Kick off meeting_course_dev_sp2012Presentation 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
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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
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/.../