assignment comments, student-to-student Lag time between etc.). interactions both replying student questions to and initiating /assignment submission Instructor provides messages. and instructor response somewhat regular may be lengthy (e.g., analysis of student Options are available for turn-around time for contribution/work and students to control email, grade posting, suggestions for interactions (e.g., assignment comments, improvement. presentations, leading etc. exceeds 48 hours or discussions, sharing is undefined). Technologies are used for group work). two-way asynchronous communication Expectations for both exchanges of primarily student and instructor written information responsiveness and (chat, wiki, Google Docs, availability are clearly blogs, etc.) relating to articulated both in specific course/project engagement with topics. material and individual assignments, as well as in In addition to group work (e.g., time for emails, communication, peer review of standards for assignments, interactions are participation in somewhat defined. This discussions, etc.) may include netiquette, responsiveness Instructor provides rapid requirements to postings, feedback, including as well as group work analysis of student work (e.g., peer reviews, and suggestions for discussion participation, improvement. etc.) Learning The course/project Navigation is clear, and Navigation is clear, and materials and provides few structural key components of the key components of the strategies or easily identifiable course/project content course/project content learning components, are identified and easily are identified and easily and/or navigation accessible, such as the accessible. Additional beyond a Sakai tools Syllabus, a reading list, aesthetic visual cues are
Lag time between student questions /assignment submission and instructor response may be lengthy (e.g., turn-around time for email, grade posting, assignment comments, etc. exceeds 48 hours or is undefined). assignment comments, etc.). Instructor provides somewhat regular analysis of student contribution/work and suggestions for improvement. Technologies are used for two-way asynchronous communication exchanges of primarily written information (chat, wiki, Google Docs, blogs, etc.) relating to specific course/project topics. In addition to communication, standards for interactions are somewhat defined. This may include netiquette, responsiveness requirements to postings, as well as group work (e.g., peer reviews, discussion participation, etc.) student-to-student interactions both replying to and initiating messages. Options are available for students to control interactions (e.g., presentations, leading discussions, sharing group work). Expectations for both student and instructor responsiveness and availability are clearly articulated both in engagement with material and individual assignments, as well as in group work (e.g., time for emails, peer review of assignments, participation in discussions, etc.) Instructor provides rapid feedback, including analysis of student work and suggestions for improvement. Learning materials and strategies The course/project provides few structural or easily identifiable learning components, and/or navigation beyond a Sakai tools Navigation is clear, and key components of the course/project content are identified and easily accessible, such as the Syllabus, a reading list, Navigation is clear, and key components of the course/project content are identified and easily accessible. Additional aesthetic visual cues are