Maythé Ruffino’s E Portfolio
I have successfully completed four main courses at the Teaching and Learning Innovations Department at CSUCI: Teaching Enhancement with Technology, Blended Teaching and Learning, Humanizing your Online Course and Online Teaching Preparation Program-Designing Efficient Online Courses. I am also a certified VoiceThread Instructor and have taken multiple seminars and courses in effective teaching and learning practices online and with new technologies. It as a permanent and fascinating learning experience.
This E-Portafolio has been create based on Quality Online Learning and Teaching (QOLT) principles and best online practices that have been adopted across CSU college system. This research-based framework is designed to guide the development of student-centered online and blended instruction. A QOLT Rubric has been created to help instructors to self evaluate their online or blended courses as well as to provide peers with a standardized set of principles and criteria to provide feedback to colleagues to improve their online curses, strategies and teaching practices. CSUCI has adopted the QOLT principles and adapted the rubric summarizing the main nine sections in the CSUCI-QOLT rubric that identifies aspects of course quality and effectiveness of online or hybrid teaching and sets key criteria to evaluate and improve them. Below you will find a description of the selected SECTION, screen shoots to illustrate the complying of the specific objective and a screen video providing an overall demonstration of how I have satisfied all the objectives of the CSUCI-QOLT rubric section selected.
SECTION 1: Course Overview and Introduction
A successful online learning experience begins with an introduction to the course essentials. The class should clearly convey what students will learn, how they will learn it, and who they will learn with.
Here is a screen video tour to show how I’ve satisfied objectives 1.1 to 1.8 of this Section 1.
1.1 Instructor uses course environment to provide clear and detailed instructions for students to begin accessing all course components such as syllabus, course calendar, and assignments.
1.2 Detailed instructor information is available to students and includes multiple formats for being contacted by students, availability information, brief biographical information, and a picture and/or video of the instructor.
Both in the course site and in the syllabus there’s information about the instructor, all different contact opportunities and web page link (See section 1.3 for information in the syllabus).
1.3 Course description includes the purpose and format of the course, as well as prerequisite knowledge and competencies, if applicable.
1.4 Online etiquette expectations for various forms of course communication and dialog (e.g., chat, “hangout,” email, online discussion) are presented and clear to the student.
1.5 A link to the CI Academic Dishonesty policy is provided. http://www.csuci.edu/studentlife/student-conduct/academic-dishonesty.htm
1.6 A list of technical competencies necessary for course completion is provided; identifying and delineating the role/extent the online environment plays in the total course.
1.7 Instructor provides samples of student work and provides opportunities for students to ask questions.
1.8 Instructor asks students to share their own learning goals.
SECTION 3. Instructional Materials and Resources Utilized
Teaching online provides access to a robust collection of existing resources that may be used to support student learning.
Here is a screen video tour to show how I’ve satisfied objectives 3.1 to 3.6 of this Section 3.
3.1 Instructor provides students with adequate time and notice to acquire course materials.
Both in the textbook section of the course and in the start here section the course materials are discussed.
3.2 Syllabus lists whether textbooks and materials are required or recommended. See screenshot of Section 1.6 for syllabus section that addresses this objective.
3.3 Instructor articulates the purpose of all materials as to how they are related to the course and module learning objectives. See screenshot of Section 1.6 for syllabus section that addresses this objective.
3.4 When possible, instructor provides options in terms of how students acquire course materials, including Open Educational Resources. See 3.2 screenshots.
3.5 There is a variety of instructional material types and perspectives, while not overly relying on one content type such as text.
3.6 Modeling academic integrity, instructor appropriately cites all copyrighted resources and materials that are reused throughout the course. See screenshot 3.5
SECTION 4. Student Interaction and Community
Effective online learning is active and student-centered. Regular student-student interactions foster a sense of belonging among learners and introduce students to diverse perspectives.
Here is a screen video tour to show how I’ve satisfied objectives 4.1 to 4.7 of this Section 4.
4.1 At the beginning of the course, instructor provides an opportunity to have students self-introduce to develop the sense of community.
4.2 Instructor provides the information about how to be a successful online learner/student.
4.3 Navigation throughout the online components of the course is logical, consistent, and efficient.
4.4 Learning activities facilitate and support active learning that encourages frequent and ongoing peer-to-peer engagement.
4.5 The modes and requirements for student interaction are clearly communicated.
4.6 Instructor clearly explains his or her role regarding participation in the online environment. Instructor participates and manages, yet lets students take reasonable ownership.
4.7 The course learning activities help students understand fundamental concepts, and build skills useful outside of the course.