Criteria vs. Principles/Concepts

The word 'criteria' in the context of Assessment 3 means specific items you can use to judge an online course with. These criteria might be met with a yes/no, along a scale (e.g. not met | nearly met | met | met and surpassed) or with a longer description.

You will collect several criteria, based on your experiences with this module, and use them to evaluate your chosen online course.

You will find there are some already compiled lists out there (e.g. the Wintec Migration Checklist) as well as the resources you will contribute to during your search. You can use some criteria from a single list but not all of your chosen criteria can come from the same list.

A note on Criteria (for assessment #3) vs. Concepts/Principles (for assessment #2):

Criteria are specific and measurable. Concepts/Principles are general and broad and may not be easily and objectively measured. Hence you need to be careful when selecting your criteria that they are specific enough to point to specific elements of online facilitation.

The Concepts/Principles you use for Assessment 2 the Reflective Journal are too broad to be criteria, but will often encompass several criteria.

For example: You may have used "Interaction" as a concept in your reflective journal (or it may have been identified in the Collaborative Document). This is too broad and is not a criteria but an overarching principle/concept. It is hard to judge whether or not a module meets 'interaction' without narrowing it down to more specific criteria.
While "Interaction" is an ideal concept for your reflective journal, you will need to use a more specific criteria for your evaluation report.

E.g. "Clear strategies used for encouraging students to interact with each other" is much more specific. The more measurable nature means it will be much easier for you to identify how this is met in your report.

See the diagram below