Online Student Experience
I want to offer an Online
Welcome and Introductions
Big Questions in Course
Quality Matters Overview
Peer Review Process
Schedule of EventsClipart from
Big Questions in Course Design
Where are we?
Who is your audience?
What skills do they already have?
Where are we going?
Course Learning Outcomes?
What skills and knowledge?
How are we going to get there?
Objectives, Activities, Projects, Discussion
How will we know when we get
Photo by Aram Bhusal
Course Development Resources
Alex Curran – Videographer
Digital Repositories (Premade
DCCCD Repository, Merlot, NSDL
Echo 360: Lecture Capture (do it
Jing: Quick feedback or tutorial
FAST Team Website Wiki
TeleCollege Courses – If course
has been created, you can have
Course Development Resources
eCampus I, II, III, IV (Basics,
Creating Tests, GradeCenter,
Echo 360 (Lecture capture)
SoftChalk (Create learning
Respondus (creating and/or
importing test pools)
Individual Sessions: You set the
agenda, assistance with
Help creating video or
Teaching and Learning Center
Video Introductions Examples
Glenda Easter Welcome
Luke Barber Welcome
Pat Spence Welcome
Video Tips for Faculty
Orientation (Start Here)
Creating test pools or importing tests
Creating Thought Provoking Discussion Topics
Creating Effective Assessments
Standard 1: Course Overview &
1.1 – Instructions make clear how to
get started and where to find various
1.2 – Students are introduced to the
purpose and structure of the course.
1.3 – Etiquette expectations
(netiquette) for online discussions,
email, and other forms of
communication are stated clearly.
1.4 – Course /institutional policies with
which the student is expected to comply
are clearly stated, or a link to policies is
Standard 2: Learning Objectives
2.1 – Course LOs describe outcomes
that are measurable. *Alignment*
2.2 – Module LOs describe outcomes
that are measurable & consistent
2.3 – All learning objs are stated clearly
and written from student’s perspective.
2.4 – Instructions to students on how to
meet the learning objectives are
adaquate and stated clearly.
2.5 – The learning objectives are
appropriately designed for the level of
Standard 3: Assessment and
3.1 – Types of assessments selected
measure stated LOs & are consistent
with course activities & resources.
3.2 – Course grading policy is stated
3.3 Specific & descriptive criteria are
provided for evaluation of students’
work & participation & are tied to course
3.4 – Assessment instruments selected
are sequenced, varied, & appropriate to
student work being assessed.
3.5 – Students have multiple
opportunities to measure their own
Standard 4: Instructional Materials
4.1 – Instructional materials
contribute to achievement of
stated course *Alignment*
4.2 – Purpose of instructional
materials and how materials are to
be used for learning activities are
4.3 – All resources and materials used
in the course are appropriately cited.
4.4 – The instructional materials are
Standard 5: Learner Interaction &
5.1 – Learning activities promote
achievement of stated learning objectives.
5.2 – Students are introduced to purpose
and structure of course.
5.3 – Instructor’s plan for classroom
response time & feedback on
assignments is clearly stated.
5.4 – Requirements for student
interaction are clearly articulated.
Standard 6: Course Technology
6.1 – Tools and media support the
course learning objectives. *Alignment*
6.2 – Course tools and media support
student engagement & guide the student
to become an active learner
6.3 – Navigation throughout the online
components of the course is logical,
consistent, and efficient.
6.4 – Students can readily access the
technologies required in the course.
Standard 7: Learner Support
7.1 – Course instructions articulate or
link to a clear description of technical
support offered & how to access it.
7.2 – Course instructions articulate or
link to institution’s accessibility
policies and services.
7.3 – Course instructions articulate or
link to an explanation of how
institution’s academic support services
& resources can help students succeed
in course & how students can access
8.1 – Course employs accessible
technologies and provides
guidance on how to obtain
Standard 8: Accessibility
8.2 – Course contains equivalent
alternatives to auditory and visual
8.3 – Course design facilitates
readability & minimizes
8.4 – Course design
accommodates the use of
Quality Matters Rubric Goals
Be able to answer ‘Yes’ to all 3 point
Earn 81+points overall
Use the Instructor Worksheet to plan
activities and elements of your
course and how they relate to Quality
Peer Review of Online Courses
When: August –
Who: Peer Reviews
with access to online
class to review
How: Apply QM rubric
to course and share
can be made in course
Fill out Confidentiality
Schedule of Events
May: Start Development, meet w/Mentor
July: Call for Peer Reviewers, meet w/Mentor
Aug - Nov: Peer review of online course and revisions
Revisions can go into Spring semester if needed
Complete payment will be made after successful
completion of peer review
How can we help?
Summer: May, June, July,
I would like to learn more
Creating videos: Intro, Short
Using Softchalk to develop