Excellence in Online Learning Conference Center for Online Learning and Teaching Technology

Alignment to Course Objectives

• Alignment to individual course objectives

Course objectives are fully aligned and addressed comprehensively.

Course objectives partially aligned and addressed.

Course objectives were neither aligned nor addressed.

Explanation of the Innovation – under Inspired Innovation
Is the

• Innovation focused on innovative approach to improve or deepen student learning?
• Innovation valid and appropriately current?
• Innovation understandable by target audience?
• Innovation authoritative and appropriate (age level, language, visuals, cultural sensitivity)?

Innovation is valid, appropriately current, understandable by target audience, authoritative, and appropriate.

Innovation is partially valid, less than appropriately current, garners less than complete understanding by target audience, is incomplete in elements of authority and appropriateness.

Innovation is invalid, outdated, not understandable by target audience, deficient in authority and appropriateness.

Utility for Instruction – under Inspired Innovation

• Does it solve a problem?
• Does it have the potential to benefit many courses or faculty?
• Are instructions for use provided?
• Does functionality require specific software or hardware?
• Is content adaptable or revisable?

Solves a problem while avoiding new problems Will benefit a significant number of courses or faculty. Comprehensive instructions are provided; components function as intended.

Solves a problem and presents minor new problems. Will benefit a reasonable number of courses or faculty. Instructions are incomplete; some components do not function as intended.

Does not solve a problem or creates more problems than it solves. Will benefit one or a limited number of courses or faculty. Instructions are not provided; components do not function as intended.

Creativity – under Inspired Innovation

• Is it a novel approach or application?
• Does it represent a new paradigm?

Breakthrough approach or new paradigm.

Incremental improvement or new practice or tool.

Standard approach.

Efficacy

• Does it use an evidence-based approach?
• Can the impact to student learning be demonstrated?

Incorporate strong evidence-based approach.

Incorporate some evidence-based approach.

Does not incorporate an evidence-based approach will not work.

Feasibility & Risk under Support Implementation

• Is innovation feasible and realistic in the current environment?
• Is innovation achievable given current constraints?
• Is there a high probability of producing desirable outcomes?
• Does it present an acceptable level of risk?

Is feasible/realistic and highly likely to produce desirable outcomes. Associated risks are minimal.

Is reasonably feasible/realistic and likely to produce desirable outcomes. Associated risks are moderate.

Is unrealistic/unfeasible and unlikely to produce desirable outcomes. Associated risks are unacceptable.

Opportunities for Deeper Learning – under Improve Outcomes

• Does the innovation offer opportunities for deeper learning by incorporating at least three of the following:
• Thinking critically and solving complex problems
• Working collaboratively
• Reasoning abstractly
• Constructing viable arguments and critiquing the reasoning of others
• Communicating effectively
• Applying discrete knowledge to real world situations
• Constructing, using, or analyzing models?
• Does the innovation offer a range of cognitive demand that is appropriate and supportive of content?
• Does the innovation provide appropriate scaffolding and direction?

Has a broad and deep impact on student learning. Provides opportunity for deeper learning through at least three areas of higher-level thinking skills; offers a range of cognitive demand commensurate with the content; and, provides appropriate direction and scaffolding.

Has minimal impact on student learning. Provides opportunity for deeper learning through fewer than three areas of higher-level thinking skills; offers a range of cognitive inconsistently matched with the content; and, provides incomplete direction or scaffolding.

Unlikely to achieve any impact on student learning. Does not provide opportunity for deeper learning through higher-level thinking skills; does not offer a range of cognitive demand commensurate with the content; and, does not provide appropriate direction or scaffolding.

Improves Outcomes Evidence
Provides evidence of opportunities for Deeper Learning including, not limited to, student success measures, student sample work, and attrition and achievement data. Evidence should pertain to the items selected under Opportunities for Deeper Learning Criteria.

Has provided examples, such as:

• Positive correlation with grades
• Student sample work displaying meeting higher-order outcomes
• Faculty evaluation student comments

Provides three or more types of evidence.

Provides minimal evidence.

Does not include evidence.

Accessibility

• Does the innovation comply with current ADA accessibility standards?
• Accessibility Resources

All components and functionality comply with current ADA accessibility standards.

Components or functionality comply with current ADA accessibility standards.

Does not comply with current ADA accessibility standards.

Recommendations

Includes strong letters of
recommendation from an administrator/colleague and student.

Include good letters of
recommendation from an administrator/colleague and student.

Does not include a letter of recommendation from an administrator/colleague or student.