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Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
Blended by Design: Day 4
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Blended by Design: Day 4

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    • 1. Blended by Design: Designing and Developing a Blended Course Veronica Diaz, PhD, [email_address] Jennifer Strickland, PhD, [email_address] Laura Ballard, [email_address]
    • 2. Academic integrity, copyright, and quality assurance <ul><li>Day 4 </li></ul>
    • 3. Objectives <ul><li>Understand copyright issues in blended learning environments </li></ul><ul><li>Consider academic integrity and online assessment </li></ul><ul><li>Follow quality assurance guidelines used to organize content in an online environment </li></ul><ul><li>Summary and closing </li></ul>
    • 4. Academic Integrity in Blended Learning Environments Source: Adapted from Judy Baker, PhD, San Diego Miramar College
    • 5. Student Assessment In the good old days…
    • 6. Student Assessment <ul><li>In the networked/information age </li></ul>
    • 7. What’s Changed? <ul><li>CHANGED </li></ul><ul><li>Limitless cheating mechanisms </li></ul><ul><li>Lines have blurred </li></ul><ul><li>Ease of cheating </li></ul><ul><li>Ease of monitoring cheating </li></ul><ul><li>Ease of preventing cheating </li></ul><ul><li>NOT CHANGED </li></ul><ul><li>Definitions </li></ul><ul><li>Institution’s responsibility to inform, educate, and enforce </li></ul><ul><li>Honor code policies and procedures </li></ul><ul><li>Student assessment quality, validity, reliability </li></ul>
    • 8.
    • 9. <ul><li>http :// www.cheathouse.com/ </li></ul><ul><li>http ://www.schoolsucks.com/ </li></ul><ul><li>http ://www.researchpaper.com/ </li></ul><ul><li>http ://www.allpapers.com/intro.htm </li></ul>
    • 10. <ul><li>Physical separation </li></ul><ul><li>Creation of psycho-social “distance” resulting in less influence by social norms and more influence by peers </li></ul><ul><li>Excuses and alibis </li></ul><ul><li>Accidentally sending/depositing a file in someone else’s dropbox </li></ul><ul><li>Faking technical difficulties during online tests </li></ul><ul><li>Sharing computers </li></ul><ul><li>Leaving work on the desktop, available to many others </li></ul>
    • 11. Is it easier to cheat? <ul><li>Hacking </li></ul><ul><li>Changing properties in word and other documents </li></ul><ul><li>Changing the clock on your computer to send email or post files late, but showing an earlier date and time </li></ul>
    • 12. Honor Codes Reduce Cheating <ul><li>Test cheating is typically 1/3 to 1/2 lower on campuses that have honor codes </li></ul><ul><li>The level of serious cheating on written assignments is 1/4 to 1/3 lower </li></ul><ul><li>Typically less than 10% admit to chronic test cheating </li></ul>
    • 13. Online Detection Advantages <ul><li>Electronic record of all correspondence in online courses </li></ul><ul><li>Entire courses are archived for future reference and for quality control purposes </li></ul><ul><li>Instructor has a readily accessible record of everything done by each student </li></ul><ul><li>Easy to compare a student’s writing style on different class assignments </li></ul>
    • 14. Pedagogical Solutions <ul><li>Assign work and tests that are due frequently throughout the semester </li></ul><ul><li>Assign work that builds sequentially on prior submitted work, such as revisions of drafts </li></ul><ul><li>Call on students randomly during the semester to administer unannounced quizzes or participation </li></ul><ul><li>Take-home tests/quizzes </li></ul>
    • 15. Pedagogical Solutions <ul><li>Require assignment and test responses to relate the subject matter to students' lived experiences or test questions on current events </li></ul><ul><li>Meet with students individually online and test/quiz them on course content </li></ul><ul><li>Require students to participate in discussion groups </li></ul><ul><li>Keep a log and review writing styles of students </li></ul>
    • 16. Pedagogical Solutions <ul><li>Debrief/interview a student concerning their test/quiz asking specific questions about their answers </li></ul><ul><li>Use alternative modes of student assessment such as portfolios, rubrics, self-assessment, peer assessment, and contracts </li></ul><ul><li>Use multiple methods of measuring performance </li></ul><ul><li>Use application-type exams (PBL, case based learning) </li></ul>
    • 17. Detecting Cheating in Online Environments Blackboard and SafeAssign
    • 18.
    • 19. <ul><li>Define academic integrity as a class </li></ul><ul><li>Encourage students to come to you if they are confused about citation practices </li></ul><ul><li>Be a good role model. Cite sources in your lectures </li></ul><ul><li>Talk about academic honesty with your students, and make sure they understand both the reasons and the tools for avoiding plagiarism </li></ul><ul><li>Contracts for integrity </li></ul>
    • 20. <ul><li>Affirm the importance of academic integrity—workplace standards. </li></ul><ul><li>Encourage student responsibility for academic integrity. </li></ul><ul><li>Clarify expectations for students. </li></ul><ul><li>Develop diverse forms of assessment. </li></ul><ul><li>Reduce opportunities to engage in academic dishonesty. </li></ul><ul><li>Challenge academic dishonesty when it occurs and make it public. </li></ul><ul><li>Help define and support campus-wide academic integrity standards. </li></ul>
    • 21. Alternative Means of Evaluating Student Performance <ul><li>Center for Academic Integrity </li></ul><ul><li>Assessment and Evaluation for Online Courses </li></ul><ul><li>Alternative Assessments </li></ul><ul><li>Empowering Students through Negotiable Contracting to Draft Rubrics for Authentic Assessment </li></ul><ul><li>Alternative Assessment and Technology (ERIC Digest) </li></ul><ul><li>Classroom Assessment Techniques </li></ul>
    • 22. Activity <ul><li>Identify one academic integrity challenge you have or may experience </li></ul><ul><li>Work with your co-instructor and identify a solution for each of your challenges </li></ul><ul><li>Report out </li></ul>
    • 23. Blended Learning and Copyright
    • 24. Blended Learning and Copyright <ul><li>Copyright law applies to creative and expressive works and includes </li></ul><ul><ul><li>Performances </li></ul></ul><ul><ul><li>Scripts </li></ul></ul><ul><ul><li>Interviews </li></ul></ul><ul><ul><li>musical works </li></ul></ul><ul><ul><li>sound recordings </li></ul></ul><ul><li>Under current US copyright law, copyright attaches automatically to creative, expressive works once they have been “fixed,” i.e. written down or recorded </li></ul>
    • 25. Fair Use and Blended Learning <ul><li>A “fair use” is copying any protected material (texts, sounds, images, etc.) for a limited and “transformative” purpose, like criticizing, commenting, parodying, news reporting, teaching the copyrighted work. </li></ul><ul><li>Stanford Fair Use Overview </li></ul><ul><li>4 factors considered in fair use cases: </li></ul><ul><ul><li>purpose and character of your use; </li></ul></ul><ul><ul><li>nature of the copyrighted work; </li></ul></ul><ul><ul><li>amount and substantiality of the portion taken; and </li></ul></ul><ul><ul><li>effect of the use upon the potential market. </li></ul></ul>
    • 26.
    • 27. Applying a Creative Commons License <ul><li>Must be the creator of all of the materials or </li></ul><ul><li>Must have the express permission of the creator or copyright owner of materials included to license their materials under a Creative Commons license </li></ul><ul><li>Creative Commons License Options: http://creativecommons.org/about/licenses/meet-the-licenses </li></ul>
    • 28. <ul><li>Find Creative Commons work: http://search.creativecommons.org/ </li></ul><ul><li>Yahoo! : http://search.yahoo.com/search/options clearly illustrates how you can limit your search results to Creative Commons-licensed works </li></ul><ul><li>Google : http://www.google.com/advanced_search by limiting your search according to “Usage Rights,” this will restrict your searching to find CC-licensed materials only </li></ul>
    • 29. Exceptions <ul><li>You DO NOT need to secure the separate permission of the provider when: </li></ul><ul><ul><li>The material is not protected by copyright; </li></ul></ul><ul><ul><li>The text was protected by copyright but is in the public domain; </li></ul></ul><ul><ul><li>You are using US Government works; </li></ul></ul><ul><ul><li>You are making a “fair use” of the work; </li></ul></ul><ul><ul><li>You wish to make more than a “fair use” of the work and the work is under a Creative Commons license that authorizes your intended use </li></ul></ul>
    • 30. Activity <ul><li>Identify some content that you might use in your course that is copyright-safe </li></ul><ul><li>Share what you find with your neighbor </li></ul>
    • 31. Break
    • 32. Quality Assurance Guidelines and the Blended Learning Environment
    • 33. What is it anyway? <ul><li>Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online and hybrid courses and online components </li></ul><ul><li>FIPSE Grant from: 9/03 – 8/06 </li></ul><ul><li>Collaboration among 19 higher education institutions to develop and test standards </li></ul><ul><li>Developed a sustainable quality assurance process </li></ul><ul><li>Created a replicable process for institutions and consortia </li></ul>
    • 34. <ul><li>Quality Matters Principles </li></ul>
    • 35. Course Peer Review Process
    • 36. Alignment with Accrediting Best Practices *“Best Practices for Electronically Offered Degree and Certificate Programs” adopted in 2001 by CHEA and 8 regional accreditation bodies. Best Practices Principles* Quality Matters Principles That education is best experienced within a community of learning where competent professionals are actively and cooperatively involved with creating, providing, and improving the instructional program; QM is a peer review process involving faculty, instructional designers and other support staff in a cooperative effort to continuously improve online instruction. That learning is dynamic and interactive, regardless of the setting in which it occurs; QM treats interactivity and active learning as a critical component of every online course. That instructional programs leading to degrees having integrity are organized around substantive and coherent curricula which define expected learning outcomes; QM treats the alignment of expected learning outcomes with the contents, activities and assessments as a critical element in every online course. That institutions accept the obligation to address student needs related to, and to provide the resources necessary for, their academic success; QM expects every online course to address student access to the academic, technical, and student support services essential to student success.  hat institutions are responsible for the education provided in their name; Adoption of QM standards reflects institutional commitment to online instructional quality, wherever an institution has endorsed the rubric standards.  hat institutions undertake the assessment and improvement of their quality, giving particular emphasis to student learning; The QM standards are based on research and best practices to enhance student learning in online environments. Adoption of the QM review process is a clear demonstration of institutional or programmatic commitment to assessment and continuous improvement.  hat institutions voluntarily subject themselves to peer review. QM is essentially a peer review process involving both internal and external peers in the evaluation of courses.
    • 37. Quality Matters Rubric
    • 38. The Rubric is the Core of Quality Matters <ul><li>http://www.qualitymatters.org/FIPSE.htm </li></ul><ul><li>8 key areas (general standards) of course quality </li></ul><ul><li>40 specific review standards </li></ul>
    • 39. Course Alignment <ul><li>5 of the 8 general standards should align: </li></ul><ul><ul><li>Course Overview and Introduction </li></ul></ul><ul><ul><li>Learning Objectives </li></ul></ul><ul><ul><li>Assessment and Measurement </li></ul></ul><ul><ul><li>Resources and Materials </li></ul></ul><ul><ul><li>Learner Interaction </li></ul></ul><ul><ul><li>Course Technology </li></ul></ul><ul><ul><li>Learner Support </li></ul></ul><ul><ul><li>ADA Compliance </li></ul></ul>Key components must align
    • 40. Essential Standards that Relate to Alignment <ul><li>A statement introduces the student to the course and the structure of the student learning </li></ul><ul><li>Navigational instructions make the organization of the course easy to understand. </li></ul><ul><li>Learning activities foster interaction: </li></ul><ul><ul><li>instructor-student </li></ul></ul><ul><ul><li>content-student </li></ul></ul><ul><ul><li>student-student (if appropriate) </li></ul></ul><ul><li>Clear standards are set for instructor response and availability </li></ul>
    • 41. Other Essential Standards <ul><li>Assessment strategies should provide feedback to the student </li></ul><ul><li>Grading policy should be transparent and easy for the student to understand </li></ul><ul><li>Implemented tools & media should support learning objectives and integrate with texts and lesson assignments </li></ul><ul><li>The course acknowledges the importance of ADA compliance </li></ul>
    • 42. <ul><li>Quality Matters Outcomes </li></ul>
    • 43. Impact on Faculty Support <ul><li>Nationally, 89% of respondents would recommend the QM review process to others </li></ul><ul><li>Sample comments </li></ul><ul><ul><li>I was too close to see what could be improved. </li></ul></ul><ul><ul><li>Provides a great way to get an objective view of your course. </li></ul></ul><ul><ul><li>It made all of my online courses better. </li></ul></ul><ul><ul><li>It provides a view from a more student-oriented perspective. </li></ul></ul><ul><ul><li>It provides a look into potential student problems areas for course completion. </li></ul></ul><ul><ul><li>Many elements that might contribute to a student withdrawing can be eliminated. </li></ul></ul>
    • 44. Common Areas for Improvement (2006-2007, based on 95 reviews) Area Identified % Purpose explained for ea. course element (IV.3) 32% Navigational instructions (I.1) 32% Links to academic support, student services, tutorials/resources (VII.2-VII.4) 32-33% Technology/skills/pre-req. knowledge stated (I.6) 35% Clear standards for instructor availability(V.3) 37% Alternatives to auditory/visual content (VIII.2) 39% Instructions to students on meeting learning objectives (II.4) 40% Self-check/practice with quick feedback (III.5) 42% Learning objectives at module/unit level (II.2) 45%
    • 45. Other Uses of the QM Rubric <ul><ul><li>Internal review processes </li></ul></ul><ul><ul><li>Blended education quality assurance programs </li></ul></ul><ul><ul><li>Guidelines for online course development </li></ul></ul><ul><ul><li>Checklist for improvement of existing online courses </li></ul></ul><ul><ul><li>Faculty development/training programs </li></ul></ul><ul><ul><li>Institutional distance learning policies </li></ul></ul><ul><ul><li>An element in professional accreditation </li></ul></ul>
    • 46. Activity <ul><li>Review the QM rubric and identify at least 2 ways in which you could use it </li></ul><ul><ul><li>A specific area that you could revise or create in the rubric </li></ul></ul><ul><ul><li>A process that you could implement to assure quality </li></ul></ul><ul><ul><li>Other </li></ul></ul>
    • 47. Resources
    • 48. Blended Learning Resources <ul><li>Blended Learning professional organizations and associations that support or are indirectly or directly related to the blended/hybrid instructional delivery model. </li></ul><ul><li>Sloan-C </li></ul><ul><ul><li>Workshops </li></ul></ul><ul><ul><li>Conferences </li></ul></ul><ul><ul><li>Resources </li></ul></ul><ul><li>EDUCAUSE </li></ul><ul><ul><li>Resources </li></ul></ul><ul><ul><li>Conferences, Seminars, and Institutes </li></ul></ul><ul><li>EDUCAUSE Learning Initiative </li></ul><ul><ul><li>Conferences and meetings </li></ul></ul><ul><ul><li>Resources </li></ul></ul>
    • 49. Learner Success
    • 50. Instructor Success
    • 51. Blended Pitfalls
    • 52. Revising the Map <ul><li>Pull out blended course map from Monday </li></ul><ul><li>Review your blended course </li></ul><ul><li>Further develop how students will transition from classroom, online and the integration between the two </li></ul><ul><li>Consider tools and strategies </li></ul><ul><li>Present this sequence to the group </li></ul>
    • 53. Your Questions
    • 54. FPG Assessment/Evals <ul><li>FPG Evaluation (must complete to receive FPG) </li></ul><ul><li>FPG Assessment (must complete to receive FPG) </li></ul>

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