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Finding the Good Fit: Faculty Members, Instruction, Evidence, and Technology Patricia A. McGee, PhD [email_address] Associate Professor/2003 NLII Fellow Instructional Technology Department of Educational Psychology University of Texas at San Antonio Veronica M. Diaz, PhD [email_address] Instructional Technology Manager Maricopa Center for Learning and Instruction Maricopa Community Colleges Adjunct Professor, Northern Arizona University
Delivery Models Sloan-C, 2007 The Models Proportion of Content Delivered Online Type of Course Typical Description 0% Traditional Course with no online technology used — content is delivered in writing or orally. 1 to 29% Web Enhanced Course which uses web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system (CMS) or web pages to post the syllabus and assignments, for example. 30 to 79% Blended/Hybrid Distributed Engagement Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings. 80% + Online A course where most or all of the content is delivered online. Typically have no face-to-face meetings.
Allows the learner to complete instructional sequences at their own pace
Various learning environments
On-campus and distributed environments
Allows students to progress through material in the way and speed that is most appropriate for them
Example: Foothill College, Math My Way
Blended learning courses combine online and classroom learning activities and resources in an optimal way to improve student learning outcomes and to address important institutional issues
Classroom attendance (“seat time”) is reduced
Example: Estrella Mountain Community College, Learning College
All course activities, resources, interactions, and communications occur online, typically through an institutional learning/course management system
Example: Rio Salado College Online
Models and Web 2.0
What models are you most active in?
Web enhanced (F2F)
INSTRUCTIONAL DEVELOPMENT MODELS AND SUPPORT
Akker, 1998; Goodlad, 1994; Romiszowski,1981
Program and Course Levels
Program Level Course Level
Object (Module or Unit) and Individual Levels
Granular, at course level
Object Level Individual Level
Delivery models, instructional development models, and support
Diffusion of Innovation ?
Extension and transition
Standardization of support
Integration into curriculum
Data collection throughout
Communication with campus community
Strong connection to curriculum and disciplines
Robust support for the faculty and students
Support Models & Innovation
Relationship to development models
Relationship to innovation and diffusion
WEB 2.0 AND INSTITUTIONAL ISSUES/CONSIDERATIONS
Quality Assurance and Web 2.0
Peer Course Review Feedback Course Instructional Designers Institutions Faculty Course Developers National Standards & Research Literature Rubric Faculty Reviewers Training Quality Matters Course Peer Review Process Course Meets Quality Expectations Course Revision
QM Certified Peer Reviewers
Peer Reviewers receive full-day training to learn
How to interpret the standards (with examples and annotations)
How to evaluate a course (hands-on with sample course)
Reviews are conducted by teams of three peer reviewers
Peer reviewer (external)
Peer reviewer (SME)
More about Quality Matters
Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online and hybrid courses and online components
A faculty-driven, collaborative peer review process
Committed to continuous quality improvement
Based in national standards of best practice, the research literature and instructional design principles
Designed to promote student learning and success
The Rubric is the Core of Quality Matters
40 specific elements across 8 broad areas (general standards) of course quality
Detailed annotations and examples of good practice for all 40 standards
Quality Matters & Alignment
Essential Standards that Relate to Alignment
A statement introduces the student to the course and learning
Learning activities foster interaction:
Clear standards are set for instructor response and availability
Assessment strategies provide feedback
Grading policy is transparent and easy to understand
Implemented tools and media support learning objectives
and integrate with texts and lesson assignments
The course acknowledges the importance of ADA compliance
Other QM Uses
College quality assurance review processes
Guidelines for online/hybrid course development
Faculty development/training programs
Checklist for improvement of existing online courses
An element in regional and professional accreditation
Intellectual Property & Web 2.0
How broad or inclusive? What tools or learning environments should be addressed?
How is maintenance of instructional products and systems addressed?
Employees or units involved in the production process, work time/course of employment issues, resources expended, or units involved?
Innovation within or outside established, controlled university-owned systems?
Connection to models
Faculty perceptions of copyright and fair use
Describe existing instructional delivery and development models for integrating technology into instruction.
What are your teaching and learning goals for Web 2.0 tools?
What are the support issues that will need to be addressed to achieve your Web 2.0 goals?