Course Number and Title:
IDT G20 Essentials of Quality Distance Education
Campus Location
- Dover
- Georgetown
- Stanton
- Wilmington
Prerequisites
Prerequisite: None
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course equips educators with the necessary knowledge and skills to create effective distance education courses. Participants will explore foundational course design principles, align assessments with outcomes, develop engaging learning units in an Learning Management System (LMS), and evaluate their effectiveness using a quality assurance rubric. By the end of the course, educators will be able to design, implement, and evaluate quality distance education courses that meet the needs of 21st century digital learners.
Additional Materials
none
Core Course Performance Objectives (CCPOs)
Examine foundational course design principles and concepts. (CCC 1, 5; PGC 1, 6 )
Create authentic assessments that intentionally align with course outcomes. (CCC 1, 2 ,3, 4, 5 ; PGC 4, 5 )
Develop a learning unit in a Learning Management System (LMS) that meets quality course design standards. (CCC 1, 2, 3, 4, 5; PGC 1, 2, 3, 4, 5)
Develop a plan to continuously evaluate the effectiveness of a learning unit. (CCC 1, 2, 4, 5; PGC 1, 5, 6)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Examine foundational course design principles and concepts.
- Analyze the 21st century digital learner landscape.
- Identify the characteristics of quality distance education courses.
- Explain the importance of digital accessibility and usability as it relates to quality course design.
- Examine Universal Design for Learning (UDL) principles and their application to quality course design.
- Recognize the importance of Regular and Substantive Interaction (RSI) as it relates to quality course design.
- Create authentic assessments that intentionally align with course outcomes.
- Explain the importance of authentic assessment as it relates to quality course design.
- Differentiate between formative and summative assessments.
- Develop an assessment plan that uses formatives and summative assessments and is aligned with quality course design standards.
- Develop a learning unit in a Learning Management System (LMS) that meets quality course design standards.
- Explore key characteristics of how students learn.
- Identify foundational components of a lesson plan that meets quality course design standards.
- Select appropriate online technologies and tools in the development of a learning unit that supports quality course design standards.
- Develop a lesson plan that promotes a community of inquiry and is grounded in UDL.
- Develop a plan to continuously evaluate the effectiveness of a learning unit.
- Recognize the importance of continuous evaluation.
- Develop a strategy to use a variety of data sources to continuously evaluate and monitor the effectiveness of a learning unit.
- Evaluate the effectiveness of a learning unit using a quality assurance rubric.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Measure | Percentage |
21st Century Digital Learning Discussion (Formative) | 10% |
Couse Design Matrix (Formative) | 15% |
Authentic Assessment Assignment (Formative) | 15% |
Instructor Presence Discussion (Formative) | 5% |
Lesson Plan Assignment (Summative) | 15% |
| Course Evaluation Plan (Summative) | 10% |
Final Project: Video & Course (Summative) | 30% |
Total | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
- Develop and apply a dynamic approach to teaching that is grounded in pedagogical principles and an appreciation for the needs of diverse learners.
- Design and develop learner-centered courses based on sound instructional design principles.
- Apply learner-centered instructional strategies to enhance student engagement, learning, and success.
- Design and implement a variety of formative and summative assessments to evaluate learning, communicate feedback, and guide instruction.
- Leverage appropriate technologies to advance teaching and learning.
- Engage in continuous development to maximize instructional effectiveness.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.