This article focuses on the Quality Assurance Resources and Materials 1.2 with examples on how to meet the standard.

Required

The Quality Assurance Rubric, for the Resources and Materials Section 1:2 states: 

Instructional materials are presented in a format appropriate to the online environment, are easily accessible to and usable by the student, and are consistent in organization.

 

Expectations

1. Make sure the students can easily navigate to the materials as well as the units, assignments, and assessments to which they are associated.

2. If your course has a large amount of content, release it when needed to as to avoid cognitive overload.

3. Instead of organizing content by type (e.g. lectures, homework, journal articles, etc.), organize it in a fashion that reinforces the course's schedule (e.g. weekly modules).

4. Be sure that the materials and technology you use are understood by the students; how and where they are to be used, etc. If you provide links to external resources, such as websites, explain which unit or assignment the link is used for, or embed them directly within the assignment.

5. When placing such materials online, be aware of the following:

   • Not all students have Microsoft Office, as it can be an expensive add-on. If you want to use native files (Word documents, Excel spreadsheets, PowerPoint slides, etc.) consider converting them to PDFs, and making those available as well.

   • You can also use Google Docs to deliver your documents. It has the benefit of being platform/device agnostic—it works in all browsers, and devices with browsers, including mobile devices—and makes document management much easier.

   • Be conscious of the file size of the materials you use in your course. While something may appear to load quickly on campus, or when using a broadband connection, not everyone has a fast Internet connection, so care should be taken to assure that the materials do not negatively affect the experience of students on slower connections.

6. Do not use large videos in your course, as students with limited bandwidth will not be able to effectively utilize them as a resource. Instead, consider streaming your audio and video materials.

7. Utilize standard media formats. MP3 for audio is a compressed format that is widely supported. MP4/H.264 is a common video format and is supported across all major platforms, by most popular media players, and by most mobile devices. PDF for documents is supported by all major platforms (more so than office formats like Word or PowerPoint).

8. Do not place materials on the library reserves, unless multiple students can use them simultaneously.

9. Per AAC Guideline 5.6, section 4.1, instructors are expected to facilitate all course activities via the BOR's official learning management system—D2L Brightspace—and/or other BOR-approved platform.

 

Examples

• Use Zoom (or similar platforms) to record lectures, which has the following benefits over the tools provided by PowerPoint:

  • Zoom lectures are streamed to students, so they can almost immediately begin to watch them, regardless of the length of the lecture.

    • PowerPoint audio annotations tend to be quite large, and students need to download the entire file before they can watch it.

  • Zoom works on all major platforms—Windows, Macs, Linux—as well as mobile devices.

  • Zoom provides a search feature, so students can easily jump around to different portions of the lecture based on terms used by the instructor during the lecture.

• Providing MS Office documents as PDFs, so students without MS Office can access them, or...

• Using Google Docs to house your course documents, which has the following benefits:

  • Works on the most popular browsers, with no needed plugins

  • Works on mobile devices

  • Students can download copies of documents in their preferred format (Office, PDF, images, etc.)

  • Updates can be made instantly within a web browser, without needing to first download the document, edit it, upload it back into the course, and making sure the link still works.

• Use videos posted to YouTube, as they are automatically streamed to students, and can be embedded directly into your course.

 

References

• QM FIPSE rubric IV.2 & IV.4

• Stavredes, pg. 52.