Welcome to my ePortfolio, which showcases mastery of one of the nine principles in the Quality Online Learning and Teaching (QOLT) rubric. After participating in CI’s Blended Learning Preparation Program and Online Teaching Preparation Program, I redesigned my courses to enhance student engagement and success. This ePortfolio provides evidence of meaningful implementation of Section 1 & 2 of the QOLT Rubric. 

Section 1 of the Quality in Online Learning and Teaching (QOLT) Rubric: 

Course Overview and Introduction

Objective 1.1:  Clear and detailed instructions for students to access syllabus, course calendar and course content: After students first register for the class and visit our CI Learn page, the point of entry is a “Welcome” page that directs students to primary Blackboard tools (discussion boards, reading quizzes, powerpoint presentations, etc.) and resources such as syllabus, course calendar, and course content. This allows students to view these resources before our first class meeting.

Objective 1.2:  Detailed instructor information, contact information, biographical and welcome video: When students visit the course syllabus they can find my detailed instructor information as well as a link to my online faculty profile and a video course introduction link.

Objective 1.3:  Course description (including purpose of the course), pre-requisite and core-requisite requirement: The course syllabus begins with the Catalogue Description of the class as well as an overview the nature of the course.

Objective 1.4:  Online etiquette/course ground rules required for online discussions and online activities: Expectations regarding online etiquette and courteous online interaction are presented.Objective 1.5:  CI Academic Dishonesty policy is provided in the digital syllabus: A link to the CI Academic Dishonesty policy is provided.Objective 1.6  A list of technical competencies for the course are provided, delineating the role of the online environment: Technology requirements as well as student support resources regarding course technology are provided.Objective 1.7  Instructor provides samples of student work and provides opportunities for students to ask questions: Students are provided a mini essay sample. These samples help students understand assignment expectations as well the grading rubric that is used to asses their written work.

Objective 1.8 Instructor asks students to share their own learning goals: All of my courses start with a class introduction activity. For this online course, students are asked to introduce themselves by posting an object or a digital image that represent who they are or their learning goals or even their expectations for the class and a 300-word description.  

Section 2 of the Quality in Online Learning and Teaching (QOLT) Rubric:

Assessment and Evaluation of Student Learning

Objective 2.1: All Student Learning Objectives/Outcomes (SLOs) are specific, well-defined, and measurable: Student learning objectives for the course and for the assignment and how both align are provided.

Objective 2.2: Grading policy is provided in a manner that clearly defines expectations for the course and respective assignments. The following “Guide to Grade Range for Essays” is provided.

Objective 2.3: The learning activities (including the assignments and ungraded activities) promote the achievement of the SLOs: Weekly discussion boards are designed to help students keep pace with the course and to help students begin to think critically about the texts we are reading. In this assignment I encourage students, to brainstorm ideas for their reading assignments and essays. Students are encouraged to focus closely on your interpretation of one quote, one stanza, one metaphor, one symbol, one phrase, or one focused theme, one theoretical approach, etc. I also have questions in the daily calendar section as a starting place for these reflections OR students can explore their own questions about the reading.  Either way, you must base your posts in textual evidence from the week’s assigned reading. As well, students must provide a minimum of one peer response.

Objective 2.4: The assessment instruments (e.g., rubrics) are detailed and appropriate to the student work and respective outcomes being assessed. Detailed rubrics are and evaluation of students’ work is provided.

Objective 2.5: Throughout the semester, instructor provides multiple opportunities to give feedback on students learning and to help students “self-check” their learning. Feedback is provided in the discussion boards. As well students are required to provide at least one peer response, which helps students “self-check” each other. When responding to peers’ work, students are encouraged to ask themselves in what ways have their colleagues’ postings given them further insight into the texts we are studying?  What are the insights they gained after reading their peers’ responses about theoretical approaches to these texts?  As students “self-check” and reflect and on their peers’ ideas, their own ideas for assignments and essays should become sharper and more sophisticated.

Objective 2.6: Throughout the semester, instructor provides multiple opportunities to solicit feedback from their students about their learning and on the course for the improvement of the course: Students are encouraged to provide feedback about the course, learning process, assignments, etc. in “Hallway Conversations.” Here students can also post basic questions about the course such as such as layout, content, due dates. Students are also encouraged to respond to the comments and questions of their classmates. I also suggest emailing questions or concerns of personal nature to me directly.