• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Kick off meeting_course_dev_sp2012
 

Kick off meeting_course_dev_sp2012

on

  • 266 views

 

Statistics

Views

Total Views
266
Views on SlideShare
249
Embed Views
17

Actions

Likes
0
Downloads
1
Comments
0

1 Embed 17

https://blackboard2.dcccd.edu 17

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Kick off meeting_course_dev_sp2012 Kick off meeting_course_dev_sp2012 Presentation Transcript

    • Course Development Kick-Off MeetingOnline Student Experience
    •  Welcome and Introductions Agenda  Big Questions in Course Design  Course Mapping  Course Development Resources  Quality Matters Overview  Peer Review ProcessClipart from  Schedule of Eventsblogtrepreneur.com
    • Big Questions in Course Design Where are we?  Who is your audience?  What skills do they already have? Where are we going?  Course Learning Outcomes?  What skills and knowledge? How are we going to get there?  Objectives, Activities, Projects, Discussions How will we know when we get Photo by Aram Bhusal there? arambhusal.sulekha.com/.../slideshow/230411.ht m
    • ECC Online Course PlanningGrid
    • Course Development Resources Video Resources  Alex Curran – Videographer  Digital Repositories (Premade videos) DCCCD Repository, Merlot, NSDL  Echo 360: Lecture Capture (do it yourself)  Jing: Quick feedback or tutorial District Resources  FAST Team Website Wiki  Studio C  TeleCollege Courses – If course has been created, you can have
    • Course Development Resources Teaching and Learning Center  Classes:  eCampus I, II, III, IV (Basics, Creating Tests, GradeCenter, Communication)  Echo 360 (Lecture capture)  SoftChalk (Create learning activities)  Respondus (creating and/or importing test pools)  Individual Sessions: You set the agenda, assistance with Instructional Strategies  Help creating video or
    • Project Ideas Video Introductions Examples  Glenda Easter Welcome  Luke Barber Welcome  Pat Spence Welcome  Video Tips for Faculty Lecture Capture Orientation (Start Here) Creating test pools or importing tests Creating Thought Provoking Discussion Topics Creating Effective Assessments Online Student
    • Quality Matters Standards Course Overview and Introduction Learning Objectives (Competencies) Assessment & Measurement Instructional Materials Learner Interaction and Engagement Course Technology Learner SupportSample QM Course Accessibility
    • Standard 1: Course Overview &Intro 1.1 – Instructions make clear how to get started and where to find various course components. 1.2 – Students are introduced to the purpose and structure of the course. 1.3 – Etiquette expectations (netiquette) for online discussions, email, and other forms of communication are stated clearly. 1.4 – Course /institutional policies with which the student is expected to comply are clearly stated, or a link to policies is provided.
    • Standard 2: Learning Objectives(LOs) 2.1 – Course LOs describe outcomes that are measurable. *Alignment* 2.2 – Module LOs describe outcomes that are measurable & consistent w/CLOs. *Alignment* 2.3 – All learning objs are stated clearly and written from student’s perspective. 2.4 – Instructions to students on how to meet the learning objectives are adaquate and stated clearly. 2.5 – The learning objectives are appropriately designed for the level of the course.
    • Standard 3: Assessment andMeasurement 3.1 – Types of assessments selected measure stated LOs & are consistent with course activities & resources. *Alignment* 3.2 – Course grading policy is stated clearly. 3.3 Specific & descriptive criteria are provided for evaluation of students’ work & participation & are tied to course grading policy. 3.4 – Assessment instruments selected are sequenced, varied, & appropriate to student work being assessed. 3.5 – Students have multiple opportunities to measure their own learning progress.
    • Standard 4: Instructional Materials 4.1 – Instructional materials contribute to achievement of stated course *Alignment* 4.2 – Purpose of instructional materials and how materials are to be used for learning activities are clearly explained. 4.3 – All resources and materials used in the course are appropriately cited. 4.4 – The instructional materials are current.
    • Standard 5: Learner Interaction &Engagement 5.1 – Learning activities promote achievement of stated learning objectives. *Alignment* 5.2 – Students are introduced to purpose and structure of course. 5.3 – Instructor’s plan for classroom response time & feedback on assignments is clearly stated. 5.4 – Requirements for student interaction are clearly articulated.
    • Standard 6: Course Technology 6.1 – Tools and media support the course learning objectives. *Alignment* 6.2 – Course tools and media support student engagement & guide the student to become an active learner 6.3 – Navigation throughout the online components of the course is logical, consistent, and efficient. 6.4 – Students can readily access the technologies required in the course.
    • Standard 7: Learner Support 7.1 – Course instructions articulate or link to a clear description of technical support offered & how to access it. 7.2 – Course instructions articulate or link to institution’s accessibility policies and services. 7.3 – Course instructions articulate or link to an explanation of how institution’s academic support services & resources can help students succeed in course & how students can access the services.
    • Standard 8: Accessibility 8.1 – Course employs accessible technologies and provides guidance on how to obtain accommodation. 8.2 – Course contains equivalent alternatives to auditory and visual content. 8.3 – Course design facilitates readability & minimizes distractions. 8.4 – Course design accommodates the use of asistive technologies.
    • Quality Matters Rubric GoalsBe able to answer ‘Yes’ to all 3 pointquestionsEarn 81+ points overallUse the Instructor Worksheet to planactivities and elements of yourcourse and how they relate to QualityMatters
    • Peer Review of Online Courses When: August – November Who: Peer Reviews with access to online class to review How: Apply QM rubric to course and share where improvements can be made in course Fill out Confidentiality Form
    • Schedule of Events May: Start Development, meet w/Mentor July: Call for Peer Reviewers, meet w/Mentor Aug - Nov: Peer review of online course and revisions if needed Revisions can go into Spring semester if needed Complete payment will be made after successful completion of peer review
    • How can we help?  Mentor Meetings  Summer: May, June, July, August  I would like to learn more about?  Creating videos: Intro, Short Lectures, Tutorials  Using Softchalk to develop class activities  Quality Matters  ?  How else?whitetailresort.wordpress.com/.../