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Online InitiativeRequest for Proposals: Online Course and Module Development ProjectsShared Online Course Fund 2014-15

October 3, 2014

This package contains information prepared by the Council of Ontario Universities regarding the process and criteria for the submission of course and/or module development project proposals for the 2014-15 Shared Online Course Fund. Please see the following Table of Contents for a list of enclosed documentation.

Table of Contents page #

2014-15 Shared Online Course Fund – University Proposal Guidelines..........................1

Appendix A: Further Information on Course and Module Categories...............................6

Appendix B: Preliminary Statement of Intent – Courses and Modules.............................9

Appendix C: Statement of Design Intent – Courses.......................................................11

Appendix D: Statement of Design Intent – Modules.......................................................15

Appendix E: Evaluation Rubrics – Courses and Modules..............................................18

Appendix F: List of Courses Approved in 2013-14.........................................................28

2014-15 Shared Online Course Fund – University Proposal Guidelines

The Council of Ontario Universities (COU) is administering the 2014-15 call for proposals and distribution of funding provided by the Ministry of Training, Colleges and Universities (MTCU) to support the development of high quality, university degree credit online courses – a second call similar to the call last year in the Ontario Online initiative. The Ministry’s goals in this initiative include: leveraging existing online strengths in the sector and developing new opportunities for collaboration; improving institutional productivity and the efficient use of resources; providing high quality online learning opportunities for students; and enhancing student access and mobility. In pursuing these goals, the Ministry seeks to enhance the national and international profile of Ontario as a leader in online education.

Ministry funds (in a separate envelope) will also support the development of Ontario Online, a centre of excellence in online and technology-enhanced learning. Ontario Online will be an incorporated member organization, whose members will be all publicly-assisted colleges and universities willing to participate.

BackgroundThe Ministry of Training, Colleges and Universities has provided $4.5 M in 2014-15 for Ontario universities through the Shared Online Course Fund.

Resources available through the Shared Online Course Fund are directed at online course development or redesign, and the development of reusable content (modules).

The description below outlines the process and criteria for selecting online course development/redesign or module projects to grow and enhance high quality online learning opportunities for students.

These criteria have been approved by the Ontario University Online Steering Committee (which has been established by the Ontario Council of Academic Vice-Presidents), to apply the Ministry’s guidelines more specifically and clearly to the university sector.

Description of goals and processAs described in the Shared Online Course Fund guidelines, an MTCU objective is to support the development of high-quality online courses and learning modules that are broadly available and recognized for credit or sharing across multiple institutions. A maximum of $75,000 has been made available per online course development/redesign project or module development/redesign (one-time funding). A total of $4.5M has been provided in the university sector to support these projects.

For the 2014-15 round of course funding, the development of collaborations among and within Ontario universities (and/or across the sector) will be given a higher priority. The Ministry’s objective is that, with increased opportunities for collaboration, Ontario

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universities can enhance online and technology-enabled course development and offerings, improve student access to a variety of course and program types, and realize efficiency gains. Collaboration encouraged by the 2014-15 call may also support the development of a community of practice in the sector, and enable the development of fully online programs.

For the purpose of this initiative, collaboration is broadly defined, to include partnerships between universities (for example, through shared course design or delivery, cooperation between content experts and university-based multi-media experts, or transfer credit agreements), and within universities (where separate departments collaborate to develop a more efficient means of delivering common content).

Collaborations outlined in Shared Online Course Fund proposals may include partnerships between:• Two or more Ontario universities;• A university (or universities) and a college (or colleges) in Ontario; or• Different academic departments within a university.

Collaborations may be developed at the course or program level.

Funding CategoriesProjects eligible for funding fall into two categories:

1. Online course development or redesign; or2. Learning module development or redesign.

Proposals may be submitted for courses or modules delivered in English or in French.

Proposals may be submitted for graduate-or undergraduate-level courses or modules.

These categories are further described below:

Online courses:Online courses eligible for funding may be:

a. Courses designed for high enrolments, including introductory or foundational courses;

b. Courses developed to improve sustainability of a low-enrolment program across more than one institution. These include low-enrolment upper-level, or graduate-level, courses; or

c. Online courses to facilitate the development of fully online degree programs.

The Ministry’s emphasis is on funding for online introductory or foundational courses. The Ministry’s guidelines also acknowledge that funds can be directed to other categories of courses. Appendix A provides additional information on course and module categories.


Evidence of collaboration will also be emphasized in the review process. Proposals evidencing collaborative course development or delivery across universities (or across colleges and universities) will be prioritized over proposals designed, developed and delivered by individual universities.

Learning modules:Learning modules are self-contained instructional units that focus on particular topics, and which students may complete online. Learning modules may be used in online, blended or flipped classes, or may be used as part of the curriculum for a fully online course.

Online modules that will be considered for development or redesign include those that:a. Have the potential to be used as learning objects for multiple courses—hybrid

or fully online courses; orb. Provide learning supports for online students (for example, modules focused

on research or writing skills).

Learning modules supported through the Shared Online Course Fund are required to be made available without charge and in an inter-operable format to other publicly-assisted colleges and universities under an appropriate agreement (for example, a Creative Commons license) that allows, at a minimum, use in their own courses. Inter-operability means that these modules must be developed using methodologies and technologies that enable re-use across multiple learning environments (i.e., no learning platform dependencies). Intellectual property rights for modules will remain as outlined through existing institutional agreements applying to their creators.

Appendix A provides additional information on module categories.

The University Online Steering Committee encourages high-quality proposals in all categories of courses and modules. While submissions for introductory or foundational courses will take precedence, there is no notional or required allocation of funding among the categories. Evaluation of proposals will prioritize assessment of the quality of the proposed course/module. As noted in Appendix E: Evaluation Rubrics – Courses and Modules, the quality of course and module proposals will be most heavily weighted in evaluation.

Evaluation process and criteriaA panel of online learning experts from outside Ontario will assess each development or redesign proposal and determine a score. Please note the following:

Criteria related to creating a high quality learning experience for students will be most heavily weighted in the evaluation process (see Appendix E: Evaluation Rubrics – Courses and Modules).

Collaborative design and/or delivery will be scored highly in evaluation; institutions should provide evidence to support plans for collaboration.


o Collaborative course design and/or delivery will be more highly scored than credit transfer arrangements.

o More explicit credit transfer plans, or existing approved course equivalencies will be scored more highly than statements of transfer credit intent.

With respect to course modules, proposals for modules that comprise a higher proportion of course content, or content that is applicable across more course subjects, will be scored more highly.

o Proposals including a set of modules (more than one) appropriate for a single course are encouraged.

Proposed budgets for modules should be commensurate with the proportion of course content provided.

The university must commit to having the course or module ready for online delivery by the 2015-16 academic year.

The university must commit to offering online courses funded in this round each year for the next 5 years (through to and including the 2019-20 academic year).

Institutions must agree to make learning modules available without charge and in an interoperable format to other publicly-assisted colleges and universities under an appropriate licensing agreement.

All submissions must be approved by the submitting university’s Provost.

If proposals for courses or modules that would be substantively the same are received, only one proposal will be funded (if it meets the criteria of the call).

Tasks and TimelineInstitutions will make two submissions to COU.

The first submission is a Preliminary Statement of Intent (see Appendix B), outlining, for each proposal, the category of the proposal (type of course or module[s]), subject area, level, and other information that is available and may be helpful. This Preliminary Statement of Intent will be posted by COU for review by all universities. The purpose of this step is to help universities find potential partners and avoid potential duplicate submissions. This submission is strongly encouraged but not mandatory. Please note that a full proposal (see below) can be submitted whether or not a Preliminary Statement of Intent is received. Preliminary Statements of Intent are due by October 20, 2014.

The second submission is a full proposal – one cover memo listing all courses and/or modules proposed by the submitting university (for collaborative projects, there must be one lead university who submits the proposal) and a separate Statement of Design Intent for each course or module(s). Submissions must be received by November 14, 2014. Funding allocation decisions will be communicated to universities by early 2015. Courses and modules must be available for online delivery by the 2015-16 academic year.


Please note: successful applicants will be required to complete course and financial reporting requirements as established by the Ministry.

Please send completed Preliminary Statements of Intent and Statements of Design Intent to:Peter GoochSenior Director, Policy and AnalysisCouncil of Ontario Universities180 Dundas Street West, Suite 1100Toronto, ON M5G [email protected]


APPENDIX A: Further Information on Course and Module Categories

These criteria have been approved by the Ontario University Online Steering Committee (which has been established by the Ontario Council of Academic Vice-Presidents), to apply the Ministry’s guidelines more specifically and clearly to the university sector.

Online courses:Online courses eligible for funding may be:

a. Courses designed for high enrolments, including introductory or foundational courses;

b. Courses developed to improve sustainability of a low-enrolment program across more than one institution. These include low-enrolment upper-level, or graduate-level, courses; or

c. Online courses to facilitate the development of fully online programs.

a. Courses designed for high enrolments

These courses must be fully online. Course quality will be most heavily weighted in the

evaluation process (see Appendix E: Evaluation Rubrics – Courses and Modules).

Proposals should include articulated strategies for accommodating high enrolment (scalability) while ensuring a quality learning experience.

Collaborative design across universities is not mandatory, but will receive more points in evaluation.

Introductory/foundational course proposals in this category will also be reviewed in light of courses already approved in the first round of online funding to avoid duplications (see Appendix F for list of courses approved in 2013-2014).

Credit transfer arrangements will be scored for funding in this category, including the number of institutions intending to, or those already recognizing credit equivalence (more institutions and more explicit agreements or established equivalencies will earn more points).


b. Courses developed to improve sustainability of a low-enrolment program across more than one institution. These include low- enrolment upper- level, or graduate-level, courses

To be eligible for funding in this category, two or more universities would present an explicit plan to develop and/or accept an online course for credit across participating universities.

Courses developed in this category would result in a complementary set of courses offered across participating universities to improve their capacity to offer low-enrolment programs.

Course quality will be most heavily weighted in the evaluation process (see Appendix E: Evaluation Rubrics – Courses and Modules).

Shared course design and/or delivery (with 2 or more universities) is not mandatory, but would receive more points in evaluation.

c. Online courses to facilitate the development of fully online programs

Universities looking to re-develop a traditional or blended program into a fully online program may submit a course development proposal in this category.

Proposals in this category should include a timeline for delivering a fully online program as well as a succinct plan for development and delivery of the overall program that also briefly addresses rationale and demand for a fully online program.

Course quality will be most heavily weighted in the evaluation process (see Appendix E: Evaluation Rubrics – Courses and Modules).

Evidence of credit transfer for courses in this category is encouraged and would strengthen a proposal. Points will be assigned for the number of institutions intending to recognize the course for transfer (more institutions will earn more points).

Collaborative course design through partnerships across different universities or across different programs in the same institution is encouraged.

A funded proposal in this category will commit the university to deliver the program fully online, within the timeline to which the university commits as part of the proposal. There is no limit on the number of courses proposed for development in this category.

Higher points will be awarded to proposals that commit to offer a fully online program in the near future; the sooner the availability, the higher the points.


Learning modules:

Online learning modules that will be considered for development or redesign include those that:a. Have the potential to be used as learning objects for multiple courses—hybrid or

fully online courses; orb. Provide learning supports for online students (for example, modules focused on

research or writing skills).

a. Online modules that have the potential to be used as learning objects for multiple courses—hybrid or fully online courses.

Proposals may focus on content for introductory or foundational courses, including content for courses that have prerequisites (for example, foundational second year courses).

Content designed for large and/or introductory courses will score higher than other proposals.

Proposals may focus on foundational course content including course topics funded in the first round of the Shared Online Course Fund (2013-2014). These proposals must be accompanied by a rationale justifying duplication.

Proposals for a set of modules are welcomed. A proposed set of modules should show coherence, but should include stand-alone learning objects.

b. Online modules that provide learning supports for online students (for example, modules focused on research or writing skills).

Proposed modules should be applicable to students at multiple institutions and across multiple programs (rather than relevant only to specific curricula or programs).

Proposals can target students at all learning levels (for example, remedial skills development or advanced skill development).


APPENDIX B: PRELIMINARY STATEMENT OF INTENT –Courses and Modules

This Preliminary Statement of Intent will be posted by COU for review by all universities. The purpose of this step is to help universities find potential partners, and to avoid potential duplicate submissions. This submission is strongly encouraged but not mandatory. Full proposals (see Appendix C or D) can be submitted whether or not a statement of intent is received.

Directions: Please complete the following document, ensuring it does not exceed 2 pages in length.

Preliminary Statement of Intent Due Date: October 20, 2014

Proposal Type:

___ Course(s) designed for high enrolments, including introductory or foundational courses

___ Course(s) developed to improve sustainability of a low-enrolment program across more than one institution. These include low-enrolment upper-level (or graduate-level) courses

___ Online course(s) to facilitate development of a fully online degree programs

___ Learning module(s)

Institution Contact Information:

Institution:Contact Name:Title:Telephone:Email:

Proposed Course/Module Title: Please note that this title will be posted on a common website; a link to this document will be provided. Please include the following information:

Course/module title:Content area or discipline:Level:


Course/Module Description: Provide a brief description of your proposed course or module.

Please send to Peter Gooch at [email protected] by October 20, 2014.


mailto:[email protected]

APPENDIX C: STATEMENT OF DESIGN INTENT – Courses

Submit a separate Statement of Design Intent for each online course development or redesign project. When responding to prompts, be mindful of the evaluation rubric provided in Appendix E and wherever possible provide evidence to support your plans and capabilities. Each Statement of Design Intent must not exceed 10 pages.

Statement of Design Intent Due Date: November 14, 2014

1. Institution Contact Information For collaborative proposals, please indicate lead institution and partners

(Lead) Institution:Contact Name:Title:Telephone:Email:

(Partner) Institution:Contact Name:Email:

(Partner) Institution:Contact Name:Email:


Proposal Type:

__ Course designed for high enrolments, including introductory or foundational courses

__ Course developed to improve sustainability of a low-enrolment program across more than one institution. These include low-enrolment upper-level, or graduate-level, courses

__ Online course to facilitate the development of a fully online program

**Please submit a separate Statement of Design Intent for each course proposed towards the development of a fully online program.

2. Course Information – Provide the course title and summarize the intended learning outcomes. Note whether the proposal is to develop a new online course or to redesign an existing online course. Note the level (i.e. 1st year, introductory, general education, upper year, etc.), prerequisites (if any), and credential toward which the course will be counted for credit (note: at the direction of the University Online Steering Committee, courses must be counted towards an undergraduate or graduate degree).

Course Title:Course Number/Subject:Course Year Level:Course Prerequisite (if necessary):Credential (Undergraduate/Graduate):Learning Outcomes:

3. Description of Course Pedagogy – Describe the evidence-based pedagogical foundation of the course and how it plans to make use of best practices in technology-enabled learning. Describe any proposed tools or technology that will be harnessed to facilitate learning.

4. Enrolment – Provide an estimate or projection of student enrolment. Evidence of demand for this course will strengthen the proposal.

5. Development Expertise – Identify those individuals who will lead the development (and the delivery if known) of the course. Describe any relevant expertise in both the subject matter and in online pedagogy.

6. Credit Recognition – List any institutions that have tentatively committed to recognizing the course for credit by 2015-16, pending necessary approvals; and/or provide evidence of existing credit equivalencies granted by other institutions.


7. Budget – Provide information about budget requirements for the course development or redesign proposal, indicating the allocation of resources across categories of expenditure. Maximum budget per course proposal is $75,000.

As relevant, please complete the following:

8. Preparation for Scale – For introductory or foundational courses, describe the specific resources or institutional capacity to accommodate a large number of students enrolled at multiple institutions while maintaining quality.

9. Contribution to Low Enrolment Program – For low-enrolment, upper-level (or graduate-level) courses, describe how the course contributes to the capacity of more than one university to sustain high quality, low-enrolment programs effectively.

10.Development of Fully Online Programs – As appropriate, provide information about online program development, including the percentage of the program currently available online, how courses are sequenced and connected in the program curriculum, and plans for moving to fully online delivery.

11.Acknowledgments of Intent (Please read the terms and check the box.)

The developing (lead) institution acknowledges that funds received through the Shared Online Course Fund are for the express purpose of the development or redesign of online courses that will be ready for delivery through Ontario Online in the 2015-16 academic year. The developing (lead) institution further acknowledges that these courses will be offered to students with the necessary academic background, including those registered in other institutions. The developing (lead) institution further acknowledges that courses developed through this fund will be described as part of the Ontario Online initiative of the Ministry of Training, Colleges and Universities. The developing (lead) institution expresses an intent to consider participation in the Ontario Online consortium, contingent on its review of the purposes and proposed structures of the consortium. To broaden opportunities for registered students, the developing (lead) institution further expresses an intent to consider formal recognition of courses offered by other publicly-assisted institutions through Ontario Online.


The developing (lead) institution affirms that the new/re-designed course will meet all legal requirements of Canadian copyright law as well as the AODA and its related standards.

Applicant Signature – Each course development proposal must be approved by the Provost/Academic Vice-President of the (lead) institution and must include his/her signature.

______________________________Signature

______________________________Name and Title

______________________________Date


APPENDIX D: STATEMENT OF DESIGN INTENT – Modules

Submit a separate Statement of Design Intent for each module development or redesign project. When responding to prompts, be mindful of the evaluation rubric provided in Appendix E and wherever possible provide evidence to support your plans and capabilities. Each Statement of Design Intent must not exceed 10 pages.

Please note: A Statement of Design Intent may include a set of modules, or a single module.

Statement of Design Intent Due Date: November 14, 2014

Proposal Type:

__ Learning objects for multiple courses—hybrid or fully online

__ Learning support for online students

1. Institution Contact Information

Institution:Contact Name:Title:Telephone:Email:

As relevant, please include collaborator information:

Partner Institution:Contact Name:Email:

2. Module Information – Provide a description of the online module(s) and summarize the proposed learning outcomes. Note whether the proposal is to develop a new online module(s) or to redesign existing online module(s). Note whether the module(s) can be used as a learning object in multiple online courses or disciplines, or will be used for learning support. Note the number of proposed modules (as appropriate) and the amount of content covered in the module(s) (as a percentage of a one-semester course).


3. Licensing Information—Indicate how the module(s) will be made available without cost to other publicly-assisted college and universities in Ontario.

4. Description of Pedagogy – Describe the evidence-based pedagogical foundation of the module(s) and how it plans to make use of best practices in technology-enabled learning. Describe any proposed tools or technology that will be harnessed to facilitate learning.

5. Applicability – Describe the extent to which other institutions (or other courses within the institution) have committed to use/consider using the module(s).

6. Development Expertise – Identify those individuals (e.g. faculty members, librarians, institutional teaching and learning centres, etc.) who will lead module development and delivery (if known). Describe any relevant expertise in both the subject matter and in online pedagogy.

7. Budget – Provide information about the budget required for module development or redesign proposal, indicating allocation of resources across categories of expenditure. Note the maximum budget per proposal is $75,000. A proposal may contain one or more modules. Proposed budgets for modules should be commensurate with the proportion of course content provided (as a percentage of content provided in a one-semester course).

8. Acknowledgment of Intent The developing institution acknowledges that funds received through the Shared Online Course Fund are for the express purpose of the development or redesign of online modules that will be ready for delivery in the 2015-16 academic year and will be made available to other institutions (as specified in the licensing agreement) through Ontario Online. The developing institution further acknowledges that these modules will be available to students and faculty at other institutions. The developing institution further acknowledges that modules developed through this fund will be described as part of the Ontario Online initiative of the Ministry of Training, Colleges


and Universities. The developing institution expresses an intent to consider participation in the Ontario Online consortium, contingent on its review of the purposes and proposed structures of the consortium.

The developing (lead) institution affirms that the new/re-designed course will meet all legal requirements of Canadian copyright law as well as the AODA and its related standards.

The developing (lead) institution affirms that the module(s) will be accessible in an inter-operable format.

Applicant Signature – Each module development proposal must be approved by the Provost/Academic Vice-President of the institution and must include his/her signature.

______________________________Signature

______________________________Name and Title

_______________________________Date


APPENDIX E: EVALUATION RUBRICS – Courses and Modules

The Statement of Design Intent documents submitted by proposing universities will be evaluated using the rubrics below. Rubrics are included for each course and module category: courses designed for high enrolments, including introductory or foundational courses; courses developed to improve sustainability of a low-enrolment program across more than one institution, including low enrolment upper level, or graduate level, course; online courses to facilitate the development of fully online programs; and learning modules. Specific criteria are included by category to correspond to MTCU goals; percent of total scores for each category are also indicated.

A panel of online learning experts from outside Ontario will use the following rubrics to assess each online course or module development/redesign proposal and determine an overall score. Each criteria will be evaluated on a scale of 0-5 (0 = no evidence, 5 = excellent).

Courses designed for high enrolments, including introductoryor foundational courses.

MTCU Goal

(Criteria will be subtotaled for each of the goals, and each goal will represent a specified weight in the final score)

Criteria

(These criteria will be used to evaluate each Statement of Design Intent [Appendix C]. Statements should provide evidence to support plans and capabilities outlined in each of the sections below. Reviewers will consider the strength of the evidence set out in your proposal.)

Score(0-5)

(0=no evidence,5=excellent)

High quality; well-developed pedagogy for an exceptional student learning experience

Learning outcomes are clearly articulated and measurable, appropriate to the course level and level of students.

Proposed formative and summative assessments are articulated, and include a final examination where appropriate, that measures the intended learning outcomes and provides meaningful feedback to the learner (can include ungraded assessments). Students are able to complete all course requirements from wherever they are geographically.Proposal includes a variety of learning


activities to promote interactivity (e.g., with content, with peers, and with the instructor).

Course design includes information about course structure and organization of content.

Course design and materials reflect current (evidence-based) online pedagogical approaches and best practices. Proposed tools, technology, and media types to be implemented will facilitate learning.

Proposal includes approaches to gathering evidence concerning pedagogical effectiveness.

Proposal includes strategies to ensure high quality ongoing instructional support, communication and feedback for students.

TOTAL for “High Quality” (total score for this category will be converted to a 100 point scale; this score will represent 45% of the overall total)

Collaboration Course development or delivery partnerships between, among or within institutions are clearly articulated.

(0=no evidence, 3=within one institution,5=between multiple institutions)

Proposal includes evidence of sustainability of collaboration.

Roles and responsibilities of collaborators are clearly outlined.

Credit recognition arrangements or intentions are clearly outlined.

TOTAL for “Collaboration” (total score for this category will be converted to a 100 point scale; this score will represent 30% of the overall total)

Scalability Strategies for accommodating high


enrolment while ensuring a quality learning experience are clearly articulated.Proposal includes evidence of demand for course (including historical enrolments if available or expectations of external demand).

TOTAL for “Scalability” (total score for this category will be converted to a 100 point scale; this score will represent 10% of the overall total)

Capacity of institution to develop and offer course

Proposal demonstrates successful experience with online pedagogy for those involved in course development and delivery.Proposal demonstrates online course development experience with tools, supports, and processes.Quality assurance standards and processes are in place.

Support process/model is in place for instructors and students during development and delivery of course.Related academic and technical supports and resources are available online (e.g., library access, learning skills, writing skills, technology assistance).

Proposal includes an articulated plan to keep the course current and implement improvements based on student feedback.

TOTAL for “Capacity of institution” (total score for this category will be converted to a 100 point scale; this score will represent 15% of the overall total)OVERALL TOTAL SCORE


Courses developed to improve sustainability of a low-enrolmentprogram across more than one institution, including low-enrolment

upper-level, or graduate-level, courses.MTCU Goal


Criteria

(These criteria will be used to evaluate each Statement of Design Intent [Appendix C]. Statements should provide evidence to support plans and capabilities outlined in each of the sections below. Reviewers will consider the strength of the evidence set out in your proposal.)

Score(0-5)



Learning outcomes are clearly articulated and measurable, and are aligned with program-level outcomes and degree-level expectations.Proposed formative and summative assessments, include a final examination where appropriate, that measures the intended learning outcomes and provides meaningful feedback to the learner (can include ungraded assessments). Students are able to complete all course requirements from wherever they are geographically.Proposal includes a variety of learning activities intended to promote interactivity (e.g., with content, with peers, and with the instructor).Course design includes information about course structure and organization of content.Course design and materials reflect current online pedagogical approaches and best practices. Tools, technology, and media types to be implemented will facilitate learning.Proposal includes approaches to gathering evidence concerning pedagogical effectiveness.Proposal includes strategies to ensure high quality ongoing instructional support, communication and feedback for students.

TOTAL for “High Quality” (total score for this category will be converted to a 100 point scale; this score will represent 45% of the overall total)


Collaboration Course development or delivery partnerships between, among, or within institutions are clearly articulated.


Proposal includes evidence of sustainability of collaboration.

Roles and responsibilities of collaborators are clearly outlined.

Credit recognition arrangements or intentions are clearly outlined.

TOTAL for “Collaboration” (total score for this category will be converted to a 100 point scale; this score will represent 40% of the overall total)

Scalability Strategies for accommodating anticipated enrolment increases that may accompany collaborative delivery or credit transfer agreements are clearly articulated.

TOTAL for “Scalability” (total score for this category will be converted to a 100 point scale; this score will represent 5% of the overall total)

Capacity of institution(s) to develop and offer course

Proposal demonstrates successful experience with online pedagogy for those involved in course development and delivery.

Proposal demonstrates online course development experience with tools, supports, and processes.

Quality assurance standards and process are in place.

Support process/model is in place for instructors and students during development and delivery of course.

Related academic and technical supports and resources are available online for all enrolled students (e.g., library access, learning skills,


writing skills, technology assistance).Proposal includes an articulated plan to keep the course current and implement improvements based on student feedback.


Online course(s) to facilitate the development of a fully online program.

MTCU Goal


Criteria

(These criteria will be used to evaluate each Statement of Design Intent [Appendix C]. Statements should provide evidence to support plans and capabilities outlined in each section below. Reviewers will consider the strength of the evidence set out in your proposal.)

Score(0-5)



Learning outcomes are clearly articulated and measurable, and are aligned with program-level outcomes and degree-level expectations.Proposed formative and summative assessments, include a final examination where appropriate, that measures the intended learning outcomes and provides meaningful feedback to the learner (can include ungraded assessments). Students are able to complete all course requirements from wherever they are geographically.

Proposal includes a variety of learning activities intended to promote interactivity (e.g., with content, with peers, and with the instructor).Course design includes information about course structure and organization of content.

Course design and materials reflect current online pedagogical approaches and best practices. Tools, technology, and media types to be implemented will facilitate learning.


Proposal includes approaches to gathering evidence concerning pedagogical effectiveness.Proposal includes strategies to ensure high quality ongoing instructional support, communication and feedback for students.

TOTAL for “High Quality” (total score for this category will be converted to a 100 point scale; this score will represent 40% of the overall total for course proposals)

Development of fully online programs

Proposal includes a well-developed plan for design and delivery of the online program. Plan must show coherence as an online program (rather than simply a transformation of individual courses into an online program). Outline must include information about how courses are sequenced and connected.Proposal includes a clear rationale for development of an online program, including anticipated audience and enrolment.Proposal includes evidence of progress toward the fully online program (either courses already delivered online or institutional commitments to supporting the online program), in addition to a proposed timeline for meeting online program goals.

TOTAL for “Online program development” (total score for this category will be converted to a 100 point scale; this score will represent 35% of the overall total)

Collaboration Course/program development or delivery partnerships between, among, or within institutions are clearly articulated.


Evidence of credit transfer is clearly evident. (More institutions intending to accept the course will earn more points.)

TOTAL for “Collaboration” (total score for this category will be converted to a 100 point scale; this score will represent 10% of the


overall total)

Capacity of institution to develop and offer course(s)

Proposal demonstrates successful experience with online pedagogy for those involved in course development and delivery.Proposal demonstrates online course development experience with tools, supports, and processes.Quality assurance standards and process are in place.

Support process/model is in place for instructors and students during development and delivery of course.Related academic and technical supports and resources are available online (e.g., library access, learning skills, writing skills, technology assistance).Proposal includes an articulated plan to keep the course(s) current and implement improvements based on student feedback.



Learning Module Rubric

MTCU Goal


Criteria

(These criteria will be used to evaluate each Statement of Design Intent [Appendix D]. Statements should provide evidence to support plans and capabilities outlined in each of the sections below. Reviewers will consider the strength of the evidence set out in your proposal.)

Score(0-5)



Learning outcomes are clearly articulated, appropriate and measurable.

Proposal includes formative and/or summative assessment(s), where appropriate.Proposal includes a description of learning modalities, levels of interactivity, and levels of media.

Learning activities are intended to promote engagement.

Materials reflect current online pedagogical approaches and best practices. Tools, technology, and media types to be implemented will facilitate learning.

Content is well organized and structured.

TOTAL for “High Quality” (total score for this category will be converted to a 100 point scale; this score will represent 45% of the overall total for module proposals)

Applicability for multiple courses and/or across institutions

Proposal includes evidence of applicability across courses and/or institutions.

Proposal includes evidence of other institutions or programs intending to use materials.


An appropriate licensing agreement for use without costs to other publicly-assisted universities and colleges in Ontario is articulated.

TOTAL for “Applicability” (total score for this category will be converted to a 100 point scale; this score will represent 30% of the overall total for module proposals)

Collaboration Proposal includes evidence of collaboration in the design or delivery of the module (for example, including content design, use of technology, or presentation of materials).Module development and/or delivery partnerships are clearly articulated.Roles and responsibilities of collaborators are clearly outlined.

TOTAL for “Collaboration” (total score for this category will be converted to a 100 point scale; this score will represent 10% of the overall total for module proposals)

Capacity of institution to develop module(s)

Proposal demonstrates successful experience with online pedagogy for those involved in module development and delivery.Proposal demonstrates development experience with tools, supports, and processes.Quality assurance process is in place.Proposal includes an articulated plan keep the module current.Proposal includes a budget rationale for module(s) under development, including, where appropriate, an approximation of the percent of course content included in the module.

TOTAL for “Capacity of institution” (total score for this category will be converted to a 100 point scale; this score will represent 15% of the overall total for modules)OVERALL TOTAL SCORE


APPENDIX F: List of Courses Approved in 2013-2014

University Course Title

Course Catalogue Number

Brock Introduction to Human Geography GEOG 1F90Carleton Bioacoustics BIOL 5502

Carleton Introduction to Psychology I & II PSYC 1001/1002

Carleton Introduction à la société et à la culture québécoises CDNS 2510Carleton Language Matters ALDS 1001Carleton Linear Algebra for Scientific Thinkers MATH 1107Guelph Introductory Macroeconomics ECON*1100Guelph Introductory Microeconomics ECON*1050Guelph Principles of Geology ENVS*1060Guelph Foundations of Leadership HROB*2010Guelph Introductory Marketing MCS*1000Guelph Introduction to Computer Applications CIS*1000Laurier Music of the World MU275Laurier Love and its Myths RE103Laurier Astronomy II: Journey Through the Cosmos AS102Laurier Astronomy I: Our place in the cosmos AS101Laurier History of Rock MU121Laurier Introduction to Environmental Studies ES101Laurier Risks and Disasters: A Geographical Introduction GG231Laurier Foundations for Community Engagement and Service UU150Laurier Introduction to Mathematics for Finance MA170McMaster Electronic Devices and Circuits I ELEC ENG 2EI5

McMaster Technological Entrepreneurship GEN TECH 3EN3

McMaster Personal Finance COMMMERCE 4FP3

McMaster Canadian Children SOC SCI 2O03McMaster World Art and Cultural Heritage ART HIST 1AA3

McMaster Statistics for Engineering CHEM ENG 4C03/6C03


McMaster Geography of Canada GEOG 2RC3OCADU Colour & 2-Dimensional Design GDES 1B24OCADU History and Evolution of Typography VISD 2B36OCADU Creative Practice: Preparing for a Changing World GDEX 3B16Ottawa Éléments de sociologie SOC 1501Ottawa Introduction à la science politique POL 1501Ottawa Calcul différentiel et intégral MAT 1720Ottawa 20th Century World to 1945 HIS 1111Queen’s Introductory Biology of Cells BIOL 102Queen’s Art in the West from Antiquity to Modernity ARTH 120Queen’s Introductory Biology of Organisms BIOL 103Queen’s Anatomy of the Human Body ANAT 100Queen’s Media and Popular Culture FILM 240Queen’s Canada and the “Third World” DEVS 100

Queen’s Engineering Economics and Business Practices in Engineering APSC221

Queen’s Gender, Race and Popular Culture GNDS 125Queen’s Canada and the World HIST 124Queen’s Introductory Pharmacology PHAR 100Queen’s Introduction to Sociology SOCY 122Queen’s Western Music: Napoleon to 9/11 MUSC102Queen’s Introduction to Literary Study ENGL 100Toronto Introduction to Computer Programming CSC108H1Toronto Geographic Information and Mapping I GGR272Toronto English Grammar LIN204Toronto Molecular Biology, Biotechnology and You CSB 201Toronto Mechanics APS160Toronto Calculus with Engineering Applications I APS162Toronto Calculus with Engineering Applications II APS163Waterloo Physics 1 PHYS 111Waterloo Physics 2 PHYS 112Waterloo Physical and Chemical Properties of Matter CHEM 120Waterloo Chemical Reactions, Equilibria and Kinetics CHEM 123Waterloo Genetics BIOL 239Waterloo Linear Algebra 1 for Hons Math MATH 136Western Introduction to Statistics STAT 1024


Western Reasoning and Critical Thinking Philosophy 1200

York Traduction spécialisée - Médecine et sciences de la santé GL/TRAN 3210

York Foundations of Health Studies I HH/HLST 1010York Hollywood Old and New FA/FILM 1701York Teaching Science in the Intermediate Senior Division ED/SCIE 3051


web viewevidence of collaboration will also be emphasized in the review process. ... (i.e. 1st year,...

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