Course Criteria Rubrics

Blog/Learning Journal Posts
Discourse/Comments on Blog Posts
Presenting
Participating in the Presentation of Others
Unit Build
Non-LMS Wiki & Build
Final Project/Paper

Blog/Learning Journal Posts:

Exceeding Expectations	Mostly	Maybe	Not Meeting Expectations
Opinions and Statements are so thoughtful and interesting that anybody who reads them is drawn to read on and might even be moved to agree without the need for back-up. Example: “Teachers are shackled by the monolithic nature of schools, making it difficult or impossible to capture the hearts and minds of ALL students.” (Sigh)	dfd	dfd	Opinions and Statements lack thoughtfulness. Example of a thoughtless opinion: “The education system sucks.” or "Dude! No way!"
Opinions and statements are backed-up with more than enough examples, stories, personal experiences, data... to make arguing against the O&S almost impossible.	dfd	dfd	Opinions and statements are not really backed-up with examples, stories, personal experience, or much of anything really.
Back-up for the opinions and statements (the examples, stories, personal experiences...) has so much detail & description that that there is very little left to the imagination of the reader.	dfd	dfd	Back-up for the opinions and statements has very little detail & description, so the reader has to make cognitive leaps to fill in all of the details in his or her head.

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Discourse/Comments on Blog Posts

In this course, discussions occur in the Blog/Learning Journal Posts of your course colleagues, where your comments will become the discourse.

Expectations	Exceeding	Meeting	Not	Really Not
Responding to others - Content	It is clear by your responses that you fully understood what your colleague was saying.	Mostly	Somewhat (about half)	Not at all = 0
Responding to others - Professionalism	Whether you agreed or disagreed, you were very polite (as well as persuasive) in your response. You clearly understood that your comment has become part of your colleagues ePortfolio.	Mostly	Somewhat (about half)	Not at all = 0
Comment Content - Connection	Your comment built on what your colleague discussed in the post.	Mostly	Somewhat (about half)	Not at all = 0
Comment Content - Opinions	Comments include thoughtful and detailed opinions that demonstrate you have obviously considered the topic to a great extent.	Mostly	Somewhat (about half)	Not at all = 0
Comment Content - Support for Opinions	The opinions in your comment are backed by fully described evidence, examples, facts, stories and/or quotations. All of the evidence and examples are specific and relevant.	Mostly	Somewhat (about half)	Not at all = 0

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Presenting

Expectations	Exceeding	Meeting	Getting There	Really Not
Preparedness	Presenter clearly knew the topic well and was able to answer all or most of the questions from participants.	Mostly	Somewhat (about half)	Not Really OR Not at all
Clarity and Organization	Presentation felt choreographed for superior results. Participants were so engrossed that when it was over they felt as if they had just awakened from a pleasant dream.	Mostly	Somewhat (about half)	Not Really OR Not at all
Use of Examples and/or Graphics	Presentation included plenty of examples and/or helpful graphics to help participants learn quite quickly and effectively.	Mostly	Somewhat (about half)	Not Really OR Not at all
Management of Visuals & Examples	Participant experience was in the forefront of presentation with regard to aspects such as application sharing and other visuals. (No participant confusion or frustration.)	Mostly	Somewhat (about half)	Not Really OR Not at all
Effectiveness	Many participants left the presentation having learned quite a bit. Pace was perfect for most learners.	Mostly	Somewhat (about half)	Not Really OR Not at all
Use of Collaborate Software	Use of software was not only seamless (making it clear that the presentation was practiced), but risks were taken to increase dynamism of the presentation.	No (non-technical) hiccups in the use of software.	A few (non-technical) hiccups in use of software, but made it through.	Several hiccups in use of software due to lack of practice.
Inclusion of Participants/ Activity	Participants were effectively included in the presentation, whether in questions and answers, surveys or activities. Techniques such as the use of Breakout Rooms increased engagement and participant accountability.	Several attempts at participant engagement	A few attempts at participant engagement	No participant engagement... just a presentation.
Monitoring of Text Chat	Text chat was monitored effectively. Relevant questions and comments were woven into the presentation as appropriate. Monitoring was done by presenter or delegate.	Mostly	Somewhat (about half)	Not Really OR Not at all

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Participating in the Presentations of Others

Expectations	Exceeding	Meeting	Getting There	Really Not
Attitude	Participant was clearly there to learn and brought an inquisitive attitude to the presentation.	Mostly	Somewhat (about half)	Not Really OR Not at all
Engagement	Participant was fully engaged in all of the activities presented.	Mostly	Somewhat (about half)	Not Really OR Not at all
Relevance	Participant kept all comments and engagements relevant to the topic (example: chat window discussions).	Mostly	Somewhat (about half)	Not Really OR Not at all
Helpfulness	Not only was participant a positive engager, s/he was helpful whenever possible.	Mostly	Somewhat (about half)	Not Really OR Not at all
Peer Evaluation	Evaluation of the presenter was thoughtful and polite. In addition, the feedback provided will help the presenter improve his or her practice.	Mostly	Somewhat (about half)	Not Really OR Not at all

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Unit Build (Moodle or D2L or Canvas)

Assignment 'Givens':

A Home Page with intro graphics and descriptors,
A Lesson, or content with which your students will engage,
Quizzes,
Online Discussions,
An Assignment for the students to "hand in" (upload),
A Gradebook (make up a few items... quiz, dropbox/assignment...),
A means of providing feedback or submitting opinions (survey, choice...), and
A Calendar.

Learning Outcomes:

Be familiar with common terms, definitions and elements related to Learning Management Systems (LMS) and non-LMS environments.
Demonstrate basic competency with design and implementation within a variety of LMS and non-LMS environments and tools.
Plan learning opportunities most suitable to the strengths and challenges of a variety of LMS and non-LMS environments.
Create assessment and evaluation methods/tools most suitable to the strengths and challenges of LMS and non-LMS environments.

Expectations
Home Page or Intro area (Present, Inviting, Organized?)	Yes	No
Layout (Clean, uncluttered, complete?)	Yes	No
Navigation (Easy to get around?)	Yes	No
Quiz - (Works, linked to the Gradebook?)	Yes	No
Gradebook (Present, organized, works?)	Yes	No
Assignments for upload and marking - (Present, linked to the Gradebook?)	Yes	No
Lesson (Present, easy to follow?)	Yes	No
Discussions (Present, works?)	Yes	No
Feedback/Survey (Present, works?)	Yes	No
Calendar (Present, works?)	Yes	No

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Non-LMS Wiki & Build

Wiki Posts Attributes:

Cleanly written and easy to read,
Depth of research and/or experimentation,
Post includes:
- resource name and link,
- your name,
- a visual assessment in the form of stars,
- a description of the resource,
- discussion of pros and cons,
- discussion of uses, and
- an assessment of worth.

Non-LMS Build

Each of these questions is fully answered:

How will you build community and inspire discourse?
What are the Non-LMS tools that will help you and how?
How will you provide content, interactivity with content, and organization?
What are the Non-LMS tools that will help you and how? How will you handle assessment as, for and of learning?

Submission Attributes:

Succinct
Well-organized
Demonstrates consideration
Obvious attempts to match tools with philosophy of learning and teaching.

Learning Outcomes:

Be familiar with common terms, definitions and elements related to Learning Management Systems (LMS) and non-LMS environments.
Demonstrate basic competency with design and implementation within a variety of LMS and non-LMS environments and tools.
Plan learning opportunities most suitable to the strengths and challenges of a variety of LMS and non-LMS environments.
Create assessment and evaluation methods/tools most suitable to the strengths and challenges of LMS and non-LMS environments.

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Final Project/Paper

Assignment 'Givens':

Your paper follows APA guidelines (or APA Citation guidelines for projects);
Your paper/project demonstrates graduate level thinking by creating an original work that synthesizes the research and opinions of others with your own thoughts; and,
Your paper is handed into the Assignment Dropbox no later than the given due date (unless you have made arrangements with the course instructor).

Learning Outcomes:

Be familiar with common terms, definitions and elements related to Learning Management Systems (LMS) and non-LMS environments.
Demonstrate basic competency with design and implementation within a variety of LMS and non-LMS environments and tools.
Plan learning opportunities most suitable to the strengths and challenges of a variety of LMS and non-LMS environments.
Create assessment and evaluation methods/tools most suitable to the strengths and challenges of LMS and non-LMS environments.
Integration of and reflection on current learning theory as expressed in development of LMS and Non-LMS structures.
Examine current research around best practices and emerging practices for both LMS and non-LMS environments.
Develop skills to optimize learning experiences through personalization based on characteristics, needs, stages of development, current personalized learning mandates, misconceptions etc.

Expectations	Exceeding	Meeting	Getting There	Really Not
Learning Outcomes	This paper demonstrates mastery of the learning outcome(s) listed for this assignment. It demonstrates strong reflection on student's philosophy of online communication with respect to teaching and learning using LMS and Non-LMS	Mostly	Somewhat (about half)	Not Really OR Not at all
Answered Critical Challenge Question	Fully answered the Critical Challenge Question with most of the Leading Questions handled with exceptional diligence and thoughtfulness.	Mostly	Somewhat (about half)	Not Really OR Not at all
Content - Practice	It is clear that the student has thought deeply about his/her practice in light of his/her philosophy with regard to the use of LMS and Non-LMS in realizing his/her goals for his/her students. (In his/her opinion and regardless of his/her preconceived beliefs or his/her his/herness. Jeepers!)	Mostly	Somewhat (about half)	Not Really OR Not at all
Content - Connections	Connections are clearly drawn between the student's articulated philosophy and the research presented. Student synthesizes his/her own reflection and the research in a manner that demonstrates graduate-level engagement with the material.	Mostly	Somewhat (about half)	Not Really OR Not at all
Evidence	All examples, details, explanations, facts or stories used in providing evidence to statements are provided with exceptional detail and back up the position perfectly.	Mostly	Somewhat (about half)	Not Really OR Not at all
Originality	Project/Paper shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Mostly	Somewhat (about half)	Not Really OR Not at all
Depth of Understanding	Project/Paper includes all material needed to demonstrate an in-depth understanding of the topic. It is a highly effective study guide.	Mostly	Somewhat (about half)	Not Really OR Not at all
Sequencing of Information	Information is organized in a clear, logical way.	Mostly	Somewhat (about half)	Not Really OR Not at all
Format	Student paper follows most recent APA guidelines or Project follows APA citation formatting. There are no spelling, punctuation or grammatical errors in the student's submission.	Mostly	Somewhat (about half)	Not Really OR Not at all
Project Only
Use of Graphics	All graphics are attractive (size, clarity, and colors) and support the theme/content /feel of the project.	Mostly	Somewhat (about half)	Not Really OR Not at all
Navigation	Navigation is easy, consistent, and professional.	Mostly	Somewhat (about half)	Not Really OR Not at all
Font, Formatting, and Background	Font formats (e.g., color, bold, italic) are outstanding and have been carefully planned to ensure that all material is displayed to the highest level of readability and design. Background does not detract from text or other graphics. Choice of background is consistent and is appropriate for the topic.	Mostly	Somewhat (about half)	Not Really OR Not at all

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This set of lessons, icons, & criteria by Avi Luxenburg is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. Leading2Learn.ca