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    QM DYOC PPT Handout QM DYOC PPT Handout Document Transcript

    • 4/11/13      Materials  Overview   Designing  Your   1.  Today’s  Agenda   Online  Course     2.  Folder  Overview     3.  QM  Website   4.  QM  Contact  InformaCon      Login  to  MyQM   IntroducCons  1.  Go  to  MyQM   •  Share     hGp://www.qmprogram.org/myQM/   –  Your  name     –  Role  2.  Read  about  MyQM   –  Discipline     –  Experience  with  Quality  MaGers  3.  Click  on  Need  an  Account?  link  (lower  part  of  page)   –  Experience  with  online  learning   or  login  if  you  already  have  an  account   •  Briefly  (in  one  sentence)  describe  your  best   teaching  pracCce.   ATer  this  workshop…   You  will  be  able  to:     •  Recognize  the  "intenCon"  of  the  essenCal  Quality  MaGers   (TM)  Rubric  standards.     About     •  Use  the  Quality  MaGers(TM)  Rubric  as  a  guide  to  develop   your  online  course.     •  Create  a  Learning  ObjecCves  and  Planning  Worksheet   that  includes:     –  Course  and  Module  Learning  ObjecCves     –  Assessments  that  match  learning  objecCves  with  acCviCes  and   assignments     Quality  MaGers   –  InstrucConal  materials  and  tools/media  that  help  the  student   interact  with  not  only  the  instructor  but  also  their  classmates     •  Outline  one  module  of  your  online  course   1  
    • 4/11/13      Underlying  Principles  of  QM      Factors  AffecCng  Course  Quality  QM  is  a  faculty-­‐driven,  peer  review  process   that  is…    CollaboraCve   Collegial   ConCnuous   Centered    -­‐  in  academic  foundaCon                                    -­‐  around  student  learning     QM  Reviews  Course  Design  ONLY      Design  vs.  Delivery      Peer  Course  Review  Process   The  faculty  member  is     integral  to  both  design  and  delivery.   Course  Design  …       Course  Delivery  …   is  the  forethought  and   is  the  actual  teaching  of  the   planning  that  a  faculty   course,  the  implementaCon  of   member  puts  into  the  course.   the  design.     QM  is  about  DESIGN  -­‐  not  delivery  or  faculty  performance        For  Our  Purposes,  Quality  Is…      About  The  QM  Rubric  2011-­‐2013   Eight  General  Standards:     •  More  than  average;  more   1.  Course  Overview  and  IntroducCon   than  “good  enough”   2.  Learning  ObjecCves   3.  Assessment  and  Measurement   Key  components     •  AGempt  to  capture  what’s   4.  InstrucConal  Materials   must  align.   expected  in  an  effecCve   5.  Learner    InteracCon  and     Engagement   online  course  at  about  an   6.  Course  Tools  and  Technology   85%  level   7.  Learner  Support   8.  Accessibility   •  Based  on  research  and  widely     Alignment:    Cri%cal  course  elements  work  together  to  ensure   accepted  standards   that  students  achieve  the  desired  learning  outcomes.       2  
    • 4/11/13   Professional  Development  •  Becoming  a  Peer  Reviewer   –  Applying  the  QM  Rubric   –  Peer  Reviewer  Course  •  Reviews  are  Professional  Development   Let’s  Explore     –  Learn  from  other  reviewers  and  the  process   –  Gain  valuable  leadership  experience   –  Are  recognized  by  peers  for  their  individual  contribuCons   NTR  101   –  Use  the  review  process  to  make  changes  to  own  courses    AcCvity  1:  Tour  NTR  101    Tour  InstrucCons   On  our  tour,  you  will     •  Work  in  pairs   1.    Explore  an  online  course   •  Review  the  IntroducCon  to  NutriCon   (NTR  101)    Course   2.  IdenCfy  its  strengths  and   – Go  to   weaknesses   hVp://pgcconline.blackboard.com   3.  Gather  ideas  that  you  can  use  for   – Username  is  fipse   your  own  online  course.   – Password  is  fipse    Begin  the  Tour    Take  A  Closer  Look   1.    Assume  the  role  of  a  new  online  student:     1.  How  is  the  course  organized  (modules,  topics,   textbook  chapters,  etc)?   •  Do  you  know  what  to  do  first?   2.  Where  are  the  course-­‐level  objecCves  and  how   •  Do  you  know  how  to  start  the  course?     difficult  was  it  to  find  them?       3.  Can  you  easily  find  course  components  (syllabus,   2.  Note  your  iniCal  reacCon  to  the  course:       your  assignments,  course  content)?   •  Do  you  feel  comfortable  with  the   4.  Find  the  course  policies  (grading,  late  work,   navigaCon?       discussion  board  posCngs,  communicaCon  with   the  instructor,  etc.).    Are  these  policies  clear?       •  What  are  your  first  impressions  about  how   5.  Which  elements  might  you  adapt  for  your  own   this  course  works?   course?     3  
    • 4/11/13    First,  think  about  your  students…   •  Demographics   •  Goals   Planning  Your   •  •  ExpectaCons   Skills   Online  Course   –  Academic   –  Technology   •  Experience   –  New  to  college,  discipline,  online?   –  Upper  level  or  grad  students?   AcCvity:  Picture  Your  Students….    OrganizaCon:  The  “Structure”  Demographics   Goals   ExpectaCons   Skills   Experience     •  modules       •  learning  units     •  textbook  chapters      What  works     •  weeks  (one  for  each    for  you,     week  in  the  semester  or   your  students,   quarter)     your  discipline?   •  topics     •  projects   •  case  studies     •  others?   General  Standard  1:    Planning  Your  Online  Course   Course  Overview  &  IntroducCon  •  Use  the  Online  Course  Planning  Worksheet     Specific  Review  Standard   What  does  this  mean?  •  As  we  consider  each  essenCal  standard,   1.1:  InstrucCons  make  clear  how  to  get   1.1:    Do  the  students  know  what  to  do   consider:   started  and  where  to  find  various  course   first?   components.   1.  What  do  you  do  in  your  f2f  classroom  that   1.2:  Students  are  introduced  to  the   1.2:    Do  the  students  know  what  the   “works”?   purpose  and  structure  of  the  course.       learning  objecCves  of  the  course  are,   how  the  course  is  organized,  what   2.  What  might  you  want  to  do  in  your  online   learning  acCviCes  are  required,  how  to   communicate,  and  other  general  course   classroom?   informaCon?   3.  What  help  will  you  need?     In  blended  courses,  is  the  relaConship   between    f2f  and  online  components   fully  explained?   4  
    • 4/11/13      General  Standard  1   NavigaCon   About  the     Brief  DescripCon     To  meet  the   •  How  do  your  campus-­‐based  students   General  Standard   from  the  Rubric    General  Standard     know  what  to  do?      General  Standard  1,   The  course  introducCon     You  must  share  your  deep   •  How  will  your  online  students  know  Course  Overview  and  IntroducCon:     sets  the  tone  for  the   course,  tells  students  what   knowledge  of  course   1.  OrganizaCon   how  to  get  started  in  your  course?    The  overall  design  of  the   to  expect,  and  provides   guidance  to  ensure  they  get   2.  NavigaCon   3.  ExpectaCons  (Policies)   – Start  Here  link  course  is  made  clear  to  the  student  at  the  beginning  of   off  to  a  good  start.     – Course  tour  the  course.   – Clear,  specific  direcCons  (tell  them)   The  Standard  1  Challenge…   Lead  students  into  your  course  …   What  should  I  do   Share  with  your  students   Provide  clear  path  about  overall  layout       what  you  know  about  how   Encourage  course  exploraCon   Explain  what  to  do  first  &  how  to  proceed   to  begin  the  course   Indicate  when/how/why  to  click  into   something     Provide  overview  of  how  components  are   connected        ExpectaCons:    Online  Policies        General  Standard  2   Standards   1.3 Etiquette expectations ( “netiquette”) About  the     Brief  DescripCon     To  meet  the   General  Standard   from  the  Rubric    General  Standard     1.4 Course and/or institutional policies (late work, academic honesty, etc)       General  Standard  2,   The  learning  objecCves   You  must  provide   2.4 Instructions on how to meet the learning objectives Learning  ObjecCves:     establish  a  foundaCon  upon   measurable,  precise     which  the  rest  of  the  course   learning  objecCves  at  the   3.2 Course grading policy Learning  objecCves  are   is  based.     course-­‐  and  module-­‐level   measurable  and  are  stated   Specific and descriptive criteria for the evaluation of objecCves  so  your   3.3 clearly.     students’ work and participation students  will  know  what  is   Clear standards for instructor responsiveness and availability expected  of  them.   5.3 (turn-around time for email, grade posting, etc.). 5.4 Requirements for student interaction 5  
    • 4/11/13   General  Standard  2:          Standard  2  as  a  Sentence   Learning  ObjecCves   Specific  Review  Standard   What  does  this  mean?   Quality  is     2.1:    The  course  learning  objecCves   2.1:    Do  course-­‐level  learning  objecCves   measurable  objecCves  (2.1)     describe  outcomes  that  are  measurable.   describe  an  acCon  that  the  students   perform  that  can  be  observed  or   and  consistent  module-­‐level  objecCves  (2.2),     measured  (evaluated)?   that  are  wriGen  from  the  student  perspecCve  (2.3),     2.2:    The  module/unit  learning   2.2:    Are  the  module-­‐level    objecCves   with  instrucCons  on  how  to  meet  them  (2.4),     objecCves  describe  outcomes  that  are   included  in  the  course?   measurable  and  consistent  with  the   that  are  appropriate  for  the  level  of  the  course  (2.5).     course-­‐level    objecCves.       Can  the  module/unit  level  objecCves  be   measured?       Do  these  module/unit  level  objecCves   flow  from  the  course-­‐level  objecCves?   SubmiGed  by  Sasha  Thackaberry,  Cuyahoga  Community  College   Recognizing  a  measurable  LO…   Test  of  “measurability”:   •  LO  should  complete  this   •  Begins  with  an  acCon  verb.   sentence:       •  Precisely  describes  behavior       that  can  be  observed  or   Upon  compleCon  of  this  course/   evaluated.       module,  students  will  be  able  to     (DO  SOMETHING).           Bloom’s   Evaluate  these  LOs:  Measurable?  Precise?   1.  Realize  the  significance  of  ethical  behavior  in  the   business  environment.   2.  Describe  how  to  create  a  web  site  using  MS  web   editor.   3.  Understand  the  conCnuing  impact  of  World  War  II   on  the  European  Union.   4.  Demonstrate  the  effects  of  improper  blood   handling  in  a  criCcal  care  environment.       5.  Appreciate  how  regular  exercise  reduces  Cassinelli, C. (2008). Blooms Taxonomy: Original and revised. In edTEch Vision, childhood  obesity.  Updated Bloom’s Taxonomy. Retrieved September 21, 2012, fromhttp://edtechvision.org/?p=123 6  
    • 4/11/13   General  Standard  2:        Consider  Your  LOs   Learning  ObjecCves  (ConCnued)  Look at a current Is this learning Is this learning Per Bloom, at Specific  Review  Standard   What  does  this  mean?  course-level objective objective what level isobjective(s) measurable? precise? this learning objective? 2.3:    All  learning  objecCves  are  stated   2.3:    Are  the  course  and  module/unit   clearly  and  wriGen  from  the   learning  objecCves  wriVen  in  clear,  direct  EXAMPLE: Yes Yes, providing I Low level - students’  perspecCve.   language  that  the  students  can  easily  Describe how you want a written Knowledge understand?  would locate existing description.literature regarding No, if I actually 2.4:    InstrucCons  to  students  on  how   2.4:    Does  this  course  use  narraCves,  online courses. want students to  meet  the  learning  objecCves  are   bulleted  lists,  charts,  etc.  to  tell  the   to locate adequate  and  stated  clearly.   students  what  they  must  do  to  meet  the   material. course  and  module/unit  level  objecCves?   2.5:    The  learning  objecCves  are   2.5:  Do  course  and  module/unit  learning   Your First ? ? ? appropriately  designed  for  the  level   objecCves  as  a  whole  to  ensure  they   Objective of  the  course.       describe  knowledge  and  skills  appropriate     to  the  course  level.     What  is  Alignment?     CriCcal  course  elements   Alignment   work  together  to  ensure     that  students  achieve   the  desired  learning  outcomes.      Key  SecCons  That  Must  Align      Think  About  “Alignment”   ObjecCves  From  Intro   Assignment:    Read  Chapter  4  (assume  it  deals  with   Psych   relaConships  between  biology  and  human  behavior)  in  text;     review  study  guide,  objecCve  2,  page  4.   Course  :    Summarize   Assignment:    View  Chapter  4  PPT;  listen  to  Chapter  4   the  relaConships  that   podcast   exist  between  biology   Graded  Assignment:   and  human  behavior   Prepare  table  that  lists  the  7  major  biological  areas;  ask     students  to  define/describe  each  area  and  list  3  specific   Module     ways  this  area  affects  human  behavior.   1.  IdenCfy  and  define   Graded  Discussion  Forum  QuesCon:    Psychology  is  the   7  major  biological   study  of  behavior  and  mental  processes.    Why,  then,  are   areas.   psychologists  interested  in  biological  maGers  such  as  the   2.  Recognize   nervous  system,  the  endocrine  system  and  heredity?   examples  of  how   Read  and  respond  to  classmates’  posCngs.   each  area  affect   behavior.   Exam:    50-­‐item  mulCple  choice  exam  taken  in  campus   TesCng  Center.   7  
    • 4/11/13   General  Standard  3:          General  Standard  3   Assessment  and  Measurement   About  the     Brief  DescripCon     To  meet  the   Specific  Review  Standard   What  does  this  mean?   General  Standard   from  the  Rubric    General  Standard     3.1    The  types  of  assessments   3.1:  Do  the  assessments  flow  from  the  General  Standard  3,       selected  measure  the  stated  learning   course  and  module/unit  objecCves?    Are  Assessment  and   Assessment  is  implemented   Your  assessments  must   objecCves  and  are  consistent  with   they  consistent  with  these  objecCves?  Measurement:     in  a  manner  that  not  only   align  with  your  stated   course  acCviCes  and  resources.     allows  the  instructor  a  broad   learning  objecCves  and  Assessment  strategies  are   perspecCve  on  the  students’   guide  students  to   3.2    The  course  grading  policy  is   3.2:  Do  students  know  how  points  will  be  designed  to  evaluate   mastery  of  the  content,  but   measure  their  own   stated  clearly.     awarded  and/or  grades  assigned?    Is  the  student  progress  by   also  allows  students  to   learning  progress.   policy  on  late  work  explicit?  reference  to  stated  learning   measure  their  own  learning  objecCves;  to  measure  the   throughout  the  course.     3.3    Specific  and  descripCve  criteria   3.3:  Do  students  know  what  work  is  effecCveness  of  student   are  provided  for  the  evaluaCon  of   expected?    Is  there  a  descripCon  of    the  learning;  and  to  be  integral   students’  work  and  parCcipaCon.   expectaCons  for  this  work  and  the  criteria  to  the  learning  process.     by  which  it  will  be  graded?    Do  the   students  have  access  to  rubrics,  examples,   etc?   General  Standard  4:          General  Standard  4   InstrucConal  Materials   About  the     Brief  DescripCon     To  meet  the   Specific  Review  Standard   What  does  this  mean?   General  Standard   from  the  Rubric    General  Standard    General  Standard  4,       4.1:  The  instrucConal  materials   4.1:    Is  there  evidence  of  sufficient  InstrucConal  Materials:     The  instrucConal  materials   You  must  provide  rich,   contribute  to  the  achievement  of   content  for  the  students  to  learn  the     form  the  core  of  the  course,   robust  and  appropriate   the  stated  course  and  module/ discipline?      InstrucConal  materials  are   and  these  standards  respect   resources  and  materials   unit  learning  objecCves.   Does  this  content    support  the  sufficiently  comprehensive   the  instructor’s  prerogaCve   that  support  your  stated  to  achieve  stated  course   in  selecCng  them.  The  focus   objecCves,  assessments  and  other   learning  objecCves.    objecCves  and  learning   of  this  standard  is  on   course  elements?  outcomes.     supporCng  the  course   objecCves  and   4.2:  The  purpose  of  instrucConal   4.2:    Can  the  students  easily   competencies,  rather  than   materials  and  how  the  materials  are   determine  the  purpose  of  all  course   on  qualitaCve  judgments   to  be  used  for  learning  acCviCes  are   components  and  how  each  will  help   about  the  materials.     clearly  explained.       to  achieve  the  learning  objecCves?      Looking  for  InteresCng  Content?      General  Standard  5   •  Carnegie  Mellon  University  –  Open  Learning   About  the     Brief  DescripCon     To  meet  the   IniCaCve  -­‐  Free  online  courses  and  course  materials   General  Standard   from  the  Rubric    General  Standard     –  hGp://oli.web.cmu.edu/openlearning/   General  Standard  5,       Learner  InteracCon  &   Engaging  students  to   You  must  provide   •  MERLOT  –  free,  searchable,  rated     Engagement:     become  acCve  learners   meaningful  and     contributes  to  the  learning   –  www.merlot.org   Forms  of  interacCon   process  and  to  student   producCve  acCviCes  that   incorporated  in  the  course   persistence.   prompt  your  students  to   •  MIT  OpenCourseWare  site  -­‐  access  to  over  1,700   moCvate  students  and   acCvely  pracCce  their   courses,  free,  readings,  audio,  video   promote  learning.     learning.   –  hGp://ocw.mit.edu/OcwWeb/web/home/home/index.htm   •  You  Tube  –  a  vast  and  oTen  surprisingly  useful   collecCon       8  
    • 4/11/13   General  Standard    5:     Learner    InteracCon  and  Engagement      General  Standard  6   About  the     Brief  DescripCon     To  meet  the   Specific  Review  Standard   What  does  this  mean?   General  Standard   from  the  Rubric    General  Standard     General  Standard  6,      5.1:  The  learning  acCviCes   5.1:    Do  the  learning  acCviCes  flow   Course  Tools  and   The  technology  enabling  the   You  must  select  the  tools  promote  the  achievement  of   from  the  learning  objecCves?       Technology:     various  course  components  stated  learning  objecCves.       and  media  that  best   Do  the  learning  acCviCes  encourage     facilitates  the  student’s   support  your  learning   students  to  “pracCce”  their  learning?   Course  navigaCon  and   learning  experience  and  is     technology  support  student   easy  to  use,  rather  than   objecCves  and  provide   engagement  and  ensure   impeding  the  student’s   opportuniCes  for  your  5.2:  Learning  acCviCes  foster   5.2:    Does  the  course  encourage   access  to  course   progress.     students  to  acCvely  instructor-­‐student,  content-­‐ student-­‐instructor  and  student-­‐ components.     pracCce  their  learning.  student,  and  if  appropriate  to  this   content  interacCon?    course,  student-­‐student   What  is  the  instructor’s  philosophy  interacCon.   on  student-­‐student  interacCon?   General  Standard  6:       Course  Tools  and  Technology      General  Standard  7   Specific  Review  Standard   What  does  this  mean?   About  the     Brief  DescripCon     To  meet  the   General  Standard   from  the  Rubric    General  Standard    6.1:  The  tools  and  media  support   6.1:  Do  the  learning  acCviCes  flow  the  learning  objecCves,  and  are   from  the  stated  course  and  module   General  Standard  7,      appropriately  chosen  to  deliver   learning  objecCves?    Do  the  acCviCes   Learner  Support:     In  the  learner  support   You  must  direct  your  the  content  of  the  course.   encourage  the  students  to  “pracCce”     standard,  four  different   online  students  to  the   The  course  facilitates   kinds  of  support  services  are   their  learning?   support  services    they   student  access  to   addressed:  technical  6.2:  The  tools  and  media  support   6.2:  Do  the  tools  and  media  selected   need  to  be  successful  and     insCtuConal  support   support,  accessibility  student  engagement  and  guide   encourage  the  students  to  be  acCvely   would  be  available  to   services  essenCal  to  student   support,  academic  services  the  student  to  become  an  acCve   engaged  in  the  learning  process?   them  if  they  aGended   success.     support,  and  student  learner.       campus-­‐based  courses. services  support.    6.3:  NavigaCon  throughout  the   6.3:  Is  the  navigaCon  of  the  course  online  components  of  the  course   easy  for  the  students  to  use  and  does  is  logical,  consistent  and  efficient.     it  effecCvely  guide  their  movement   through  the  course?   General  Standard  7:       Learner  Support      General  Standard  8   Specific  Review  Standard   What  does  this  mean?   About  the     Brief  DescripCon     To  meet  the   General  Standard   from  the  Rubric    General  Standard    7.1:  The  course  instrucCons  arCculate   7.1:  Are  technical  support  services  or  link  to  a  clear  descripCon  of  the   provided  for  learners?   General  Standard  8,      technical  support  offered  and  how  to   Does  the  course  contains  informaCon   Accessibility:   The  accessibility  standard   You  must  design  your  access  it.       about  the  services  and  how  to  access     incorporates  the  principles   course  so  students  with   them?       The  course  demonstrates  a   of  Universal  Design  for   special  needs  can  access   commitment  to  accessibility     for  all  students.     Learning  (UDL)  and  is   course  materials  and  be  7.2:  Course  instrucCons  arCculate  or   7.2:  Does  the  course  include:   consistent  with  Web  Content   successful  in  your  course.  link  to  the  insCtuCon’s  accessibility   Accessibility  Guidelines   1. A  link  to  the  insCtuCons  formal  policies  and  services.       accessibility  policy,  if  a  policy  exists   (WCAG).   2.   A  statement  that  informs  the  student   how  to  gain  access  to  an  insCtuCons   disability  support  services,  if  such  services   exist.   9  
    • 4/11/13   General  Standard  8:       Accessibility   Specific  Review  Standard   What  does  this  mean?  8.1:  The  course  employs  accessible   8.1:  Does  the  course  meet  both  technologies  and  provides  guidance   condiCons:  on  how  to  obtain  accommodaCon.   1.  The  course  is  offered  in  an  accessible   Outline  One  Module       learning  management  system  (LMS).         2.  The  instructor  provides  documentaCon   staCng  the  degree  of  accessibility  of  any   content,  tools,  and  sojware  used  in  the   course.  If  any  component  of  the  course  is   not    accessible,  instrucCons  are  provided   on  how  to  obtain  accommodaCon.            Module  Planning  Worksheet   Outline  One  InstrucConal  Module   Stan Component Function 1 Overview What will this module be about? •  Based  on  the  informaCon  discussed  in  this   What can I expect? workshop,  outline  one  learning  unit  that  includes:   2 Learning Objectives What are the learning objectives for this module? •  Course-­‐level  objecCve   4 Course Content What information do I need to •  Module-­‐level  objecCve   accomplish the objectives? •  InstrucConal  materials   5 Learning Activities What will I do to practice my •  Learner  engagement   learning? •  Tools  and  Technology   6 Technology What technology will I use to practice my learning? •  Assessment   3 Assessments How will I know if I’ve achieved the learning objectives? Discussion   •  Share  your  Online  Course  Planning  Worksheet   and  Your  Module  1  with  a  colleague.   Share  Your  Plan   •  Discuss  any  quesCons  you  might  have   regarding  the  development  of  your  course.   •  IdenCfy  your  top  three  prioriCes.   •  Ask  the  facilitator  any  quesCons  you  have   •  Share  with  the  group   10  
    • 4/11/13   Thanks  to  YOU…   EvaluaCon   Quality  MaGers!  Please  complete  the  session  evaluaCon:   More  InformaCon  at:     hGp://Cnyurl.com/cjvougj   www.qmprogram.org     11