WebCOT

School of Course Title 2020-2021 Academic Year 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 ☐ Correspondance ☐ 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 ctl@durhamcollege.ca for assistance and support. Document accessibility requirements: Arial font size 10. This course supports the following program outcomes: Program outcomes from PLOR. 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 EESOs 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 Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting Wk. Hours: Delivery: Course Learning Outcomes Essential Employability Skills Taught: Practiced: Intended Learning Objectives Intended Learning Activities Resources and References Evaluation Weighting

Quality Course Outline Checklist Program Name: Course Name: Credential: ☐ certificate ☐ diploma ☐ advanced diploma ☐ grad certificate (GC) ☐ degree Completed by: Use the following checklist to ensure that you have addressed all the expectations for each section of the course outline. Course Outline Section Criteria Comments Overall Presentation Overall presentation is clear, well organized, and formatted for accessibility. Course outline is accurate and free of spelling and grammatical errors. Course outline meets all Durham College Academic Policies and Procedures. Course Description Captures the key course learning outcomes and aligns with the Evaluation Criteria and Learning Plan. PLAR PLAR identifies requirements and criteria, if applicable, and aligns to the course learning and essential employability outcomes. Course Learning Outcomes Are measurable and performance-based. Reflect culminating demonstrations of learning by referring to the integrated skills, knowledge, and attitudes a student is expected to demonstrate at the end of the course. 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. Evaluation notes section contains essential information to support 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 MLA or APA formatting. Other necessary supplies are identified, if appropriate. Recommended resources and supplies are identified, if appropriate. Policies and Expectations for the Learning Environment Relevant and necessary course specific policies are listed. 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 criteria allows for alternative methods of demonstration of learning, when appropriate. The evaluation notes and course policies are sufficiently detailed, provide sufficient guidance for students, easy to follow, and inclusive of diverse learners. 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 course 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 provides sufficient detail (e.g., 3-5 objectives) and clearly answers the student’s question, “What can I expect to learn?” The learning activities identified 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 list provides clarity to students about the resources required for class.

2020 – WebCot Resources TIP SHEET – What is PLAR? What is PLAR? Prior Learning Assessment and Recognition (PLAR) is a process that helps students demonstrate relevant learning acquired through life, volunteer, academic, 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 isnot 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 theProgram Team and Dean.What are the key steps in developing the PLAR challenge?First Step: Identify the course requirementsWhat 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)? What is the level of complexity? What is the passing grade in this course?Second Step: Identify suitable evidence of prior learningHow 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 ChallengeInclude 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, practicalskills tests, interviews, and projects. Often, faculty will ask for a combination of PLAR assessments in order to fully assess all thecourse 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 tocomplete a comprehensive written exam (including a case study on how to adapt servicestyles for different clients and application questions on service, set up, point of scale, andbeverage service) along with providing a professional portfolio (reference letters, copies ofSmart 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 furtherneed for evaluation of learning from previously acquired course(s) taken at a college or atother educational institutions. Specific eligibility requirements need to be met for a course tobe deemed as equivalent.How can I learn more? Review the PLAR and Credit Transfer Policy and Procedure on the Durham College websiteor on ICE. Please visit the CTL or CTL website https://durhamcollege.ca/ctl/ for additional resources.

2020 – WebCot Resources TIP SHEET – Writing or Revising Course Learning OutcomesCourse Learning Outcomes describe clearly what learners will know and be able to do at the end of a course. They answer 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)orhowyour 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 Clear Measurable Performance based and observable – prepare, calculate, identify, describe, discuss,compare, create, evaluate, etc. Avoid verbs: know, understand (they are too vague and cannot be measured) anddemonstrate (repeated in stem statement) Include performance verb, context and criterionPerformance, Context, CriterionPerformance verbContext/Learning StatementCriterion/StandardActive verbDescribes what they will do, the type of learningDescribes what is an acceptable performance Represent integration of learning Aim for 5-7 per course (for a 42 hr course) Align with course description Align with Program Learning Outcomes or General Education Themes Describe learning that is fully evaluated by the end of the courseSamplePerformance verbContext/Learning StatementCriterion/StandardPerforma comprehensive physical assessment of body systemsin a systemic, accurate and effective manner.Applytheoretical concepts of growth and developmentwhen working with individuals and families in the community. Completea variety of accounting transactionsusing the double entry accounting systemPlease visit the CTL or CTL websitehttps://durhamcollege.ca/ctl/ for additional resources.

Centre for Teaching and Learning last updated: 4/16/20Page 1of 2For additional WebCOT resources please visit https://durhamcollege.ca/ctl/educational-tech/course-outlines/WebCOT Tip Sheet: Copying a course outline to a new academic yearUpdating and Maintaining Your Course OutlineAnnual updates to a course outline are made by copying a previously approved course outline forward to a new academic year. After the outline is copied, the professor can edit and submit the updated version for review and approval. Once finalized, the updated course outline is ready to be published for students.Each year professors are responsible for updating the course outline(s) they have been assigned to as an Editor in preparation for the next academic year.Important Note about Copying Only previously approved course outlines can be copied forward into a new course outline template.If you mistakenly copy forward the wrong information from a previous academic year or course outline, click the Reset Course Outline button found at the very bottom of the page, below the Learning Plan. Please note that there is no way to recover the information once the outline has been reset.How do I update my assigned course outline for the next academic year?Step 1Sign into MyCampus, access the Course Outline Template page, and select the appropriate Academic Year.Then click the Submit button. Centre for Teaching and Learning last updated: 4/16/20Page 2of 2For additional WebCOT resources please visit https://durhamcollege.ca/ctl/educational-tech/course-outlines/Step 2Any course for which you have been assigned the role of Editor will appear in a list on the subsequent page.Click directly on the Course Code of the outline you wish to copy information into. It will have the NEW status.Step 3If you are copying forward course outline information from a previous academic year, select the appropriate year from the available list. The most recent academic year will be listed at the top.If you wish to copy information from another course, enter the Academic Year……subject code (e.g. ACCT), …and Course Number (e.g. 1200).NOTE:When the Academic Year is abbreviated to a single year, that year is the end of the Academic Year. For example, “2020” represents the 2019-2020 Academic year.If this course has never been entered into WebCOT, then you cannot copy from a previous academic year and must Create Course Outline from Scratch.After selecting one of the copy/create options, click the Create Course Outline button to begin editing the new course outline.

2020 – WebCot Resources TIP SHEET – Essential Employability OutcomesPlease visit the CTL or CTL website https://durhamcollege.ca/ctl/ 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 Skill s (EES) are a set of 11 learning outcomes. The EES represent a set of skills that must be reliably demonstratedby the end of each program. What is our responsibility? To ensure 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 evaluatethe EES, select this on your course outline.§Altering the wording of the EES is not permitted, therefore you may only bepartially 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 integrate into existing evaluations, or, create additional evaluation(s)to assessthe skill listed§If impossible, consult with the program team/coordinator/dean prior to changing*EES are mandatory program level outcomes for all Ontario College Certificates,Diplomas, and Advanced Diplomas, and are recommended for allDurham Colleg e 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.

Centre for Teaching and Learning last updated: 5/5/20 Page 1 of 3 For additional WebCOT resources please visit https://durhamcollege.ca/ctl/educational-tech/course-outlines/ WebCOT Tip Sheet: Evaluation Category Options What are Evaluation Categories? This tip sheet lists the types of categories for evaluations found in WebCOT and provides definitions to support you in determining how to classify the evaluations you are using in your course(s). Assignment Focuses on analyzing and organizing information for ones’ self, communicating information to an audience in writing, possibly including visual aids, and generating an entire document in a prescribed format, like essays. Or, the production, management, curation, or participation in an artistic presentation or performance, or portfolio exhibit for an audience. • DC, https://experiential.durhamcollege.ca/definitions/ Case Study A description of a real and complex situation that provides a context to explore decision-making in light of socio-technical issues, such as environmental, political, and ethical issues. An intensive, systematic investigation of a single individual, group, community, or some other unit in which the student examines in-depth data relating to several variables. • DC, https://experiential.durhamcollege.ca/case-studies/ • University of Michigan, http://assessment.engin.umich.edu/assessmenthandbook/conducting-direct-assessments/casestudy Experiential Learning Documentation The completion of all documents and certifications (e.g. CPR, WHMIS, vaccinations, legal or contractual documents, resumes, proof of partnership) required to engage in an experiential learning project. Exam Typically, these occur in the mid-point/midterm of the course and at the end. A focus on knowledge of facts, figures, and other discrete information crucial to a course and can involve engagement in higher order demonstrations of comprehension, problem solving, analysis, synthesis, critique, and even creativity. • Vanderbilt, https://cft.vanderbilt.edu/assessing-student-learning/ Types of questions or formats include multiple-choice, case studies, essays (with the prompts given in advance or only during the exam), or take-home tests. • University of Toronto, https://teaching.utoronto.ca/cd-guide/assessment-design/ In-Process Low stakes assessments that work toward meeting the course learning outcomes. Typically, inprocess assessments are used to provide feedback to faculty about the students’ understanding of the course material. Lab Activity An on-campus lab environment where observation, testing, application of course concepts, collaboration, and/or experiencing using hands-on learning with tools, equipment, and resources authentic to a specific field of study. • DC, https://experiential.durhamcollege.ca/definitions/ Online Activity An evaluation completed via an online platform (e.g., DC Connect) that includes synchronous (occurring at the same time) and asynchronous (not at the same time) discussion, individual assignments, texts, or quizzes, and group assignments. • Vanderbilt, https://cft.vanderbilt.edu//cft/guides-sub-pages/blended-and-online-learning/ Portfolio A compilation of artefacts and reflection on some or all achievements in a course. Demonstration of a student’s achievement of course learning outcomes, reflective self-assessment (i.e. thinking about one’s own learning), and a showcase of achievements. • University of Michigan, http://assessment.engin.umich.edu/assessmenthandbook/conducting-direct-assessments/portfolios Presentation An activity where a student presents their ideas, explains a process, provides information, or raises questions regarding a subject. This can be completed individually or as a group. Project An authentic assessment in the field of study and the application of course concepts and theories, a focus on project-management tasks, and, in the case of team projects, interpersonal skills. • University of Michigan, http://assessment.engin.umich.edu/assessmenthandbook/conducting-direct-assessments/projects Quiz Short, content specific assessments using a variety of methods (e.g., multiple choice, short answer, etc.). Simulation An interactive and authentic representation of a field specific situation or process. Simulations are non-linear in nature and require students to utilize critical thinking skills to respond to ambiguity through direct decision-making. • https://experiential.durhamcollege.ca/definitions/ Test Content specific assessments using a variety of methods (e.g., multiple choice, short answer, etc.). Typically, tests are longer in duration and number of questions than quizzes and explore more deeply the course content.

Centre for Teaching and Learning last updated: 4/16/20Page 1of 3For additional WebCOT resources please visit https://durhamcollege.ca/ctl/educational-tech/course-outlines/WebCOT Tip Sheet: Introduction to WebCOTWhat 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. These approved 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 is accessed using the MyCampus portal. Start by visiting the Durham College main website, https://durhamcollege.ca/. Click on the Student Portals menu and select the MyCampus option. Centre for Teaching and Learning last updated: 4/16/20 Page 2 of 3 For additional WebCOT resources please visit https://durhamcollege.ca/ctl/educational-tech/course-outlines/Sign into MyCampus using your Banner ID and MyCampus password. Click the Self Service Options icon, which is located in the top right corner of your screen.Click the Faculty link. Then click the Durham College Faculty link. Centre for Teaching and Learning last updated: 4/16/20Page 3of 3For additional WebCOT resources please visit https://durhamcollege.ca/ctl/educational-tech/course-outlines/Click the Course Outline Template link Select the appropriate Academic Year…… and then click the Submit button. Click the Course Code link for the outline you would like to view/edit. Courses are assigned by role. Once a course outline has been submitted for review or approval, it is available as Display Only.

Centre for Teaching and Learning last updated: 4/16/20 Page 1 of 4 For additional WebCOT resources please visit https://durhamcollege.ca/ctl/educational-tech/course-outlines/ WebCOT Tip Sheet: Printing & Sharing Your Draft WebCOT Course Outline WebCOT Course Outline versus the Approved Course Outline The WebCOT version of a course outline has minimal formatting and can be used for planning, team discussion, and reference until the approved version is available. The WebCOT version does not include the Durham College general polices and expectations or the General Notes section. EDITORs, REVIEWERs, and APPROVERs will have access to the WebCOT version of the course outline during the various stages of creation/editing, review, and approval. The WebCOT version can be printed for reference purposes. However, it is not the approved copy of the Durham College course outline and should not be uploaded to DC Connect courses. The final, approved course outline is created by the School Administrative Coordinator/staff and uploaded into the Online 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 CTL website. The approved final version of the course outline 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 or share the WebCOT version of the course outline? The following instructions outline step-by-step directions on how to print using Chrome (recommended), however each step can be adapted for any browser. Locate and select the View/Print Course Outline button. You can print while in edit mode or once the outline has been submitted. If you are in the process of editing your outline, this button is found at the very bottom of the page, below the learning plan. If you have already submitted your outline for review, you will find this button at the very top of the page, above the course information section. Centre for Teaching and Learning last updated: 4/16/20 Page 2 of 4 For additional WebCOT resources please visit https://durhamcollege.ca/ctl/educational-tech/course-outlines/ The course outline will appear in a new window. Right click in the white space of the new window and select Print. A print preview window will appear. Select Save as PDF from the Destination pull down menu. Then click the Print button. You may be prompted to select a location to save the file. Be sure to give the new file an appropriate name, e.g. ACCT1200-Fall2020-Draft. Then choose the desired location on your computer and click the Save button. A PDF copy of the draft course outline will be created. You can now open that PDF in Acrobat Reader and print it to your local printer. You are also able to attach the PDF to an email and share it with peers. How do I locate the final approved copy of the course outline? In most cases, final approved course outlines will be available in MyCampus two weeks prior to the start of a course. Start by visiting the Durham College main website, https://durhamcollege.ca/. Click on the Student Portals menu and select the MyCampus option. Sign into MyCampus using your Banner ID and MyCampus password. Centre for Teaching and Learning last updated: 4/16/20 Page 3 of 4 For additional WebCOT resources please visit https://durhamcollege.ca/ctl/educational-tech/course-outlines/ Once you have logged onto MyCampus, select the DC Faculty tab located at the top of your screen. In the Helpful Links widget click the Course Outlines link. Select the applicable term and school from the pull-down menus. Then click the Submit button. NOTE: The Online Course Outlines portal is a repository of current and historical course outlines which may have been published under a different school name. Be sure you are choosing the current name of your school from the Select a school pull-down menu. Find your course in the table displayed on the subsequent page and click directly on the link in the Course Title column. If the course outline is not blue and underlined (there is no link), then this course outline has not been uploaded to the Online Course Outlines portal. Contact your School Office Admin team for assistance. Centre for Teaching and Learning last updated: 4/16/20 Page 4 of 4 For additional WebCOT resources please visit https://durhamcollege.ca/ctl/educational-tech/course-outlines/ On next page displayed, click the View Course Outline link. The PDF file may automatically be saved to your Downloads folder, or you may be prompted to save it to another location.

Centre for Teaching and Learning last updated: 4/16/20 Page 1 of 3 For additional WebCOT resources please visit https://durhamcollege.ca/ctl/educational-tech/course-outlines/ WebCOT Tip Sheet: The Learning Plan What is the Learning Plan? 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. Centre for Teaching and Learning last updated: 4/16/20 Page 2 of 3 For additional WebCOT resources please visit https://durhamcollege.ca/ctl/educational-tech/course-outlines/ Required Sections Required sections, indicated with a red asterisk next to their title, must be completed in order for the course outline to be successfully submitted for review and approval. If they are left blank, webCOT will generate an error message when attempting to submit the outline for review or approval and the submission will fail. If you are using Google Chrome, you will be automatically returned to the blank section. NOTE: There is only minimal indication (a thin blue line) of which field has been left blank, and only when using Chrome. Week* Enter each Week number that applies for your course. Use numbers only, no spaces or additional punctuation or symbols. Select “Add Row” to add subsequent weeks. Delivery For each Week, choose the Delivery mode of the course (e.g. In Class, Online, Lab, Shop etc.). If each week of your course has multiple modes of delivery, e.g. a lecture and a lab, then use the Add Row button to create a unique row for each delivery type. The Week number will be the same for both rows. Est. Class Hours* Enter the number of hours per week, per delivery mode. Use numbers only, no spaces or additional punctuation or symbols. Intended Learning Objectives* This section 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. Centre for Teaching and Learning last updated: 4/16/20 Page 3 of 3 For additional WebCOT resources please visit https://durhamcollege.ca/ctl/educational-tech/course-outlines/ Intended Learning Activities* This section 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). Course Learning Outcomes* Click on this input field to activate a menu of your Course Learning Outcomes. Select all the CLOs that are aligned with the Learning Objectives, Learning Activities, and Evaluations of the week. Optional Sections Resources and References This section answers the question “What resources, required reading, or equipment does the student need this week?” Evaluation Click on this input field to activate a menu of your Evaluation Criteria. Select all the items that are due or will be assessed that week. This should be left blank (uncheck all items) if there are no evaluations due in that particular week. Weighting Enter the total weight (for the week) of the items listed in the Evaluation field. This should be left blank if there are no evaluations due in that particular week. Essential Employability Skills Click on either the Taught: or Practiced: input fields to activate a menu of your Essential Employability Skills. Select all the EESs (taught and practiced) that are aligned with the Learning Objectives, Learning Activities, and Evaluations of the week.

2020 – WebCot Resources TIP SHEET – What is Curriculum Alignment?The Golden Chain1.Each outcome must be evaluated in thesame learningdomain and at the same level as the outcome.2.If you are evaluating something you must have anoutcome about it!3.Teaching methods must give students lots of opportunitiesto practice and receive feedback in the same learningdomain and at the same level as the outcome.Curriculum Alignment starts with the END in mindStep 1: Write your outcome. Identify domain/level.nWhat do students need to doby the end of the course?nWhat is the learning domain (e.g. cognitive, affective, psychomotor) and level (foundational or advanced)?Step 2: Design the evaluation criteria for the outcomenHow will I evaluate this?nWhat different methods of evaluation will I need?Step 3: Lastly…plan your content and teaching activities!nWhat CONTENT do I need to include in my lesson plan?nWhat PRACTICE activities will help students to practice this and receive feedback?Example of AlignmentCourse Learning OutcomesDesign 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.EvaluationQuiz 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 CTL or CTL website https://durhamcollege.ca/ctl/ for additional resources.

Please visit the CTL or CTL website http://durhamcollege.ca/ctl/ 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 CTL or CTL website https://durhamcollege.ca/ctl/ 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. Dateswill 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 professor11. 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 alllab 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 astudent 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 submission of the correct documentation to the instructor will result in a loss of 5% eachoccurrence, 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 willbe worth a value of 2.5% each. There will be no re-writes. This allows the studentto miss one quiz without losing marks.

1 of 6 2020 WebCOT Frequently Asked Questions Centre for Teaching and Learning Table of Contents What are some of the key benefits of WebCOT?………………………………………………………….. 2 How does it work? …………………………………………………………………………………………………… 2 If I am a course Editor, what is my first step?……………………………………………………………….. 2 What happens if I am developing a course outline for a course that has never been entered into WebCOT?………………………………………………………………………………………………………… 2 What happens to a course outline once it is reviewed and approved? ……………………………… 3 Who can be assigned in the Roles? What is “typical role arrangement”?………………………….. 3 How do I access WebCOT?………………………………………………………………………………………. 3 Who assigns the course outlines? ……………………………………………………………………………… 3 Is this how it will look once it is finished? …………………………………………………………………….. 3 How do I share this with other faculty and get their input or feedback?…………………………….. 3 What are the Timelines/Deadlines for outlines? When will students see the course outline? .. 4 How will I know when I’ve been assigned as a course Editor for a particular course…………… 4 How will I know if a course outline has been returned to me for further Editing? ………………… 4 When will courses be assigned to an Editor?……………………………………………………………….. 4 Can the same person be assigned multiple roles?………………………………………………………… 4 Can the person assigned be changed at any time? Who has access to this? ……………………. 4 If I don’t want to complete an entire outline in one sitting, how do I save my work in WebCOT? Does it “autosave”? …………………………………………………………………………………………………. 4 How can I make changes to the course description? …………………………………………………….. 4 How do I make changes to the basic course information such as hours or pre and corequisites? ………………………………………………………………………………………………………….. 5 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?………………………………………………………………………………………….. 5 2 Updated April 2020 When I’m entering information into WebCOT from a Word document, can I cut and paste all my information?………………………………………………………………………………………………………. 5 I have cut and pasted information from an existing document into WebCOT, but the formatting is a problem. How can I correct it?……………………………………………………………………………… 5 When I list my evaluation criteria, how specific should I be? Should I list every specific assignment with its weighting individually? ………………………………………………………………….. 5 What if I have nothing to add to a particular section (e.g. Required Textbooks)? ……………….. 5 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?………………………………………………………………………… 6 I’ve tried to submit a course outline for review and I’ve received an error message. What does this mean?……………………………………………………………………………………………………………… 6 I have submitted my course outline but I realize I need to change something. What can I do? 6 What do I do if a course is taught twice in one academic year and I need two versions of the course outline?……………………………………………………………………………………………………….. 6 What are some of the key benefits of WebCOT? • Streamlines the course outline edit, review, and approval process • Utilizes existing course information from Banner (college course records system) • Includes quality curriculum design and best practice features • Communicates Program Learning Outcomes to students • Ensures a standardized format for students to navigate course expectations across the college How does it work? Link to  WebCOT: Introduction video: https://youtu.be/ZAgCE-R4VwI  TipSheet Introduction to WebCOT: https://durhamcollege.ca/ctl/wpcontent/uploads/sites/6/2019/07/images_webcot_TipSheetIntroductiontoWebCOT.pdf If I am a course Editor, what is my first step? Link to:  Tip Sheet: How to Copy Course into New Academic Year: https://durhamcollege.ca/ctl/wpcontent/uploads/sites/6/2019/07/images_webcot_TipSheetHowtoCopyCourseintoNewAc ademicYear.pdf What happens if I am developing a course outline for a course that has never been entered into WebCOT? Link to: 3 Updated April 2020  TipSheet Intro to WebCOT: https://durhamcollege.ca/ctl/wpcontent/uploads/sites/6/2019/07/images_webcot_TipSheetIntroductiontoWebCOT.pdf  Tipsheet How to Copy Course Content in New Academic Year: https://durhamcollege.ca/ctl/wpcontent/uploads/sites/6/2019/07/images_webcot_TipSheetHowtoCopyCourseintoNewAc ademicYear.pdf 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”? Link to:  WebCOT: Introduction video: https://youtu.be/ZAgCE-R4VwI  TipSheet Intro to WebCOT: https://durhamcollege.ca/ctl/wpcontent/uploads/sites/6/2019/07/images_webcot_TipSheetIntroductiontoWebCOT.pdf How do I access WebCOT? Link to:  WebCOT: Introduction video: https://youtu.be/ZAgCE-R4VwI  TipSheet Intro to WebCOT: https://durhamcollege.ca/ctl/wpcontent/uploads/sites/6/2019/07/images_webcot_TipSheetIntroductiontoWebCOT.pdf Who assigns the course outlines? Course outline editors are assigned a course by their Dean. School Administrative Coordinators enters this information. Is this how it will look once it is finished? No, WebCOT is an online form used to collect the information. Once the course outline is approved in WebCOT, a final version of the course outline 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? Link to:  TipSheet printing and sharing your course outlines: https://durhamcollege.ca/ctl/wpcontent/uploads/sites/6/2019/07/images_webcot_TipSheetPrintingandSharingyourcourseoutline.pdf 4 Updated April 2020 What are the Timelines/Deadlines for outlines? When will students see the course outline? Each school sets deadlines for course outline completion; in most cases course outlines are completed annually by the first week of June. 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? Link to:  WebCOT: Introduction video: https://youtu.be/ZAgCE-R4VwI 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? Each School is responsible for adding course outline 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. Can the same person be assigned multiple roles? No Can the person assigned be changed at any time? Who has access to this? Yes, Deans and School Administrative Coordinators have access to change who is assigned to edit a course outline.. 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”? Link to:  WebCOT: Sections 1, 2, 3: https://youtu.be/aDyCewAOyVo How can I make changes to the course description? Link to:  WebCOT: Sections 1, 2, 3 video: https://youtu.be/aDyCewAOyVo 5 Updated April 2020 How do I make changes to the basic course information such as hours or pre and corequisites? Link to:  WebCOT: Sections 1, 2, 3 video: https://youtu.be/aDyCewAOyVo 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? Link to:  WebCOT: Section V Video: https://youtu.be/Y4r0GpCno_s 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. 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 CTL 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 CTL 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. 6 Updated April 2020 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. 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 CTL to discuss how best to proceed.