The Chico Rubric and Psych 101: BFFs Mark A. Laumakis, Ph.D. Lecturer, Department of Psychology Faculty in Residence, ITS

Learner Support and Resources Detailed introductory Narrated PsychPortal tour via Jing How to succeed in an online course (day one) Student support links on course web site Contact information on course web site and syllabus

Online Organization and Design Very detailed course syllabus PsychPortal site as course backbone –Tabbed browsing –Simple navigation –Robust search function

Instructional Design and Delivery Synchronous sessions permit rich interactions –Student-to-student –Student-to-instructor –Student-and-content Discussion boards also permit interaction Syllabus includes both macro- and micro-level student learning objectives (SLOs) –Micro-level SLOs are also embedded in notes in eBook

Assessment and Evaluation of Student Learning SLOs are closely aligned with course assessments Multiple assessment strategies –polling questions, quizzes, tests, discussion boards Polling questions provide immediate feedback for the learner Online quizzes generate a personalized study plan –Students complete both Pre-Lecture Quizzes and Mastery Quizzes

Innovative Teaching with Technology Course design focuses on active learning and student engagement via a variety of technologies Multimedia (videos, demonstrations, simulations) and learning objects are deployed throughout the course via PsychPortal Scientific American news feed and External Links provide supplemental information for the learner

Faculty Use of Student Feedback Session evaluation at the end of each synchronous class session Informal feedback via chat before class, during class, and after class in online office hours Student Assessment of Learning Gains online questionnaire Community of Inquiry survey Departmental course evaluations