Quality by DesignGetting It Right The First Time<br />Dr. Eli Collins-Brown<br />SLATE Blackboard Users Group<br />Oct. 15...
About Me<br />Started 1997<br />How do we do this?<br />Basic instructional design<br />Shovelware<br />Recorded lectures<...
More About Me<br />2003 – doctoral work<br />What works better online than F2F<br />What is unique about online <br />Teac...
Evaluating for Quality<br />Quality Matters – Maryland Online<br />Certified reviewer<br />Blackboard Exemplary Course Rub...
 Evaluation Categories<br />
Quality Matters<br />Evaluates only course design, not teaching<br />Most appropriate  - build into course design<br />1st...
Course Design Model<br />Analysis<br />Audience, Context<br />Learning goals<br />Learning Objectives<br />Assessments<br ...
Analysis<br />Back beyond the beginning<br />Basic Course Design <br />Audience<br />Context<br />Content<br />
Learning Goals<br />2 – 5 years after finishing your course<br />What should they still know or be using?<br />Uses these ...
Assessment and Feedback<br />Using these high level, holistic (whole course and beyond) goals:<br />What types of assessme...
Topical Organization<br />Content not chunked by weeks, but by topics<br />Outline<br />Topics become modules, units, less...
Topics/Modules<br />Learning Objectives for each module<br />Assessments<br />Learning Activities<br />Resources<br />
Module Map<br />Sequence Learning Activities<br />Assignments<br />Interactions<br />Content<br />Assessments<br />Student...
Course Organizer & Syllabus<br />Calendar style<br />List style<br />Syllabus<br />Include expectations<br />Grading sched...
How This Course Works<br />Course Walk-thru<br />Course Orientation<br />Quiz for verification<br />
Discussion Forums<br />Three required forums:<br />Content questions<br />Tech questions<br />Ice Breaker or Intro with in...
QM Rubric<br />How did we do?<br />
Successes and Challenges<br />Revising Program Outcomes<br />Time to design and develop<br />Basic understanding of learni...
Website<br />www.elicbrown.com<br />
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Quality By Design

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Quality By Design

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

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