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QM Standards 1 & 7: Course Beginnings and Syllabi

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A look at the Quality Matters standards and how to begin designing a great course.

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QM Standards 1 & 7: Course Beginnings and Syllabi

  1. 1. Quality Matters Boot Camp 2016
  2. 2.  Use the Quality Matters rubric and Standard 1 & 7 to help guide your course development  Map out your objectives and course content  Use Folders, Learning Modules, Files, and Items where appropriate to promote readability and a student-friendly course  Use descriptions in Items and other parts of your course to add visual interest and get students’ attention  Construct a course sidebar menu that is easy to follow
  3. 3.  You probably already know it is a rubric for course design  It is also a subscription for institutions to support professional development and program growth  Applies for any type of course, including online or hybrid  You can become certified to review courses at institutions nationwide
  4. 4.  Standard 1 looks at the structure of the course and how students are able to get around  Most of the information that is addressed by Standard 1 is typically found in the syllabus  Syllabus templates: http://www.pnc.edu/dist ance/webaccessibility
  5. 5.  Description of the course  Objectives  Orientation to technical elements  Explanation of grading and assessment  Description of communication expectations
  6. 6.  Relates to instructions related to student services and support  Also important to include in the syllabus  Relates to areas including accessibility, technical help, and academic support
  7. 7.  Of course, students need to be able to find the syllabus  Placing it in a clearly labeled spot, like “Start Here!” indicates its importance  Remember that students are not likely to read such a long document more than once  Provide shortcuts to important information like the calendar for the semester in an easily accessible place
  8. 8. A
  9. 9.  There is no easy answer – every course is different  But, there are some fundamentals that will help students find their way:  Syllabus  Course Calendar with due dates  “Class Café” or Q&A discussion board for general help  Lecture notes or introductions to units  Assignments and/or quizzes  Links to useful resources or readings
  10. 10.  It might be helpful to draw out the structure for your course on paper first  Plan where students should go first, second, third, and so forth  A paper concept map can help you visualize the structure you want
  11. 11.  Use Items to provide information/directions right on the page  Use Content Areas, Folders, and Learning Modules to categorize and separate information logically
  12. 12.  Orient students to the course  Use headings and descriptions to aid organization  Name files (or label) so they have meaning to the learner  Be consistent in the organization of lessons  Bundle related activities, assignments, interaction, assessments in one place – keep them in context
  13. 13.  Using the Rich-Text Editor  Text Options  Formatting Options  Hyperlinks
  14. 14.  Visit: http://www.qmprogram. org/myqm  If you are in the Mentorship program: enter your email address and click Forgot Password  Not in the Mentorship program? You are “new here” and “Purdue University-North Central Campus” is your institution
  15. 15.  Click Course Review Management System from the toolbar  Click My Course Reviews  Click Self Reviews  Click Complete New Self-Review to begin  You can save and return to any review you’ve created anytime
  16. 16. Reach us at:  atrekles@pnw.edu  http://centers.pnw.edu/teaching for all workshop notes, links, and training needs

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