Title aside, hopefully this is not what you were imaging for this session.
We wanted to have this discussion with you because online course quality – and good online teaching – is more than just populating a course shell…the mechanics and logistics of getting a course online. To avoid this, “course quality” is something much more, yet seemingly challenging to wrangle with consistency and confidence.
Tell my story about designing the slam dunk course
When a course is online, the distinction between teaching and design is more pronounce. The scrutiny is different. When you walk into a classroom, the events of that class period are designed…but it is processed as teaching. When you log into a course shell, the events presented in the shell are seen as separate from teaching. In an online course, teaching is often narrowly defined as interaction with the professor and feedback from the professor.
This is where we talk about taking this on, and the birth of OTIS.
Our starting place was to see what is already available. For example…FromEstablishing a Quality Review for Online Courses (2006)http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/EstablishingaQualityReviewforO/157414
Photo called “Three happy students learning in university” !!!! We want to help you have students who look like this – at least some of the time – when they are working toward the learning objectives of your online course(s).
Digital Education MeetsCourse QualityWinter Web Camp 2012Mike Edwards & Joni Dunlap
Course-Quality-Assurance technicians on the case!
What has been yourexperience? http://tinyurl.com/7ypze4v
What would help you tacklethese concerns/issues?
What would help you tacklethese concerns/issues? Besides offering workshops, one-on-one consultations, online resources and tutorials… What about course quality assessment tools?