Align Course Standards with Ease by Using PlayPosit
When building or reviewing a course, it can be difficult ensuring that all standards are covered.
At PlayPosit, we designed our platform with pedagogy at its core and because of this, using PlayPosit in your course aligns to several course standards.
To make things easier, we’ve created a table using the Open SUNY Course Quality Review Standards (OSCQR) and highlighted how each standard aligns to PlayPosit along with further documentation.
For more information on how to start incorporating PlayPosit in your courses, reach out to support@playposit.org.
| Standard | Alignment to PlayPosit | Document |
| 1.6 Overview and Information: Course provides access to learner success resources (technical help, orientation, tutoring). | -If at any time a learner experiences technical issues, they are able to reach out to our 24-hour tech support email help@playposit.org. | |
| 1.8 Overview and Information: Appropriate methods and devices for accessing and participating in the course are communicated (mobile, publisher websites, secure content, pop-ups, browser issue, microphone, webcam). | -PlayPosit is compatible with all web browsers, mobile devices, tablets, and computers. -The recommended web browser is Chrome. | Download Chrome |
| 2.11 Technology and Tools: Requisite skills for using technology tools (websites, software, and hardware) are clearly stated and supported with resources. | -PlayPosit provides documentation for learners to better understand how PlayPosit works and what their experience will be like. -Instructors can use this article and copy and paste it into their syllabus. | The Learner Experience |
| 2.15 Technology and Tools: Any technology tools meet accessibility standards. | -Our Student Player is WCAG 2.0 certified. | Read more about our VPAT |
| 4.29 Content and Activities: Course offers access to a variety of engaging resources that facilitate communication and collaboration, deliver content, and support learning and engagement. | -PlayPosit takes passive content and makes it active. Learners are encouraged to collaborate through discussion forums or learner-made bulbs. -Instructors can take any video source and embed a variety of interactions in the video to enhance the learner experience and keep learners engaged. | Example of a Bulb |
| 4.30 Content and Activities: Course provides activities for learners to develop higher-order thinking and problem solving skills, such as critical reflection and analysis. | -Use a variety of interactions beyond multiple choice to assess learner knowledge -Include a free response interaction at the end of the video to allow learners to self-reflect | Key Interactions |
| 4.34 Content and Activities: Text content is available in an easily accessed format, preferably HTML. All text content is readable by assistive technology, including a PDF or any text contained in an image. | -All text can be resized up to 200 percent without loss of content or functionality and is readable by assistive technology. -Once a learner has completed a bulb, they have the option of downloading a PDF version of the bulb. | Refer to VPAT |
| 5.42 Interaction: Course offers opportunities for learner to learner interaction and constructive collaboration. | -Through the use of a discussion forum, learners are able to write time-stamped, searchable comments to a video for any length of time. -Learners can reply to each other's comments to better collaborate while learning the content. | Embed a Discussion Forum |
| 6.45 Assessment and Feedback: Course includes frequent and appropriate methods to assess learners’ mastery of content. | -Bulbs can be used as graded assignments to collect data on learner understanding -After a learner has completed a bulb, the instructor has access to a monitor analytics page which provides detailed data on how each of their learners performed. | PlayPosit Analytics |
| 6.47 Assessment and Feedback: Learners have opportunities to review their performance and assess their own learning throughout the course (pre-tests, automated self-tests, reflective assignments, etc.). | -Learners always have the option to go back and review a bulb they have already completed as long it is still available in their LMS. -Instructors can embed non-graded bulbs throughout the course as a way for students to review, reflect, and self-assess. | |
| 6.50 Assessment and Feedback: Learners have multiple opportunities to provide descriptive feedback on course design, course content, course experience, and ease of online technology. | -At the end of every bulb, learners have the opportunity to provide a rating and feedback -Instructors can use "Polling Survey" to collect ungraded feedback from students |