing Grade Scale
“I took a human growth and development class online,
the class was self taught and a little challenging but
nothing too bad. I was making a 94 and wasn't too
worried about my grade. Then the week of finals the
teacher changed the entire grading scale! The final only
replaced the lowest test grade, so I ended up making a
low B, it was immensly angering.”
Readers Respond: What's the Worst
Online Class You've Ever Taken?
http://distancelearn.about.com/u/ua/onlinecourses/Bad-Online-Classes.htm

62. 17. Clearly state your grading policy.
Standard
3.2
The course grading policy is stated
clearly.
Explain how grades are determined and
the relationships between methods.
Describe how late work is handled
within the course as a whole and/or for
individual assignments.
Examples
• List of graded activities, exams, etc.
• Points, percentages, weights
• Relationships to letter grades

65. 18. Provide clear criteria for evaluation of student
work.
Standard
3.3
Specific and descriptive criteria are
provided for the evaluation of
students’ work and are tied to the
course grading policy.
Clearly state and describe the criteria
you will use to evaluate course activities
and assignments.
Examples
• Table of activities, evaluation criteria
and point values
• Rubrics (including for discussions)
• Checklists
• Examples of performance levels

68. 19. Clearly state requirements for student
interaction within the course.
Standard
5.4
The requirements for student
interaction are clearly stated.
Identify course and institutional
policies you expect students to follow.
Use can use statements and links.
Examples
• Rubric(s)
• Sample posts
• Syllabus
• Video/audio explanations

70. 20. Clearly state your response time for questions,
feedback on assignments and grades.
Standard
5.3
The instructor’s plan for classroom
response time and feedback on
assignments is clearly stated.
Provide a clear explanation of how and
when you will provide feedback on
student assignments (including
discussions), projects, quizzes and
exams.
Examples
• Response to emails
• Response to discussion postings
• Feedback on assignments
• Grades

71. I will read but will not always respond to posts in the
discussion forum at least once in the morning and once
in the evening each day. Grades for participation in the
forums will be available within 48 hours of the
date/time the module forum closes.
I will check the “Questions” forum at least once in the
morning and once in the evening each day and will
respond at those times.
Grades on electronically graded quizzes will be available
to you immediately after you submit your quiz for
grading.
Grades and feedback on quizzes that must be manually
graded by me will be available to you within 48 hours of
the time quiz closed.
Grades on written assignments will be available with 72
hours (3 days) from the date the assignment was due. If
you submit earlier than the date the assignment was
due you may receive (but are not promised) feedback
earlier than 72 hours from the due date.
Response
Time
and
Feedback

73. SUPPORT

74. 21. Provide complete information on institution’s
academic support services.
Standard
7.3
Course instructions articulate or link to
an explanation of how the institution’s
academic support services and
resources can help learners succeed in
the course and how learners can
obtain them.
Provide a description of and direct link to
information that describes the academic
support services available to students and
clear information or instructions on how
to access the services.
Examples
• Link to testing center and/or
proctored sites
• Links to writing/math/etc. centers
• Link to the library and online
resources
• Link to tutorials and guides
• Include hours of operation and
contact/access information for all

75. Academic Support Services
A number of Academic Support Services are available to help students realize their
full academic potential while studying at Minnesota State Mankato. Please see the
support services website or use the links below to access services available to you.
www.mnsu.edu/academics/support.html

76. 22. Provide complete information on institution’s
student support services.
Standard
7.4
Course instructions articulate or link to
an explanation of how the institution’s
student services and resources can
help learners succeed and how
learners can obtain them.
Provide a description of and direct link to
information that describes the student
support services available (e.g, advising,
registration, financial aid, counseling,
student orgs, etc.) and clear information or
instructions on how to access them.
Examples
• Financial Services
• Counseling Services
• Registration Services
• Advising Services

77. MSU, Mankato offers a
comprehensive suite of
personalized services to meet the
needs of first-generation college
students, students with disabilities
and students with qualifying low
incomes. The one-on-one support
we provide helps students plan
their schedules, figure out their
financial aid, study for their classes,
prepare for their careers and more.
Tutoring
Academic Support Services
Helping students realize their full
academic potential while studying
at Minnesota State Mankato
www.mnsu.edu/academics/suppo
rt.html
Scholarship and Finances Websites
Minnesota State Univeristy, Mankato Scholarship Page
Scholarship for People with Disabilities
Child Care Grant
CollegeBoard.com
College Net - March 25 Breaking the Tuition Barrier
Fast Aid
Fast Web
Free Scholarship Search
http://www.mnsu.edu/sss/

78. ACCESSIBILIT

79. 23. Ensure navigation is logical, consistent and
efficient.
Standard
8.1
Course navigation facilitates ease
of use.
Check to be sure that navigation is
intuitive, clear, follows commonly
accepted standards, and is consistent
within the course.
Examples
• LMS; publisher sites
• Hypertext links; icons; window
functions
• Levels in navigation trees

81. Guidelines for
Clear Navigation
• Consistent, simple, intuitive navigation throughout which gives the learner control
of course direction when possible
• Instructions, icons, buttons, and location links allow learners to know where they
are in the course, where they are going and where they have visited previously
• Navigations buttons are consistent on all pages
• External links state where the learner will be taken to outside the course
• The learner should be able to leave the course and resume it at a later time,
without having to start over

83. Contact:
Linda Jacoby
lljacoby.qm@outlook.com

84. Image Credits
• Paint Materials – “Paint Swatch” © Michał Nowosielski | Dreamstime.com
• Key in Ignition – “Getting Started” © Hpphoto | Dreamstime.com
• Name Tag – “Hello My Name Is” © Arenacreative | Dreamstime.com
• Technology – “Global Communication” © Deep76 | Dreamstime.com
• “Books and Globe” © Razihusin | Dreamstime.com
• “Megaphone Feedback” © Alexander Limbach | Dreamstime.com
• Lifeline – “Support Concept” © Rukanoga | Dreamstime.com
• “Compliance vs Non-Compliance Words” © Iqoncept | Dreamstime.com
• “Troubled with Questions” © Hohojirozame | Dreamstime.com