Quality Matters and the Blackboard    Catalyst Exemplary Course     Program: It’s a Perfect Fit  Leslie Koberna, RDH, BSDH...
This Presentation• What are Quality Matters Certification and the  Blackboard Catalyst Exemplary Course  Awards?• What cri...
What are   ?and the    ?
Faculty-centered, peer   Leader in qualityreview                   assurance for onlineCertifies quality        educationC...
Goal: identifying anddisseminating best practicesUses a rubricEvaluates course based on bestpractices
ScoringMet                            Individual standards   Meets 85% of rubric           Exemplary-model of best  includ...
The Rubric
The Rubric
Recommendations
Recommendations
Areas of Content8 areas; 41 standards       4 areas; 17 standards  Course design               Learner support  Learning o...
Learner Support       Orientation to Course and CMSStart Here Page           Navigation tutorialsNavigation instructions  ...
Where to start
What to do first     Start Here     Introductory Assignment                                                     Start Here...
Practice Blackboard Tasks
Learner Support       Instructor Role and InformationInstructor introduction     Accessible contact(instructor name, title...
Instructor Information
Learner Support Course Institutional Polices and SupportAcademic support        Institutional policiesStudent support     ...
Institutional Policies & Resources
Course Policies
Learner Support           Technical AccessibilityNavigation is logical,      Materials in standardconsistent, and efficien...
Navigation
Learner Support      Accommodations for DisabilitiesAccessible to students    Supportive mechanismswith disabilities      ...
Accessibility
Course Design            Goals and ObjectivesCourse and module          Easily locatedobjectives are             Clearly w...
Measurable Objectiveshttp://www.oucom.ohiou.edu/fd/writingobjectives.pdf
Course Design             Learner EngagementModule objectives are      Instructionalconsistent with course-   materials al...
Alignment of objectives
Alignment of Objective and Activity
Assessment                 ExpectationsAssessments measure          Assessments alignobjectives                  with goal...
Assessments Measure Objectives
Grading
Assessment            Assessment DesignAssessment sequenced,   Measure performancevaried, appropriate     Higher order thi...
Assessments http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
Assessment                Self-AssessmentSelf-checking             Self-assessmentopportunities             opportunities ...
Self-Assessments Quizlet.com
Self-Assessments
Interaction and Collaboration         Communication StrategiesInteraction supports   Multiple opportunitylearning         ...
Interaction
Interaction and Collaboration              Interaction LogisticsStudent interaction        Quantity expectationsrequiremen...
Expectations
Feedback
Recap                            &                  It’s a perfect fit• Purpose of rubrics• Key areas of focus     Learner...
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Blackboard world 2012 qm and bb catalyst exemplary course award its a perfect fit

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Blackboard world 2012 qm and bb catalyst exemplary course award its a perfect fit

  1. 1. Quality Matters and the Blackboard Catalyst Exemplary Course Program: It’s a Perfect Fit Leslie Koberna, RDH, BSDH, MPH/HSA, PhD Texas Woman’s University Dental Hygiene Program College of Health Sciences Dental Hygiene Program Denton, Texas .
  2. 2. This Presentation• What are Quality Matters Certification and the Blackboard Catalyst Exemplary Course Awards?• What criteria is used to evaluate courses?• What does feed back look like?• What do quality courses look like?
  3. 3. What are ?and the ?
  4. 4. Faculty-centered, peer Leader in qualityreview assurance for onlineCertifies quality educationComponents: Received national Rubric recognition for peer- Peer review process based approach, QM Professional continuous Development improvement in online education and student learning
  5. 5. Goal: identifying anddisseminating best practicesUses a rubricEvaluates course based on bestpractices
  6. 6. ScoringMet Individual standards Meets 85% of rubric Exemplary-model of best including all required practice standards Accomplished: excellent 41 standards Promising: good Score 81 of 95 points implementation Meet all 21 essential Incomplete: partial standards Overall evaluation Meets 85% of each standardNot Met
  7. 7. The Rubric
  8. 8. The Rubric
  9. 9. Recommendations
  10. 10. Recommendations
  11. 11. Areas of Content8 areas; 41 standards 4 areas; 17 standards Course design Learner support Learning objectives Course design Assessment Assessment Instructional Materials Interaction and Interaction collaboration Navigation and Technology Lerner support Accessibility
  12. 12. Learner Support Orientation to Course and CMSStart Here Page Navigation tutorialsNavigation instructions AudioStudent introduction Visual Text
  13. 13. Where to start
  14. 14. What to do first Start Here Introductory Assignment Start Here: Course Tour This folder contains instructions for introducing yourself to the class. Course Tour Go to the “Syllabus & Course Information” This folder contains information on how to navigate the Highlights from the the course is located in button. course menu, how syllabus are the folders on this page. Locate the link titled organized, and how to post to the Discussion Board. Printable Syllabus. Pull it up, print a copy of the syllabus and read it carefully. Everything you needStart Here: Introduction Assignment except for the weekly modules is located in the syllabus. Make sure you understand the syllabus and what is required of you. Bring your questions I would like everyone to introduce themselves and post their picture on to class. the class roster. Please post your picture and the answers to the following the questions to the class roster portion of Blackboard to the “Assignment Before 1st Day of Class” Go (information on how to do this will be provided later). button. Under this button are the reading materials and assignment you will need to do before the 1st 1. What experiences do you bring to this class? day of class. In this section you will find the lesson 2. What do you expect to learn from this class? reading assignment, textbook, quizzes, and plan, video clips related this assignment. 3. What was your favorite class? Why 4. What was your favorite assignment? Why?
  15. 15. Practice Blackboard Tasks
  16. 16. Learner Support Instructor Role and InformationInstructor introduction Accessible contact(instructor name, title, information, multiplefield of expertise, email formsaddress, phone, times Response timeswhen accessible online or Instructor’s roleby phone) including aself-introduction Methods of collecting andExpectations and returning workcommunication styleInstructor’s roleInstructor response andfeedback time
  17. 17. Instructor Information
  18. 18. Learner Support Course Institutional Polices and SupportAcademic support Institutional policiesStudent support accessibleservices Policy & support links return to course Course policies clear and accessible Institutional support services accessible
  19. 19. Institutional Policies & Resources
  20. 20. Course Policies
  21. 21. Learner Support Technical AccessibilityNavigation is logical, Materials in standardconsistent, and efficient formatTechnology is accessible Alternative file typesTechnology is current Large files identified Chunking when needed Videos streamed Graphics optimized
  22. 22. Navigation
  23. 23. Learner Support Accommodations for DisabilitiesAccessible to students Supportive mechanismswith disabilities Alternative resources orAlternatives to visual enable assistiveand auditory content processesFacilitates readability Accessible links toAccommodates use of institutional ADAassistive technologies policies and contact info Design meets ADA
  24. 24. Accessibility
  25. 25. Course Design Goals and ObjectivesCourse and module Easily locatedobjectives are Clearly writtenmeasurable MeasureableClearly stated Available in severalInstructions on how to areas (syllabus andmeet learning modules)objectivesDesigned for courselevel
  26. 26. Measurable Objectiveshttp://www.oucom.ohiou.edu/fd/writingobjectives.pdf
  27. 27. Course Design Learner EngagementModule objectives are Instructionalconsistent with course- materials align withlevel objectives goals and objectivesLearning activities Guidance foraccomplish objectives learners to work withTools and media content insupport objectives meaningful waysTools and media Higher ordersupport student thinkingengagement and active Advanced learninglearning activitiesInteraction supportslearning
  28. 28. Alignment of objectives
  29. 29. Alignment of Objective and Activity
  30. 30. Assessment ExpectationsAssessments measure Assessments alignobjectives with goals andGrading policy clearly objectivesstated Learners directed toGrading criteria and objectives for eachstudent interaction assessmentrequirements clearly Rubrics orstated descriptive criteriaInstructor response and for outcomes,feedback time stated instructions written clearly/detailed
  31. 31. Assessments Measure Objectives
  32. 32. Grading
  33. 33. Assessment Assessment DesignAssessment sequenced, Measure performancevaried, appropriate Higher order thinking required Mimic authentic environments to facilitate transfer Activities occur frequently Multiple types used
  34. 34. Assessments http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
  35. 35. Assessment Self-AssessmentSelf-checking Self-assessmentopportunities opportunities Constructive, meaningful feedback
  36. 36. Self-Assessments Quizlet.com
  37. 37. Self-Assessments
  38. 38. Interaction and Collaboration Communication StrategiesInteraction supports Multiple opportunitylearning interactions Communication promotes critical reflection or higher order thinking aligned with objectives Rapid response communication
  39. 39. Interaction
  40. 40. Interaction and Collaboration Interaction LogisticsStudent interaction Quantity expectationsrequirements clearly Quality expectationsstated Grading document explains evaluation criteria Instructor actively participates and provides feedback Course updates, reminders, special announcements provided
  41. 41. Expectations
  42. 42. Feedback
  43. 43. Recap & It’s a perfect fit• Purpose of rubrics• Key areas of focus Learner support Course design Interaction and collaboration Assessment• Purpose of presentation

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