WebCOT

What is Web-based Course Outline Tool (WebCOT)?

WebCOT is Durham College’s online Course Outline Template. WebCOT is used to edit, review, and approve course outlines.

How does it work?

Each course is assigned to one Editor, Reviewer and Approver. There is one course outline for each academic year. The Reviewer and Approver can return the Course Outline to an Editor for further edits.Final course outlines are generated by School Administrator/team and uploaded into MyCampus for access by students and faculty. Final course outlines are uploaded into DC Connect by the course professors.

All college courses have a course outline that describes the outcomes, evaluations, and teaching sequence of the course. Most faculty rework and update their outlines on an annual basis.

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Course Outline Template

Introduction

View what the course outline looks like following the edit, review and approval process in WebCOT.

School of COURSE TITLE 2019-20 Academic Year School-Program Year Semester Course Code: Course Equiv. Code(s): Course Hours: Course GPA Weighting: Prerequisite: Corequisite: Laptop Course: Yes ☐ No ☐ Delivery Mode(s): In class ☐ Online ☐ Hybrid ☐ Authorized by (Dean or Director): Date: Prepared by First Name Last Name Email This template is for drafting new courses and is not the official course outline for Durham College. Official Durham College course outlines are to be edited, reviewed, and approved in WebCOT. Contact the cafe@durhamcollege.ca for assistance and support. Document accessibility requirements: Arial font size 10. Course Description: Course description from Banner. Subject Eligibility for Prior Learning Assessment & Recognition (PLAR): Prior Learning Assessment and Recognition (PLAR) is a process a student can use to gain college credit(s) for learning and skills acquired through previous life and work experiences. Candidates who successfully meet the course learning outcomes of a specific course may be granted credit based on the successful assessment of their prior learning. The type of assessment method (s) used will be determined by subject matter experts. Grades received for the PLAR challenge will be included in the calculation of a student’s grade point average. The PLAR application process is outlined in http://www.durhamcollege.ca/plar. Full-time and part-time students mustadhere to all deadline dates. Please email: PLAR@durhamcollege.ca for details. PLAR Eligibility Yes ☐ No ☐ PLAR Assessment (if eligible): ☐ Assignment ☐ Exam ☐ Portfolio ☐ Other Course Learning Outcomes Course Learning Outcomes contribute to the achievement of Program Learning Outcomes for courses that lead to a credential (e.g. diploma). A complete list of Vocational/Program Learning Outcomes and Essential Employability Skill Outcomes are located in each Program Guide. Course Specific Learning Outcomes (CLO) Essential Employability Skill Outcomes (ESSO) Students receiving a credit for this course will have reliably demonstrated their ability to: This course will contribute to the achievement of the following Essential Employability Skills: ☐ EES 1. Communicate clearly, concisely and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audience. ☐ EES 2. Respond to written, spoken, or visual messages in a manner that ensures effective communication. ☐ EES 3. Execute mathematical operations accurately. ☐ EES 4. Apply a systematic approach to solve problems. ☐ EES 5. Use a variety of thinking skills to anticipate and solve problems. ☐ EES 6. Locate, select, organize, and document information using appropriate technology and information systems. ☐ EES 7. Analyze, evaluate, and apply relevant information from a variety of sources. ☐ EES 8. Show respect for the diverse opinions, values, belief systems, and contribution of others. ☐ EES 9. Interact with others in groups or team in ways that contribute to effective working relationships and the achievement of goals. ☐ EES 10. Manage the use of time and other resources to complete projects. ☐ EES 11. Take responsibility for one's own actions, decisions, and consequences. Evaluation Criteria: The Course Learning Outcomes and Essential Employability Skills Outcomes are evaluated by the following evaluation criterion. Evaluation Description Course Learning Outcomes EESO Weighting Total 100% Notes: 1. 2. 3. Required Text(s) and Supplies: ☐ N/A 1. 2. 3. Recommended Resources (purchase is optional): ☐ N/A 1. 2. 3.   Policies and Expectations for the Learning Environment: General College Policies related to: + Acceptable Use of Information Technology + Academic Policies + Academic Honesty + Student Code of Conduct + Students’ Rights and Responsibilities can be found on-line at http://www.durhamcollege.ca/academicpolicies General policies related to: + Attendance + Absence related to tests or assignment due dates + Excused absences + Writing tests and assignments + Classroom management can be found in the Program Guide (full-time programs only) at http://www.durhamcollege.ca/mycampus Course Specific Policies and Expectations: General Policies and Expectations: General Course Outline Notes 1. Students should use the course outline as a learning tool to guide their achievement of the learning outcomes for this course. Specific questions should be directed to their individual professor. 2. The college considers the electronic communication methods (i.e. MyCampus, DC Mail or DC Connect) as the primary channel of communication. Students should check the sources regularly for current course information. 3. Professors are responsible for following this outline and facilitating the learning as detailed in this outline. 4. Course outlines should be retained for future needs (i.e. university credits, transfer of credits etc.) 5. A full description of the Academic Appeals Process can be found at http://durhamcollege.ca/gradeappeal. 6. Faculty are committed to ensuring accessible learning for all students. Students who would like assistance with academic access and accommodations in accordance with the Ontario Human Rights Code should register with the Access and Support Centre (ASC). ASC is located in room SW116, Oshawa Campus and in room 180 at the Whitby Campus. Contact ACS at 905-721-3123 for more information. 7. Durham College is committed to the fundamental values of preserving academic integrity. Durham College and faculty members reserve the right to use electronic means to detect and help prevent plagiarism. Students agree that by taking this course all assignments could be subject to submission either by themselves or by the faculty member for a review of textual similarity to Turnitin.com. Further information about Turnitin can be found on the Turnitin.com Web site. Learning Plan The Learning Plan is a planning guideline. Actual delivery of content may vary with circumstances. Students will be notified in writing of changes that involve the addition or deletion of learning outcomes or evaluations, prior to changes being implemented, as specified in the Course Outline Policy and Procedure at Durham College. Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting
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General Education: Quality Course Outline Checklist

Introduction

Use the following checklist to ensure that you have addressed all the expectations of each section of the course outline.

General Education: Quality Course Outline Checklist Use the following checklist to ensure that you have addressed all the expectations of each section of the course outline. Course Name: Professor Name: Course Code: Year/Semester: Course Outline Section Criteria Comments Overall Presentation Course outline is accurate and free of spelling and grammar errors. Overall presentation is clear, well organized, and formatted for accessibility. Course outline meets all Durham College Academic Policies and Procedures. Course Description The course description captures the key course learning outcomes and aligns with the Evaluation Criteria and Learning Plan. PLAR PLAR eligibility indicates, “eligible” General Education Themes Course outline aligns with one of the General Education Themes. Course Learning Outcomes The course learning outcomes are measurable, performance-based, and represent culminating demonstrations of learning. They articulate the integrated skills, knowledge, and attitudes a student is expected to demonstrate at the end of the course. Course can be completed without co- or pre-requisite knowledge. Course learning outcomes provide a broad theoretical overview of a topic of personal and/or societal importance (categorized as aesthetic, cultural, historical, scientific or philosophical) with little to no applied skill development. Course learning outcomes are not used to meet Program Learning Outcome requirements if used as an elective or a mandated elective. Essential Employability Skills (EES) Outcomes The EES are relevant and either partially or fully evaluated within the course. Evaluation In the Evaluation Criteria section, the evaluation criteria totals 100% or is P/F. Each Evaluation Description is brief and clear. The timing and weighting of each evaluation criteria meet academic guidelines and policies (e.g. 30% by week 7, no one evaluation greater than 30%). Evaluation notes section contains essential information to the student’s understanding of the evaluation process. Evaluation notes meet academic guidelines and policies (e.g. first year course statement). The Evaluation Criteria in the Learning Plan is consistent with the wording of the Evaluation Criteria Section and totals 100% or is P/F. Required and Recommended Text(s) and Supplies Text(s) are clearly identified using either MLA or APA formatting. Other necessary supplies are identified, if appropriate. Recommended resources and supplies is completed (if needed). Policies and Expectations for the Learning Environment A list of course specific policies that are relevant and necessary are present. All statements are consistent with School and Program policies and expectations. Universal Design for Learning (UDL) Learning outcomes are clear, and aligned to the Evaluation Criteria and the Learning Plan. The evaluation notes and course policies are sufficiently detailed, provide sufficient guidance for students, easy to follow, and inclusive of diverse learners. The evaluation criteria allows for alternative methods of demonstration of learning, when appropriate. Learning Plan includes sufficient detail to indicate to students learning objectives, activities, and evaluation due dates. The learning activities are varied and reflect different learning needs, preferences, and styles. The learning activities will facilitate engagement with the learning content through the use of a variety of active learning strategies. Learning Plan Weeks, Delivery Mode, and Hours are accurate, clear, and appropriate for the course. The Intended Learning Objectives column provides sufficient detail (e.g. 3-5 objectives) and clearly answers the student’s question, “What can I expect to learn?” The identified learning activities are designed to actively engage students with the course content, address a variety of learning styles, provide formative feedback, and support the achievement of the course learning and essential employability outcomes. The resource column provides students with any necessary resources for class.
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Quality Course Outline Checklist

Introduction

Use the following checklist to ensure that you have addressed all the expectations for each section of the course outline.

Quality Course Outline Checklist Use the following checklist to ensure that you have addressed all the expectations for each section of the course outline. Program Name: Course Name: Credential: ☐ certificate ☐ diploma ☐ advanced diploma ☐ grad certificate (GC) ☐ degree Completed by: Course Outline Section Criteria Comments Overall Presentation Course outline is accurate and free of spelling and grammar errors. Overall presentation is clear, well organized, and formatted for accessibility. Course outline meets all Durham College Academic Policies and Procedures. Course Description The course description captures the key course learning outcomes and aligns with the Evaluation Criteria and Learning Plan. PLAR PLAR identifies requirements and criteria and aligns to the course learning and essential employability outcomes. Course Learning Outcomes The course learning outcomes are measurable, performance-based, and represent culminating demonstrations of learning. They articulate the integrated skills, knowledge, and attitudes a student is expected to demonstrate by the end of the course. The course learning outcomes align to Program Learning Outcomes. Essential Employability Skills (EES) Outcomes The EES are relevant and either partially or fully evaluated within the course. Evaluation In the Evaluation Criteria section, the evaluation criteria totals 100% or is P/F. Each Evaluation Description is brief and clear. The timing and weighting of each evaluation criteria meet academic guidelines (e.g. no one evaluation greater than 30%). Evaluation notes section contains essential information to the student’s understanding of the evaluation process. The Evaluation Criteria in the Learning Plan is consistent with the wording of the Evaluation Criteria Section and totals 100% or is P/F. Required and Recommended Text(s) and Supplies Text(s) are clearly identified using either MLA or APA formatting. Other necessary supplies are identified, if appropriate. Recommended resources and supplies is completed (if needed). Policies and Expectations for the Learning Environment A list of course specific policies that are relevant and necessary are present. All statements are consistent with School and Program policies and expectations. Universal Design for Learning (UDL) Learning outcomes are clear, and aligned to the Evaluation Criteria and the Learning Plan. The evaluation notes and course policies are sufficiently detailed, provide sufficient guidance for students, easy to follow, and inclusive of diverse learners. The evaluation criteria allows for alternative methods of demonstration of learning, when appropriate. Learning Plan includes sufficient detail to indicate to students learning objectives, activities, and evaluation due dates. The learning activities are varied and reflect different learning needs, preferences, and styles. The learning activities will facilitate engagement with the learning content through the use of a variety of active learning strategies. Learning Plan Weeks, Delivery Mode, and Hours are accurate, clear, and appropriate for the course. The Intended Learning Objectives column provides sufficient detail (e.g. 3-5 objectives) and clearly answers the student’s question, “What can I expect to learn?” The identified learning activities are designed to actively engage students with the course content, address a variety of learning styles, provide formative feedback, and support the achievement of the course learning and essential employability outcomes. The resource column provides students with any necessary resources for class.
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TIP SHEET – What is PLAR

Introduction

What is PLAR? Prior Learning Assessment and Recognition (PLAR) is a process that helps students to demonstrate relevant learning acquired through life and work experiences and translate this learning into college credit. PLAR eligibility for each course is recorded on each course outline.

TIP SHEET - What is PLAR? What is PLAR? Prior Learning Assessment and Recognition (PLAR) is a process that helps students to demonstrate relevant learning acquired through life and work experiences and translate this learning into college credit. PLAR eligibility for each course is recorded on each course outline. What are some of the key benefits of PLAR for students? § Recognizes learners’ previous accomplishments, skills, and knowledge. § May decrease cost of education and time to graduation. How do I determine if my course is eligible for PLAR? § Most courses should be eligible for PLAR. There are some exceptions such as when it is not permitted by an external licensing agency/group or not permitted for legal reasons. § Eligibility is determined by the professor (subject matter expert) in consultation with the Program Team and Dean. What are the key steps in developing the PLAR challenge? First Step: Identify the course requirements What does the student need to “reliably demonstrate” by the end of this course? What are the learning outcomes for the course? What are the types of outcomes (e.g. skills, knowledge, attitudes)? Level of complexity? What is the passing grade in this course? Second Step: Identify suitable evidence of prior learning How will the student demonstrate the learning outcomes if they had a variety of different jobs, life, or other learning experiences? How will the student provide suitable and reliable evidence or demonstration of the skills, attitudes, and knowledge required in this course? TIP SHEET - What is PLAR? Third Step: Create PLAR Challenge Include as many relevant types of assessments as needed to fully evaluate the course learning outcomes. What are some common types of PLAR assessments? § Common types of PLAR assessments include assignments, exams, portfolios, practical skills tests, interviews and projects. § Often, faculty will ask for a combination of PLAR assessments in order to fully assess all the course and essential employability outcomes. What is an example of a PLAR assessment? § In a theory and skills-based culinary management course, a student might be expected to complete a comprehensive written exam (including a case study on how to adapt service styles for different clients and application questions on service, set up, point of scale, and beverage service) along with providing a professional portfolio (reference letters, copies of Smart Serve and other safe food preparation certificates, job descriptions from past jobs, and reflective summaries of their skills and learning). How is PLAR different from a Credit Transfer? § PLAR evaluates learning students have gained from prior life and work experience. § Transfer of Academic Credits (Exemptions) provides learners a credit without any further need for evaluation of learning from previously acquired course(s) taken at a college or at other educational institutions. Specific eligibility requirements need to be met for a course to be deemed as equivalent. How can I learn more? § Review the PLAR and Credit Transfer Policy and Procedure on the Durham College website or on ICE. Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources
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TIP SHEET – Writing or Revising Course Learning Outcomes

Introduction

The Course Learning Outcomes describe clearly what learners will know and be able to do at the end of a course.

TIP SHEET - Writing or Revising Course Learning Outcomes The Course Learning Outcomes describe clearly what learners will know and be able to do at the end of a course. Answers the question – “What should the student be able to demonstrate by the end of this course?” Getting Started ! Identify how your course contributes to the Program Learning Outcomes PLOs or how your course contributes to the General Education Themes (Gen Ed courses only). ! Determine the level that is appropriate for the learners at this point in the program. Principles of Good Learning Outcomes ! Clearly stated ! Measurable ! Performance based and observable e.g. prepare, calculate, identify, describe, discuss, compare, create, evaluate ! Include performance verb, context and criterion ! Verbs to avoid – e.g. know, understand, (they are too vague and cannot be measured) or demonstrate (repeated in stem statement) Performance, Context, Criterion Performance verb Context/Learning Statement Criterion/Standard Active verb Describes what they will do, the type of learning Describes what is an acceptable performance ! Represents integration of learning ! Aim for 5-7 per course (for a 42 hr course) ! Align with course description ! Aligns to the Program Learning Outcomes or General Education Themes ! Describes learning that is fully evaluated by the end of the course Sample Performance verb Context/Learning Statement Criterion/Standard Perform a comprehensive physical assessment of body systems in a systemic, accurate and effective manner. Apply theoretical concepts of growth and development when working with individuals and families in the community. Complete a variety of accounting transactions using the double entry accounting system Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources
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TIP SHEET – Copying a course outline to a new academic year

Introduction

Updating and Maintaining Your Course Outline Annual updates to a course outline are made by copying a previously approved course outline into the next academic year. Once the course is copied, the professor can edit and submit the updated course outline for review and approval. Once finalized, the updated course outline is ready to publish for students in the next academic year. Professors are responsible for updating their course outline(s) each year in preparation for the next academic year.

TIP SHEET – Copying a course outline to a new academic year Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources Updating and Maintaining Your Course Outline Annual updates to a course outline are made by copying a previously approved course outline into the next academic year. Once the course is copied, the professor can edit and submit the updated course outline for review and approval. Once finalized, the updated course outline is ready to publish for students in the next academic year. Professors are responsible for updating their course outline(s) each year in preparation for the next academic year. Important Note about Copying Copying a course from a previous year into the next year can only be done ONCE, prior to any editing of next year’s course outline template. If this step is missed, the course editor will not be able to undo this and will need to contact IT for assistance. Only previously Approved courses can be copied into a new course outline template. How do I update my course for next year? Step 1: Sign onto WebCOT and select the Academic Year you are copying to. Select the next academic year. Step 2: Select the NEW course and select Course Outline Template Select the course by clicking on the course code. You must be assigned to do this by your School Office. Step 3: Select the course to copy or create a new Course Outline from Scratch You have three options: 1. Select your course to copy from a previous academic year. 2. Copy a course using a different course code. The Academic year is abbreviated. For example, the 2015-2016 Academic Year is shortened to 2016. 3. If this course has never been entered into WebCOT in a previous academic year, then you cannot copy from a previous academic year and must Create Course Outline from Scratch.
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TIP SHEET – Essential Employability Outcomes

Introduction

As defined by the Association of Canadian Community Colleges and Human Resources Development Canada Committee (2003), Essential Employability Skills (EES) are “skills that, regardless of a student’s program or discipline, are critical for success in the workplace, in day-to-day living, and for lifelong learning.” Essential Employability Skills (EES) are a set of 11 learning outcomes.The EES represent a set of skills that must be reliably demonstrated by the end of each program.

TIP SHEET – Essential Employability Outcomes Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources. What are the Essential Employability Skills? As defined by the Association of Canadian Community Colleges and Human Resources Development Canada Committee (2003), Essential Employability Skills (EES) are “skills that, regardless of a student’s program or discipline, are critical for success in the workplace, in day-to-day living, and for lifelong learning.” Essential Employability Skills (EES) are a set of 11 learning outcomes. The EES represent a set of skills that must be reliably demonstrated by the end of each program. What is our responsibility? To ensure that all 11 Essential Employability Skill Outcomes are fully taught and evaluated by the end of each program.* How do I select the EES in my course outline? § Determine which EES you teach and/or evaluate in your course(s). § If you evaluate the EES, select this on your course outline. § Altering the wording of the EES is not permitted, therefore you may only be partially evaluating the outcome. What do I do if I see that an EES is listed but I don’t evaluate it? § Do not remove in isolation § Better to create additional evaluations to evaluate the skill listed § If impossible, consult with the program team/coordinator/dean prior to changes * EES are mandatory program level outcomes for all Ontario College Certificates, Diplomas, Advanced Diplomas, and Graduate Certificates and are recommended for all Durham College programs. Reference: Ministry of Training, Colleges and Universities, “Appendix B: Essential Employability Skills,” Framework for Programs of Instruction. Issued April 1, 2003; revised April 1, 2005.
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TIP SHEET – Introduction to WebCOT

Introduction

WebCOT is Durham College’s online Course Outline Template. WebCOT is used to edit, review, and approve course outlines.

TIP SHEET – Introduction to WebCOT Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources. What is WebCOT? WebCOT is Durham College’s online Course Outline Template. WebCOT is used to edit, review, and approve course outlines. How does it work? Each course is assigned to one Editor, Reviewer and Approver. There is one course outline for each academic year. The Reviewer and Approver can return the Course Outline to an Editor for further edits. Final course outlines are generated by School Administrator/team and uploaded into MyCampus for access by students and faculty. Final course outlines are uploaded into DC Connect by the course professors. • Editor = Creates, edits and updates the course outline. • Reviewer = Collects and/or reviews all course outlines that have been assigned to them in accordance with School requirements. • Approver = Approves the course outline. Once approved, each course outline is ready for printing and uploading onto My Campus and DC Connect. • School Admin – Generate final PDF copy of course outline and upload to MyCampus. • Course Professors – Add final course outline to DC Connect course. How do I access WebCOT? WebCOT can be accessed from home or school from MyCampus. MyCampus is located via a quick link on the main Durham College website http://www.durhamcollege.ca/. 1. Sign onto MyCampus using your Banner ID and MyCampus password. 2. Select the Self Service Options link, which is located in the top right corner of your screen. TIP SHEET – Introduction to WebCOT Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources. 3. Select the Faculty option. 4. Select Course Outline Template 5. Select the Academic Year. 6. Select the course code to begin. Courses are assigned by role. Once a course outline has been submitted for review or approval l it is available as Display Only.
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TIP SHEET – Printing and Sharing your WebCOT Course Outline

Introduction

WebCOT Course Outline versus the Approved Course Outline The WebCOT version has minimal formatting and can be used for planning, team discussion, and reference until the approved course outline is available. The WebCOT version does not include the Durham College general polices and expectations or the General Notes section. Everyone who is assigned to a course will have access to the WebCOT version of the course outline throughout the edit, review, and approval stages. The WebCOT version can be printed for reference purposes, however it is not the approved copy of the Durham College course outline.

TIP SHEET – Printing and Sharing your WebCOT Course Outline Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources. WebCOT Course Outline versus the Approved Course Outline The WebCOT version has minimal formatting and can be used for planning, team discussion, and reference until the approved course outline is available. The WebCOT version does not include the Durham College general polices and expectations or the General Notes section. Everyone who is assigned to a course will have access to the WebCOT version of the course outline throughout the edit, review, and approval stages. The WebCOT version can be printed for reference purposes, however it is not the approved copy of the Durham College course outline. The final approved course outline is created by the School Administrative Coordinator/staff and uploaded into the Course Outlines section of MyCampus once it has been approved. The final approved course outline is formatted to meet accessibility requirements and includes additional Durham College general policies or notes. To see what the final approved version looks like, view the Course Outline Template on the CAFE website. The approved final version of the course outlines should be available in MyCampus two weeks prior to each course start. Timelines for approval for all course outlines are determined by each School. Faculty who are teaching a course are responsible for uploading the final approved Course Outline to their DC Connect course. How do I print the WebCOT version of the course outline? The following instructions show step-by-step directions on how to print using Chrome (recommended), however each step can be adapted for any browser. 1. Locate and select your Print Course Outline button. You can print while in edit mode or once this has been submitted. Tip: Depending on what stage you are at in editing/reviewing, the Print Course Outline may be at the top or the bottom of your screen. TIP SHEET – Printing and Sharing your WebCOT Course Outline Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources. 2. Your course outline will appear in a new window. Right click and select Print. How do share the WebCOT version of the course outline with other professors? The following instructions show step-by-step directions on how to share via email your WebCOT version of your course outline using Chrome. Other browsers will have similar options but the screen might look different than in the pictures below. There are other print options available for OneNote users. Course outlines can also be scanned and emailed using one of the college printers. 1. Follow the steps above to get your print options for your course. 2. From the main Print Option menu, locate your printer information. Select Change printer. TIP SHEET – Printing and Sharing your WebCOT Course Outline Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources. 3. Select the Print to Adobe PDF. Tip: This is often one of the last options in your Printer list. 4. Select Print. Tip: This will not actually print the outline, instead it will give you the option to save the document as a PDF. 5. Save as PDF in a folder of your choice. Tip: Rename the file will the Course Code, year, and title. 6. Email the PDF copy of your course outline by attaching the document in an email. TIP SHEET – Printing and Sharing your WebCOT Course Outline Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources. How do I locate the final approved copy of the course outline? The following instructions show step-by-step directions on how to locate the final approved version of your course outline. In most cases, final approved course outlines will be available in MyCampus two weeks prior to the start of a course. For further assistance, contact your School Office staff. 1. Sign onto MyCampus using the quicklink at http://www.durhamcollege.ca/. 2. Once you have logged onto MyCampus, select the DC Faculty tab located at the top of your screen. 3. Select Course Outlines. 4. Select the applicable term and school. Select Submit. TIP SHEET – Printing and Sharing your WebCOT Course Outline Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources. 5. Select your course outline from the list. If the course outline is not underlined, then this course outline is not available. Contact your School Office Admin team for assistance. 6. Select View Course Outline.
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TIP SHEET – The Learning Plan

Introduction

The Learning Plan is a list of the weekly learning objectives, learning activities and assessments. It is used a planning guideline and advanced planner for students and faculty. Many students rely on the Learning Plan to help manage workload and due dates. Faculty are responsible for following Durham College’s Course Outline policy and procedure regarding changes to Learning Outcomes and Evaluations.

TIP SHEET – The Learning Plan Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources The Learning Plan is a list of the weekly learning objectives, learning activities and assessments. It is used a planning guideline and advanced planner for students and faculty. Many students rely on the Learning Plan to help manage workload and due dates. Faculty are responsible for following Durham College’s Course Outline policy and procedure regarding changes to Learning Outcomes and Evaluations. Accessibility WebCOT is designed to allow course editors to easily copy and paste plain text. No special formatting is required, nor is it permitted in the system. Once the WebCOT version of the course outline is approved, the Final Course Outline is generated as a PDF document. Format changes will automatically be applied to the document to ensure that the Learning Plan is evenly spaced, has a good balance of white space, and meets accessibility requirements. Select the at the top of the screen to see how this looks in the final course outline. Required Sections Required sections must be completed in order for the course outline to be submitted. If they are left blank, the course outline editor will receive an error message and be automatically returned to the section to complete this. Sample Learning Plan – circles indicate the required sections TIP SHEET – The Learning Plan Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources Week This is a required section. Enter each Week number that applies for your course (e.g. Week 1- 14). Select “Add Row” to add subsequent weeks. Delivery This is a required section. Choose the delivery mode of the course (e.g. In class, hybrid, lab and in class, shop etc.). If your course is divided into a lab and class, hybrid, etc., then use the Add Row feature to separate this for each week. Refer to the sample above. Est. Class Hours This is a required section. The number of hours per week. If your course is divided into a lab and class, hybrid, etc., then use the Add Row feature to separate this for each week. Refer to the sample above. Intended Learning Objectives This section is required. It answers the question “What can a student expect to learn/do by the end of this week?” Include the overall topic and the key learning objectives for the week. Aim for 3-5 clear and measurable learning objectives. View sample learning objectives in WebCOT. Intended Learning Activities This section is required and answers the question “What learning activities will the student be doing in class/online/shop to achieve the learning objectives?” Include all the types of activities used to help the learner achieve the weekly learning objectives including any formative feedback and assessment (non-graded assessment). Use “Test” as a type of activity if applicable. View sample learning activities in WebCOT. Optional Sections The Resources and References section is not a required section, which means that Editors can leave this blank if there are no resources or references. This section answers the question “What resources, required reading, or equipment does the student need this week?” View sample resources and references in WebCOT. Evaluation/Weighting is not a required section. This should be left blank if there are no evaluations DUE in that particular week. View sample learning objectives in WebCOT. IMPORTANT: Each evaluation item and weighting should be listed in the week that it is due.
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TIP SHEET – What is Curriculum Alignment

Introduction

The Golden Chain 1. Each outcome must be evaluated in the same learning domain and at the same level as the outcome. 2. If you are evaluating something you must have an outcome about it! 3. Teaching methods must give students lots of opportunities to practice and receive feedback in the same learning domain and at the same level as the outcome.

TIP SHEET – What is Curriculum Alignment? The Golden Chain 1. Each outcome must be evaluated in the same learning domain and at the same level as the outcome. 2. If you are evaluating something you must have an outcome about it! 3. Teaching methods must give students lots of opportunities to practice and receive feedback in the same learning domain and at the same level as the outcome. Curriculum Alignment starts with the END in mind Step 1: Write your outcome. Identify domain/level. ! What do students need to do by the end of the course? ! What is the learning domain (e.g. cognitive, affective, psychomotor) and level (foundational or advanced)? Step 2: Design the evaluation criteria for the outcome ! How will I evaluate this? ! What different methods of evaluation will I need? Step 3: Lastly….plan your content and teaching activities! ! What CONTENT do I need to include in my lesson plan? ! What PRACTICE activities will help students to practice this and receive feedback? Example of Alignment Course Learning Outcomes Design marketing communication materials to meet the needs of clients using industry standard technology. Intended Learning Objectives Apply principles of communication marketing Complete client need analysis Design communication marketing materials using a variety of industry standard technologies (e.g MS Word, Visio, Ms Project) Intended Learning Activities (Teaching Methodologies) Discuss uses, benefits and common errors/solutions Review examples of different marketing communication materials Practice quiz Practice designing different materials in computer lab for different requirements/needs Evaluation Quiz on key principles of communication marketing Design Assignment: Design communication marketing materials using 2 or more of the industry standard technologies (eg. MS Word, Visio, MS Project) for a mock client Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources
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Tip Sheet: Sample Evaluation Notes

Introduction

The purpose of the notes area of the Evaluation Criteria section is to provide any evaluation information which is essential to the student’s understanding of the evaluation process and support student success.

Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources. Tip Sheet: Sample Evaluation Notes The purpose of the notes area of the Evaluation Criteria section is to provide any evaluation information which is essential to the student’s understanding of the evaluation process and support student success. General Guidelines: All courses must include an evaluation note to explain how the interim mark is calculated. Many programs have a common set of evaluation notes to be used in all courses. This helps to create a consistent set of guidelines for students and faculty. Program or School-specific evaluation notes, policies, and practices can be obtained from the Program Coordinator or Dean (e.g. School of Business have a well-established common policy regarding missed tests). All evaluation notes should be discussed by the team and approved by the Dean to ensure that they meet school policies and procedures. Extensive instructions and details regarding assignments or classroom work should be located in a separate document and posted on DC Connect. The following are only samples. There are many different types of evaluation notes. Sample Evaluation Notes: 1. An interim mark will be determined for all students to identify their academic progress. This mark will be based on the results of the first test and the in process grade up to the mid-term date. 2. Assignments are to be submitted on the due date at the beginning of class, unless otherwise directed by the professor. Late assignments will be attributed a “0”, acknowledging a heavy penalty in keeping with the importance placed on deadlines within the workplace environment. 3. All assignments must be neat and legible or type written. 4. Tests will be closed book. Please visit the CAFE or CAFE website http://cafe.durhamcollege.ca for additional resources. 5. Tests will be written at the beginning of that week's scheduled class unless otherwise notified by the instructor. 6. The format of tests will be discussed in the week prior to its scheduled dates. Dates will be announced in class as well as posted on DC Connect. 7. In process activities are worth a total of 10% of the total mark. All activities occur in class and will only be given once. They cannot be made up or supplemented. Any missed in-class activities will be assigned a mark of "0." 8. All written assignments are to be submitted using DC Connect Dropbox by the due date. Specific assignment instructions will be posted in Dropbox. 9. In class activities will include a range of activities such as quizzes, group discussions, worksheets, and activities. 10. Test dates are tentative and will be confirmed by the professor 11.Test formats will be discussed two weeks prior to the evaluation date. 12.Laboratory evaluations will be a combination of written short answer tests and manipulation/fabrication of dental materials. Students will require their lab kit for all lab evaluations. 13.For all tests, examinations and assignments, a deduction of 1/2 mark per error to a maximum of 10% will be made for incorrect spelling of terminology. 14.A detailed handout outlining expectations and evaluation criteria will be distributed for all assignments. Some assignments involve partner and/or group work. If a student cannot work collaboratively within a group the student will receive a grade of “0” for this assignment 15.Missing any scheduled guest or group presentation without just cause, prior notice and the correct documentation to the instructor will result in a loss of 5% each occurrence, to a maximum loss of 10% from your final grade. 16.A total of 3 quizzes will occur during the term. The two highest scoring quizzes will be worth a value of 2.5% each. There will be no re-writes. This allows the student to miss one quiz without losing marks.
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WebCot Guide

Introduction

What is WebCOT? “WebCOT” is Durham College’s online (or Web-based) Course Outline Template editing, review, and approval system. What are some of the key benefits? • Streamlines the course outline edit, review, and approval process • Utilizes existing course information from Banner (college course records system) • No more version control for the template! – all done automatically with annual system updates • Includes several quality curriculum design and best practice features • Improves access to self-help resources

2017 WebCOT Frequently Asked Questions Centre for Academic and Faculty Enrichment 2 Updated 2017 What is WebCOT? “WebCOT” is Durham College’s online (or Web-based) Course Outline Template editing, review, and approval system. What are some of the key benefits? • Streamlines the course outline edit, review, and approval process • Utilizes existing course information from Banner (college course records system) • No more version control for the template! – all done automatically with annual system updates • Includes several quality curriculum design and best practice features • Improves access to self-help resources How does it work? Each course is assigned to one Editor, Reviewer and Approver. There is one course outline for each academic year. The Reviewer and Approver can return the Course Outline to an Editor for further edits. Final course outlines are generated by each School Administrators and uploaded into MyCampus for access by students and faculty. Final course outlines are uploaded into DC Connect by the course professors. • Editor = Creates, edits and updates the course outline. • Reviewer = Collects and/or reviews all course outlines that have been assigned to them in accordance with School requirements. • Approver = Approves the course outline. Once approved, each course outline is ready for printing and uploading onto My Campus and DC Connect. • School Admin – Generate final PDF copy of course outline and upload to MyCampus. • Course Professors – Add final course outline to DC Connect course. Reviewer and Approver can return the Course Outline to an Editor for further edits. Returned course outlines will result in an automatic email from WebCOT system to editor. If I am a course Editor, what is my first step? If you are editing an existing course outline that has previously been created in WebCOT, you will need to copy the course outline from the previous academic year into the new academic year. Use the Copying a course outline to a new academic year Tip Sheet. You can copy any Durham College course into your new academic year if needed (e.g. new course code, modifying a course using an existing course). Contact the cafe@durhamcollege.ca to get help. 3 Updated 2017 What happens if I am developing a course outline for a course that has never been entered into WebCOT? If you are creating a new course outline, one that has never been previously entered into WebCOT we generally recommend that you start by creating a draft version using a word document. The CAFE can provide customized templates for this, or you can use the word template on the CAFE website. If you are working on a new program, please contact the cafe@durhamcollege.ca for a copy of an annotated version (with help and sample text). Use the Introduction to WebCOT Tip Sheet for step by step instructions for logging onto WebCOT. You will need to select the “start from scratch” option in WebCOT to begin a brand new course outline. What happens to a course outline once it is reviewed and approved? Once it is approved, Admin Coordinators generate the approved Course Outlines as PDF documents and upload them to MyCampus as a PDF document. The final course outline can be downloaded and saved by students, faculty, and staff from MyCampus. Course outlines should be available two weeks prior to course start. Who can be assigned in the Roles? What is “typical role arrangement”? Roles are determined by each School’s Dean. A typical arrangement is: Editor = author of course outline/assigned lead professor Reviewer = Admin Coordinator Approver = Dean or Associate Dean NOTE: An initial set of assignments will be entered to WebCOT for Spring 2015. Subsequent updates and changes to roles are completed by each School Admin Coordinator. All Roles are approved by the Dean. Anyone with a Banner ID number can be assigned. How do I access WebCOT? WebCOT can be accessed from home or school from MyCampus via a quicklink on the main Durham College website http://www.durhamcollege.ca/. Access WebCOT as follows: 1. Sign onto MyCampus using your Banner ID and MyCampus password. 4 Updated 2017 2. Select the Self Service Options link, which is located in the top right corner of your screen. 3. Select the Faculty option. 4. Select Course Outline Template 5. Select the Academic Year. 5 Updated 2017 6. Select one of the courses assigned to you and click on the Course Outline Template button to begin. Courses are assigned by role. Once a course outline has been submitted for review or approval it is available as Display Only. How do you navigate WebCOT? WebCOT is a single page web form. All editing is all done on one continuous online form with free text, fill in the blank, drop box features, and check off items. It is recommended that you Save as Draft a minimum of every 15 minutes as you enter new information to ensure that you do not lose your changes. Edits are NOT automatically saved and the MyCampus system will timeout after approximately 20 minutes. Please ensure that all changes are finalized and proof read prior to submitting the outline. 6 Updated 2017 Who assigns the course outlines? Each person must be assigned a course by their Dean. Each School Administrative Coordinator enters this information and can reset the permissions for this. Is this how it will look once it is finished? No, this is just the online form. The final course outline looks very similar to the original course outline template. Once completed, it is saved as a PDF document. The PDF version of the course outline are available in MyCampus. How do I share this with other faculty and get their input or feedback? You can Print as a Draft and share or send a copy of the printed version to others for feedback. You can save as PDF copy and send this as an attachment. Use the Printing and Sharing your Course Outline Tip Sheet for instructions on how to complete this. The final version will look very similar to the original format of our course outline. What are the Timelines/Deadlines for outlines? When will students see the course outline? Course outlines are edited annually and must be completed according to the School’s policy. In most cases this done by the first week of June in each calendar year. The final PDF copy of the course outline is available once the School Office has completed the review, approval process, and uploaded the final course outline into MyCampus. Course outlines are made available to students two weeks prior to the semester. How will I know when I’ve been assigned as a course Editor for a particular course? You will be notified by your School of all the course outlines that you are assigned. You can also log onto MyCampus and view the status (assigned to Edit, draft, and approved) of your course outlines at any time. How will I know if a course outline has been returned to me for further Editing? If a course outline is returned to an Editor, an email is automatically created to send the Editor a message saying that the course outline requires further edits. A brief explanation of why it was returned will appear in the comments section next to the course outline in MyCampus. Note: The email notification may show up in your Junk Mail instead of your Inbox, so please ensure that you screen this at first to ensure that your computer settings “permit” this email in future. When will courses be assigned to an Editor? All the courses will be assigned in one “batch upload” during the launch of the new system in late winter/early spring 2015. Following this, each School will be responsible for adding new Editors and maintaining their role assignments. It is up to each School to determine the earliest date that any Editor can access their courses for the next academic year. 7 Updated 2017 Can the same person be assigned multiple roles? No Can the person assigned be changed/edited at any time? Who has access to this? Yes, Admin Coordinators and Deans will have administrative access and can change the person who is assigned. The status of an outline will occur automatically in MyCampus. It is up to the School/Dean to determine how to notify the individual of any updates/changes in assigned course. If I don’t want to complete an entire outline in one sitting, how do I save my work in WebCOT? Does it “autosave”? There is no autosave feature, however you can “Save as Draft” at any time during the editing process. You can stop mid-way through a section, Save as Draft, and continue entering information at another time. WebCOT is web-based system, so you can access it from home or school. How can I make changes to the course description? You cannot change a course description in WebCOT. Course descriptions come directly from Banner, our internal course and student records system. There is a window of opportunity usually in spring when changes to course information (including course descriptions) can be made. Contact your Program Coordinator, Dean, or Admin Coordinator for more information. How do I make changes to the basic course information such as hours or pre and co-requisites? If you need to make any changes to the course title, hours, or any other changes then you will need to contact your School Administrative Coordinator. There is an override feature for courses with unique requirements for co- or pre-requisites. This should only be used if you have been given specific information from your School Office to do so. You can also contact your Program Coordinator, Dean or Admin Coordinator for more information and to learn more about this process. I’m just starting to enter information for a new course outline. I want to enter the evaluation criteria before anything else, but I don’t see any options when I select the course learning outcomes. What do I do? Until you edit and ‘save as draft’ the Course Learning Outcome and Essential Employability Skill Outcomes section, you will not be able to complete the Evaluation Criteria section of the course outline. Once the outcomes are entered, the full list of outcomes will appear and you can select how each evaluation criteria aligns to the outcomes. When I’m entering information into WebCOT from a Word document, can I cut and paste all my information? Yes, WebCOT is designed to permit you to add plain text from your course outline. You can copy this from a Word or PDF document. You can copy this using a PC or Mac computer. 8 Updated 2017 If your document has unique special characters then the system may not be able to read this information and you will receive an error message. Contact the CAFE to discuss so we can work towards a permanent solution for any special characters that are not recognized by WebCOT. I have cut and pasted information from an existing document into WebCOT, but the formatting is a problem. How can I correct it? If you are cutting and pasting from an existing document than you may need to remove extra spacing such as line breaks. If you receive an error message that you cannot interpret or solve, please contact the CAFE for assistance. Use the View/Print Course Outline to see how the information is displayed. When I list my evaluation criteria, how specific should I be? Should I list every specific assignment with its weighting individually? Your list of evaluations (and weightings) should be broad enough that someone who may teach another section of the course is able to work within the same evaluation format. It should also be specific enough that someone who is teaching this next year could use the same criteria and easily interpret the evaluation criteria. What if I have nothing to add to a particular section (e.g. Required Textbooks)? Most sections have some type of option or section for you to complete. For example, even if you do not have a required textbook, then you must answer N/A or you will receive a message telling you that there is no information entered in a particular section, and this will prevent you from submitting the outline for review. I just finished editing my first course outline and I have submitted it for Review? What do I do next – do I need to do anything more? No, you will be notified by an automatic email by the Reviewer or Approver if you need to continue with edits. If you are notified to continue with edits, you will need to return to My Campus to review any comments that were made when it was returned, finalize the outline, and submit for review. You can also return to MyCampus at any time to view the status of your outline. I’ve tried to submit a course outline for review and I’ve received an error message. What does this mean? There are two types of error messages. If the error message is a “warning” then you can review the warning, make any needed edits, and continue to submit the course outline. If the error message is a “stop” then you will be automatically returned to the section. You will need to correct the error message prior to submitting the outline for review. Chrome users who receive an error message will also see that the error section/area will be highlighted with a blue box. This blue box “highlight” feature will not appear for Safari or Internet Explorer users. 9 Updated 2017 I have submitted my course outline but I realize I need to change something. What can I do? If the course has already been approved, you will need to email IT and submit a helpdesk request for it to be reassigned to you. If it is still in the Review or pre-Approval stage, you can contact the Reviewer or Approver (if you know who is assigned this role) to return it to you. What do I do if a course is taught twice in one academic year and I need two versions of the course outline? WebCOT is designed to only allow one version of a course outline in an academic year. Contact the CAFE to discuss how best to proceed.
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Need General Help with Course Outlines?

Sign up for training on WebCOT at our Training Registration Website or give us a call to chat.

If you are developing an outline for a new program, please refer to the section on New Program Curriculum.

Questions?

Please feel free to contact us at cafe@durhamcollege.ca with questions about WebCOT.

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What is Web-based Course Outline Tool (WebCOT)?
WebCOT is Durham College’s online Course Outline Template. WebCOT is used to edit, review, and
approve course outlines.

How does it work?
Each course is assigned to one Editor, Reviewer and Approver. There is one course outline for each
academic year. The Reviewer and Approver can return the Course Outline to an Editor for further edits.
Final course outlines are generated by School Administrator/team and uploaded into MyCampus for
access by students and faculty. Final course outlines are uploaded into DC Connect by the course
professors.

All college courses have a course outline that describes the outcomes, evaluations, and teaching sequence of the course. Most faculty rework and update their outlines on an annual basis.

{INSERT VIDEO ON WEBCOT INTRO HERE}

We are currently launching a new online course outline system entitled WebCOT (Web-based Course Outline Tool) for editing, reviewing and approving all course outlines at Durham College. WebCOT will be accessed using a Course Outline Template link in MyCampus.

 

Traveling File Video

 

What are some of the key benefits?

  • Streamlines the course outline edit, review, and approval process
  • Includes several quality curriculum design features
  • Improves access to self-help resources and guidelines
  • Past course outlines can be copied into new academic year for editing

How does it work?

Each course is assigned to one Editor, Reviewer and Approver. Editors are responsible for reviewing and editing the course outline. Reviewers collect and review all course outlines that have been assigned to them. Deans are responsible for approving the course outline. Once “approved” each course outline is ready for uploading onto My Campus as a PDF copy of the course outline.
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WebCOT Tip Sheets

Introduction to WebCOT

Step by step guide on how to locate and access the Durham College Course Outline Tool.

Quality Course Outline Checklist

Use the following checklist to ensure that you have addressed all the expectations of each section of the course outline.

General Education Quality Course Outline Checklist

Use the following checklist to ensure that you have addressed all the expectations of each section of the course outline for General Education courses.

Course Learning Outcomes

Tips on how to write Course Learning Outcomes using the principles of the Golden Chain. View samples of well written outcomes.

EES Outcomes

Learn more about the Essential Employability Skills within the Course Outline.

Curriculum Alignment

Curriculum alignment of outcomes to teaching methods and evaluations is an important aspect of quality course outline design.

Learning Plan

Learn about the purpose of each of the sections of the Learning Plan (formerly entitled the Sequence of Instruction).

PLAR

Learn about how your students can benefit from PLAR, as well as how to determine if your course is eligible for PLAR

Sample Evaluation Notes

Purpose and guidelines for the Evaluation Notes section. View sample Evaluation Notes from a range of different courses.

Copying your Course

Learn how to copy a course outline to a new academic year

Printing and Sharing

View directions and tips for printing and sharing your course outline while editing in WebCOT and locating approved outlines.