This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, providing training and support for instructors, and implementing mentorship programs. Some key points are:
- Institutions should have a defined course development process including an initial consultation, media planning, required instructor training, and a final readiness review.
- Applying a quality standard like Quality Matters can help ensure alignment, engagement, accessibility and overall quality in course design.
- Online mentorship programs where experienced instructors assist new ones can help improve courses while reducing the workload on instructional designers.
- Ongoing training, best practices sharing, and observation of course delivery can further support
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
This slide show was created for a presentation intended to inform the audience about the basics of instructional design. Survey data included was collected from several listserves including the Educause LTL and the Calibug Bb listserve.
Being Present and Engaging Students Online Using Blackboard Video EverywhereJason Rhode
Learn about one instructor’s use of YouTube’s free and easy-to-use features incorporated in Blackboard for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. A summary of feedback survey results from students regarding their experiences with video in the course will be shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Participants will have the opportunity to ask questions throughout the session and see first-hand a demo by the instructor of how the video was seamlessly incorporated into Blackboard Learn.
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
During this presentation by Jason Rhode at the 20th annual Online Learning Consortium International Conference on 10/28/2014, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online technology training via self-paced online workshops as a component of comprehensive online faculty certification. An overview of the process identifying technology competencies for online teaching will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts. Links to resources during presentation are available at http://jasonrhode.com/aln14
PD … can be so much more than a nice morning teaJo Kay
Presentation by Sharon Altena, Southbank Institute of Technology. How effective is your eLearning PD strategy? Are you frustrated that you are not making sustainable changes to the practices of teachers? What are the eight principles of effective PD?
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
WPI Institute on Project Based Learning - Glenn Gaudette and Chrys DemetryKEEN
From the 2016 KEEN Winter Conference: Glenn Gaudette and Chrys Demetry from Worcester Polytechnic Institute showcase the differences between project based learning and problem based learning. Learn more at www.EngineeringUnleashed.com/keen
This slide show was created for a presentation intended to inform the audience about the basics of instructional design. Survey data included was collected from several listserves including the Educause LTL and the Calibug Bb listserve.
Being Present and Engaging Students Online Using Blackboard Video EverywhereJason Rhode
Learn about one instructor’s use of YouTube’s free and easy-to-use features incorporated in Blackboard for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. A summary of feedback survey results from students regarding their experiences with video in the course will be shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Participants will have the opportunity to ask questions throughout the session and see first-hand a demo by the instructor of how the video was seamlessly incorporated into Blackboard Learn.
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
During this presentation by Jason Rhode at the 20th annual Online Learning Consortium International Conference on 10/28/2014, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online technology training via self-paced online workshops as a component of comprehensive online faculty certification. An overview of the process identifying technology competencies for online teaching will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts. Links to resources during presentation are available at http://jasonrhode.com/aln14
PD … can be so much more than a nice morning teaJo Kay
Presentation by Sharon Altena, Southbank Institute of Technology. How effective is your eLearning PD strategy? Are you frustrated that you are not making sustainable changes to the practices of teachers? What are the eight principles of effective PD?
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
WPI Institute on Project Based Learning - Glenn Gaudette and Chrys DemetryKEEN
From the 2016 KEEN Winter Conference: Glenn Gaudette and Chrys Demetry from Worcester Polytechnic Institute showcase the differences between project based learning and problem based learning. Learn more at www.EngineeringUnleashed.com/keen
A copy of the presentation I gave at the 2009 Canadian Conference on Dialogue and Deliberation on the IAP2 Award-Winning "Share Your Story, Shape Your Care" project I led in 2008-9.
32 Ways a Digital Marketing Consultant Can Help Grow Your BusinessBarry Feldman
How can a digital marketing consultant help your business? In this resource we'll count the ways. 24 additional marketing resources are bundled for free.
Academic Integrity is an issue that affects us all. DCU is a partner in an Erasmus plus funded project led by Ilia State University in Georgia. The purpose of this project is to investigate the whole area of academic integrity and to investigate ways to address the challenge of this very relevant topic. This paper will highlight the opportunities available through both Moodle and Mahara, essentially taking a “prevention is better than cure” approach.
Implementing an Online Learning InitiativeAndy Petroski
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
This presentation was created for the 2015 Ohio QM Consortium Members' Meeting. It describes how QM's Standard 3 aligns with the use of ePortfolios for assessment and measurement. Note that the pictures are hyperlinked to the examples.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
This presentation was developed by the California Technology Assistance Project Program Management Committee, under the direction of the Online Learning Collaborative Subcommittee of the California County Superintendents Educational Service Agency.
This workshop is designed for schools and districts that are making decisions about the types of content to purchase for online courses, and evaluating content providers for best fit. This outline provides the training agenda, with notes about time and process. This workshop is designed for 3 hours, but could be adjusted to be shorter or longer based on district needs.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
7. Typical Time Allotment Activity Time Meet with the Instructional Designer to plan the design of the course or project and to discuss training needs. 2 hrs Develop course objectives, syllabus, and introduction 5 hrs Locate and obtain permission to use resources 5 hrs Plan media production 1 hr Develop content 8 hrs Create Course Shell 1 hr Assemble and organize content into CMS 4 hrs Test course 2 hrs Revise as needed. 2 hrs Additional Activities 0 Total 30 hrs
14. Alignment Worksheet Example http://docs.google.com/Doc?id=dggvhhw6_80g6n54chk Learning Objectives Learning Activities Assessment Materials Media Where are students going? What will the students do to get there? How will you know when they get there? What will help the students get there?
19. Design for Accessibility (Universal Usability) Universal Design is the "design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design" (Center for Universal Design, North Carolina State University). Universal Design for Instruction (UDI) is the application of this construct to college teaching.
31. Innovative Strategies toward Improving Online Course Quality Learning Technologies Facilitator Beth Hale Reviewing for Course Readiness
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36. SECTION #1 :: COURSE ORIENTATION & DESIGN The overall design of the course, navigational information, as well as course, instructor and student information are made transparent to the student at the beginning of the course Criteria Y / N Comments
37. SECTION #2 :: COMMUNICATION The effective design of instructor-learner interaction, meaningful learner cooperation, and learner-content interaction is essential to learner motivation, intellectual commitment and personal development. Criteria Y / N Comments
38. SECTION #3 :: ASSESSMENT Assessment strategies use established ways to measure effective learning, assess learner progress by reference to stated learning objectives, and are designed as essential to the learning process. Criteria Y / N Comments
39. SECTION #4 :: CONTENT PRESENTATION Instructional materials are designed to be sufficiently comprehensive to achieve announced objectives and learning outcomes and are prepared by qualified persons competent in their fields (Materials, other than standard textbooks produced by recognized publishers, are prepared by the instructor or distance educators skilled in preparing materials for distance learning.) Criteria Y / N Comments
Give handouts. Ask why are you taking this workshop? Ask someone to use SmartPen for notes.
How do you recognize it when you see it? Brainstorm quality construction in home-building and liken to online course-building. Does it look appealing? Is it sound, safe, with a usable layout? (Is it instructionally sound , intuitive, organized, accessible, etc.) Important to be on the same page! My definition of quality in an online course is: The degree of alignment , engagemen t, and accessibility it possesses.
There are many factors that affect the quality of an online course. Among these factors are: the course design (the forethought and planning that goes into an online course, the course delivery (i.e. the way the course is taught, also known as faculty performance), the course content, the course management system and its functionality; technical support the institutional infrastructure (help desk, online library access, online tutoring access, etc), a faculty member ’ s training and readiness for online teaching, and the students ’ role with respect to engagement and readiness for an online course. QM reviews just one aspect of online course quality – Course Design .
That’s an extremely long definition, but the best I’ve seen that encompasses all of what ID is. Let’s pick it apart…
Time! How can we give faculty the time they need?
With our (now defunked) ITEC grants faculty-developers are limited to 30 hours of curriculum development or released time for a 3-credit course. It’s simply not enough time for quality!
Even though I can’t give faculty more time, generally this is what I do. (Explain each briefly) None of these sound particularly innovative, do they?
(Clip is the “Building planes in the sky” commercial). Some people think it should be just as easy as stepping into the classroom. Flying by the seat of our pants is doing something difficult without the necessary experience or ability. Developing eLearning while delivering eLearning really isn’t a feasible approach, but it’s what usually happens, at least first in higher education because development time is so short. Students may also be under the notion that eLearning is easier than f2f. (video clip at http://www.youtube.com/watch?v=t39EAeE8ehc )
Design Specifications for 3 basic qualities of online course. Make sure Pedagogy drives technology (not visa versa)!
Questions: Where are the students going? What should students be able to do, know, or even feel as a result of the instruction? How can they get there? (teaching strategy) What will the students do? (interaction & activity) Who/What can help them get there? (resources, etc.) How will they/you know when they get there?
http://docs.google.com/Doc?id=dggvhhw6_80g6n54chk Felicia’s Alignment worksheet (Once this is complete, you have a blueprint for the course!)
This is NOT our idea of Learner Engagement! Designing for engagement is something I always recommend.
Physics Instructor, learning to use BlackBoard, “What I really wish was that there was some easy way to capture what I write and draw and present it to the students online. Not everyone has a smart board.” –David Reil, Physical Science Instructor.
Another example http://tinyurl.com/PencastPhysFluids2
1st we need to put ourselves in the learners’ shoes! We need to consider the purpose of the text and how the learner will use it. Is the text a multipage document that requires deep reading or is it information or instructions that can be briefly written and understood? Will the learner want to print it for review? What other questions should we ask?
See handout.
Use contrasting colors . Text is easiest to read when the font text color and the background color are in high contrast. Low contrast irritates the reader and causes eye fatigue. Viewers with impaired vision may not be able to read low contrast text at all. You can check this with the Vischeck 1 , http://www.vischeck.com/vischeck/vischeckURL.php which shows you how your website looks to color blind people. Bold important points
That's technical talk for make your page more scan-friendly. Large blocks of dense text intimidate the reader and causes "information overload". Look at the two pages. Which one would you rather read? Use bullets and subheadings . They help get the readers attention and say "Hey you - this is important!" Colored bullets are an easy way to add color and visual interest to a text heavy page. Subheadings should be brief and convey a summary of the section. Too often we're tempted to use clever titles whose meaning is lost on the reader. Keep your paragraphs short . Breaking a long paragraph into several smaller sections invites the viewer in to read. A little white space between the paragraphs gives the site a clean look. Impatient visitors want to be able to glance at your page and hit the important points. You can help them by bolding important points or highlighting the text in a different color to draw their eye. Use columns to control text width . Your goal here is to avoid running your text all the way across the page. Pick up any newspaper. Notice how they place the text in columns. The shorter width makes the text easier to read. Did the Online Biology Text use chunking?
Strive for a clean font style for maximum readability . Imagine trying to read a web page in the decorative style below. Compare that with the sans-serif font next to it. 6 Want more font style tips? Keep these principles in mind. Plain text is easier to read than italicised text . Mixed case is easier to read than all upper case. Studies have demonstrated that it takes people longer to read upper case than mixed case. Besides, upper case has become synonymous with screaming on the web - and I'm sure you don't want to scream at anyone. A sans-serif font is easier to read than a serif font. If you were wondering, serifs are the little marks at the end of letters. Sans serif fonts do not have serifs. Examples of serif fonts are Times New Roman and Courier New. Popular … Did the Online Biology Book use a clean font syle? Why do we usually use a serif font for printed text?
Ideally it's recommended that you leave the font size scalable so users can control the size they want. [Demonstrate changing text size in browser– view/text size/largest]
Make your links look like links. If you just can't bring yourself to color your links blue (the Internet convention for links) at least underline them. And don't underline anything that isn't a link. That faux pas makes readers mad, fast. Embedded links (links within the body of the text) work well and according to a Wichita State usability study 7 they are preferred by readers. Why did I use words instead of the URL?
Ahhhh, white space! This is perhaps one of the most misunderstood elements of web design. Yet, when used properly, it can be one of the most effective! White space, or negative space, are the blank areas between the graphics and text on your web page. Most web designers focus solely on the graphics and text. However, white space is also an essential design element. Think about the best ads you have seen in glossy magazines that promote luxury items. Usually, the best of those advertisements have a common feature - an uncluttered layout. Cluttered layouts tire the eye quickly and hinder clarity.
For accessibility, Alt tags are added so that screen readers can read aloud the alternative text given to images. What alternative description would you insert for this image?
Don't use all caps. Don’t use busy backgrounds. Don’t use itsy-bitsy font size. Don’t use fully justified or centered text. Don’t use flashing or moving text. Don’t underline text that isn’t a link. Why not?
AOF is at http://www.humboldt.edu/~aof/AssessingOnlineFacilitationInstrument.pdf used to
Give handouts. Ask why are you taking this workshop? Ask someone to use SmartPen for notes.
Take questions then have them look at pretest and see if their answers would be different after the workshop.
Please complete the feedback survey in your email. Thank you!