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MCCA Carla Bradley

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  • Designed to certify the quality of online courses and online componentsFaculty-centered, peer review process“Effective practices” vs. “best practices”Learning outcomesHow students learnQM now has over 430 subscribers.Subscribing institutions are represented in North America, Australia, Bermuda, and Saudi Arabia.   More than 7,000 institutional faculty and staff have been trained by QM. Quality Matters Program. “QM Quick Facts.” Quality Matters News. July 2010.
  • Designed to certify the quality of online courses and online componentsFaculty-centered, peer review process“Effective practices” vs. “best practices”Learning outcomesHow students learnQM now has over 430 subscribers.Subscribing institutions are represented in North America, Australia, Bermuda, and Saudi Arabia.   More than 7,000 institutional faculty and staff have been trained by QM. Quality Matters Program. “QM Quick Facts.” Quality Matters News. July 2010.
  • Course meets universal design principles, section 508 standards, and W3C guidelines to ensure access to all students.508 “A text equivalent for every non-text element shall be provided.”508 “Equivalent alternative for any multimedia presentation shall be synchronized with the presentation.”W3C- World Wide Web ConsortiumGeorgia Tech Research on Accessible Distance Education (GRADE). CATEA Access E Learning. http://www.accesselearning.net/mod1/1_01.php
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    • 1. Online Course Development andDelivery Reviews: An OngoingProcessCarla R. BradleyOTC OnlineOzarks Technical Community Collegebradleyc@otc.eduhttps://twitter.com/carlabradley1
    • 2. WordsConsistency standards Coach Challenges Guide Effective practices
    • 3. Words• Evaluation • Peer review• Evaluator • Coach• Evaluator • Mentor• Requirements • Effective practices• Problems • Challenges• Rubric • Guide• Requirements • Consistency standards• Requirements • Quality initiatives
    • 4. Goals1. Explain how OTC Online arrived at updated online review process.2. Address implementation strategies and feedback.3. Share hints for reviewers
    • 5. Previous Online Review DocumentChecklist and commentsReview document with “yes” or “no” thatcombined development and deliveryLacked extensive information on instructionalcontent, technology, academic integrity, andaccessibility.
    • 6. Instructor Quality Results
    • 7. Chasen, Michael. Blackboard World 2010.
    • 8. Chasen, Michael. Blackboard World 2010.
    • 9. 3 ResourcesQuality MattersBlackboard Exemplary CourseChico State
    • 10. Results of course review process
    • 11. Blackboard Quality Matters Exemplary Chico State Course1. Course overview 1. Course design 1. Learner support and introduction 2. Interaction and resources2. Learning and 2. Online objectives organization and collaboration design3. Assessment and 3. Assessment 3. Instructional measurement design and 4. Learner4. Resources and delivery support materials 4. Assessment and5. Learner evaluation of engagement student learning 5. Innovative6. Course teaching with technology technology7. Learner support 6. Faculty use of8. Accessibility student feedback
    • 12. Quality Matters“The course review process is a collegial discussionbetween faculty peers committed to Continuousquality improvement. It is not an evaluation. Centeredin national standards of best practice, the researchliterature and instructional design principles designedto promote student learning. . . .as a diagnostic tool tofacilitate the continuous improvement of onlinecourses.”
    • 13. QM ExampleStriving for Quality in Online Courses- J.J. Johnson-Pierce College in Washington StateQuality assurance team (of six): Sensitive about academic freedom Student feels comfortable- course layout Anticipate questions Student comfort (home page)- consistent interface Measure of course design Composed of instructors in diverse disciplines Mentoring and coaching providedGoal-• Go to the next level and tie to PD sessions
    • 14. Blackboard Exemplary Course“The Blackboard Exemplary Course Program beganin 2000 with the goal of identifying anddisseminating best practices for designing engagingonline courses.”
    • 15. Bb ECP Example• Excellence within our Grasp: Using Blackboard’s Exemplary Course Rubric- Mark Burris- University of Arkansas Little Rock and Sue Burris- National Park Community College• Goal 1: Promote instructional excellence across Arkansas through online student engagement principles, moving beyond “buttonology”• Goal 2: Promote academic collaboration through local and statewide community of practice
    • 16. Chico State ExampleOnline Course Assessment (James West)- Missouri Baptist UniversityPeer evaluations results from spring 2005 to spring 2010 – High score has been consistent – Low score has had an upward trend – Mean has been upward – Consistent improvement over 5-year period
    • 17. More with Less• More than 200 online instructors each semester (and growing)• Fall 2011 enrollment 15.9% since fall 2010• Total of 4,709 students taking at least one online class• Funding
    • 18. Growth of OTC Online
    • 19. Online Development Review
    • 20. Online Delivery Review
    • 21. Unique to CollegeNavigationOnline syllabus template (current)Instructor response timeAssessment data
    • 22. Accessibility and Compliance “Creates duplicate channels of information to benefit all learners.” Planning will have a cost-savings rather than retrofitting. Builds awareness.Georgia Tech Research on Accessible Distance Education (GRADE). CATEA AccessE Learning. http://www.accesselearning.net/mod1/1_01.php
    • 23. Pilot1. Introduced in OTL 101 in fall 2010.2. Fall 2010 online instructors completed.3. Spring and summer 2011 online instructors completed (some courses reviewed).4. Fall 2011 only online instructors reviewed completed.
    • 24. Approach to Online PDJanuary 2010- present 427 participants (83 participated in one or more sessions) Move away from “buttonology”
    • 25. Review Document1. Separate development and delivery2. Add pre-review comment section3. Organize by navigation4. Pilot review documents and solicit feedback5. Involve departments6. Check with DSS7. Invite feedback from OTC Online Committee8. Meet online with Online Review Task Force Team
    • 26. Change is Tough
    • 27. Feedback “I really like the way the reviews are beingconducted. . . . I also like that instructors are giventhe review sheets first: it gives us very clearguidelines and allows us to see first in which areaswe can improve. On my one review, I used thereview sheet as a guideline to improve, but if I hadbeen in possession of the sheet much earlier, Iwould have done much better in that first class.”
    • 28. Unexpected Outcome
    • 29. https://twitter.com/carlabradley1