Online Course Development and Delivery Reviews: An Interactive Approach <br />Carla R. BradleyOTC OnlineOzarks Technical C...
OTC Online Programs and Certificates <br />Current Programs<br />Associate’s Degree<br />A.A in Teaching<br />A.A.S in Acc...
Words<br />
Words<br />Evaluation<br />Evaluator<br />Evaluator<br />Best practices<br />Problems<br />Rubric<br />Requirements<br />P...
Growth of OTC Online<br />Carla R. Bradley<br />
Chasen, Michael. Blackboard World 2010.<br />
Chasen, Michael. Blackboard World 2010.<br />
Top 3<br />Quality Matters<br />Blackboard Exemplary Course<br />Chico State<br />
Quality Matters<br />Course overview and introduction<br />Learning objectives<br />Assessment and measurement<br />Resour...
QM Example<br />Striving for Quality in Online Courses-J.J. Johnson-Pierce College in Washington State<br />Quality assura...
Blackboard Exemplary Course<br />Course design<br />Interaction and collaboration<br />Assessment<br />Learner support<br />
Bb ECP Example<br />Excellence within our Grasp: Using Blackboard’s Exemplary Course Rubric- Mark Burris- University of Ar...
Chico State<br />Learner support and resources<br />Online organization and design<br />Instructional design and delivery<...
Chico State Example<br />Online Course Assessment (James West)- Missouri Baptist University<br />Peer evaluations results ...
Previous Online Review Document<br />Checklist<br />Review document with “yes” or “no” that combined development and deliv...
Unique to College<br />Navigation<br />Online syllabus template (current)<br />Instructor response time<br />Assessment da...
Approach to Online PD <br />
Review Document<br />Engage department and begin research<br />Separate development and delivery<br />Add pre-review comme...
Accessibility and Compliance<br />“Creates duplicate channels of information to benefit all learners.”<br />Planning will ...
Reminders<br />Research-based<br />Objective<br />Not a judgment of instructor (but of course design)<br />
bradleyc@otc.edu<br />
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Online Course Development and Delivery Reviews: An Interactive Approach

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Presents three examples of course reviews and examines the need to create reviews specific to college needs. OTC Online

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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.
  • 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
  • Online Course Development and Delivery Reviews: An Interactive Approach

    1. 1. Online Course Development and Delivery Reviews: An Interactive Approach <br />Carla R. BradleyOTC OnlineOzarks Technical Community Collegebradleyc@otc.edu<br />
    2. 2. OTC Online Programs and Certificates <br />Current Programs<br />Associate’s Degree<br />A.A in Teaching<br />A.A.S in Accounting<br />A.A.S in Business/Marketing<br />A.A.S in Business Technology<br />Certificate Programs<br />Business and Marketing<br />Business Technology<br />Future Programs<br />Associate’s Degree<br />A.A.S in Early Childhood Development<br />A.A.S in Health Information Technology<br />Certificate Programs<br />Early Childhood Development<br />Health Information Technology <br />
    3. 3. Words<br />
    4. 4. Words<br />Evaluation<br />Evaluator<br />Evaluator<br />Best practices<br />Problems<br />Rubric<br />Requirements<br />Peer review<br />Coach<br />Mentor<br />Effective practices<br />Challenges<br />Guide<br />Standards<br />
    5. 5. Growth of OTC Online<br />Carla R. Bradley<br />
    6. 6. Chasen, Michael. Blackboard World 2010.<br />
    7. 7. Chasen, Michael. Blackboard World 2010.<br />
    8. 8. Top 3<br />Quality Matters<br />Blackboard Exemplary Course<br />Chico State<br />
    9. 9. Quality Matters<br />Course overview and introduction<br />Learning objectives<br />Assessment and measurement<br />Resources and materials<br />Learner engagement<br />Course technology<br />Learner support<br />Accessibility<br />
    10. 10. QM Example<br />Striving for Quality in Online Courses-J.J. Johnson-Pierce College in Washington State<br />Quality assurance team (of six):<br />Sensitive about academic freedom<br />Student feels comfortable- course layout<br />Anticipate questions<br />Student comfort (home page)- consistent interface<br />Measure of course design<br />Composed of instructors in diverse disciplines<br />Provide mentoring and coaching<br />Goal-<br />Go to the next level and tie to PD sessions<br />
    11. 11. Blackboard Exemplary Course<br />Course design<br />Interaction and collaboration<br />Assessment<br />Learner support<br />
    12. 12. Bb ECP Example<br />Excellence within our Grasp: Using Blackboard’s Exemplary Course Rubric- Mark Burris- University of Arkansas Little Rock and Sue Burris- National Park Community College<br />Goal 1: Promote instructional excellence across Arkansas through online student engagement principles, moving beyond “buttonology”<br />Goal 2: Promote academic collaboration through local and statewide community of practice<br />
    13. 13. Chico State<br />Learner support and resources<br />Online organization and design<br />Instructional design and delivery<br />Assessment and evaluation of student learning<br />Innovative teaching with technology<br />Faculty use of student feedback<br />
    14. 14. Chico State Example<br />Online Course Assessment (James West)- Missouri Baptist University<br />Peer evaluations results from spring 2005 to spring 2010 <br />High score has been consistent<br />Low score has had an upward trend<br />Mean has been upward<br />Consistent improvement over 5-year period<br />
    15. 15.
    16. 16. Previous Online Review Document<br />Checklist<br />Review document with “yes” or “no” that combined development and delivery<br />Lacked extensive information on instructional content, technology, academic integrity, and accessibility.<br />
    17. 17. Unique to College<br />Navigation<br />Online syllabus template (current)<br />Instructor response time<br />Assessment data<br />
    18. 18. Approach to Online PD <br />
    19. 19. Review Document<br />Engage department and begin research<br />Separate development and delivery<br />Add pre-review comment section<br />Organize by navigation<br />Pilot review documents and solicit feedback<br />Create team approach<br />Involve departments<br />Check with DSS<br />Invite feedback from OTC Online Committee<br />Meet online with Online Review Task Force Team<br />
    20. 20. Accessibility and Compliance<br />“Creates duplicate channels of information to benefit all learners.”<br />Planning will have a cost-savings rather than retrofitting.<br />Builds awareness.<br />Georgia Tech Research on Accessible Distance Education (GRADE). CATEA Access E Learning. http://www.accesselearning.net/mod1/1_01.php<br />
    21. 21.
    22. 22. Reminders<br />Research-based<br />Objective<br />Not a judgment of instructor (but of course design)<br />
    23. 23. bradleyc@otc.edu<br />

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