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Quality By Design
 

Quality By Design

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    Quality By Design Quality By Design Presentation Transcript

    • Quality by DesignGetting It Right The First Time
      Dr. Eli Collins-Brown
      SLATE Blackboard Users Group
      Oct. 15 – 16, 2009
      University of Chicago
    • About Me
      Started 1997
      How do we do this?
      Basic instructional design
      Shovelware
      Recorded lectures
      Tests
      Discussions
    • More About Me
      2003 – doctoral work
      What works better online than F2F
      What is unique about online
      Teaching online
      Basic instructional design
      Missing pieces
      Evaluating online courses for quality
    • Evaluating for Quality
      Quality Matters – Maryland Online
      Certified reviewer
      Blackboard Exemplary Course Rubric
      Course reviewer 2009
      ROI – Cal. State U – Chico - http://www.csuchico.edu/celt/roi/
      QOCI – Illinois Online Network - http://www.ion.illinois.edu/initiatives/qoci/index.asp
    • Evaluation Categories
    • Quality Matters
      Evaluates only course design, not teaching
      Most appropriate - build into course design
      1st tried to use the evaluation rubric
      Now incorporate criteria into course design process
      Get an overview of the rubric at http://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf
    • Course Design Model
      Analysis
      Audience, Context
      Learning goals
      Learning Objectives
      Assessments
      Learning Activities
      Content
      Module maps
      Course Organizer/Activity Tracker
    • Analysis
      Back beyond the beginning
      Basic Course Design
      Audience
      Context
      Content
    • Learning Goals
      2 – 5 years after finishing your course
      What should they still know or be using?
      Uses these domains for consideration:
      Foundational knowledge
      Application
      Integration
      Human dimension
      Caring
      Learning How to Learn
      L. Dee Fink, (2006). Creating Significant Learning Experiences, Jossey Bass
    • Assessment and Feedback
      Using these high level, holistic (whole course and beyond) goals:
      What types of assessments
      What kinds of useful feedback
      What resources will they need and that you can provide
    • Topical Organization
      Content not chunked by weeks, but by topics
      Outline
      Topics become modules, units, lessons, etc.
      Will come back to the weekly structure at the end with the course organizer
    • Topics/Modules
      Learning Objectives for each module
      Assessments
      Learning Activities
      Resources
    • Module Map
      Sequence Learning Activities
      Assignments
      Interactions
      Content
      Assessments
      Student Feedback
      One minute paper
      Brookfield’s 5 questions
      Check in
    • Course Organizer & Syllabus
      Calendar style
      List style
      Syllabus
      Include expectations
      Grading schedule
      Grading scheme
    • How This Course Works
      Course Walk-thru
      Course Orientation
      Quiz for verification
    • Discussion Forums
      Three required forums:
      Content questions
      Tech questions
      Ice Breaker or Intro with instructor post first
    • QM Rubric
      How did we do?
    • Successes and Challenges
      Revising Program Outcomes
      Time to design and develop
      Basic understanding of learning
    • Website
      www.elicbrown.com