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4/11/13	
  




                                                                                                                            	
  	
  Materials	
  Overview	
  

                                   Designing	
  Your	
  
                                                                                                                 1.       Today’s	
  Agenda	
  
                                   Online	
  Course	
  
                                                                    	
                                           2.       Folder	
  Overview	
  
                                                                     	
                                          3.       QM	
  Website	
  
                                                                                                                 4.       QM	
  Contact	
  InformaCon	
  




            	
  	
  Login	
  to	
  MyQM	
                                                                                      IntroducCons	
  

1.  Go	
  to	
  MyQM	
                                                                                          •    Share	
  	
  
    hGp://www.qmprogram.org/myQM/	
                                                                                   –  Your	
  name	
  
    	
                                                                                                                –  Role	
  
2.  Read	
  about	
  MyQM	
                                                                                           –  Discipline	
  
    	
                                                                                                                –  Experience	
  with	
  Quality	
  MaGers	
  
3.  Click	
  on	
  Need	
  an	
  Account?	
  link	
  (lower	
  part	
  of	
  page)	
                                  –  Experience	
  with	
  online	
  learning	
  
    or	
  login	
  if	
  you	
  already	
  have	
  an	
  account	
                                              •    Briefly	
  (in	
  one	
  sentence)	
  describe	
  your	
  best	
  
                                                                                                                     teaching	
  pracCce.	
  




              ATer	
  this	
  workshop…	
  
   You	
  will	
  be	
  able	
  to:	
  
          	
  
   •      Recognize	
  the	
  "intenCon"	
  of	
  the	
  essenCal	
  Quality	
  MaGers	
  
          (TM)	
  Rubric	
  standards.	
  	
  

                                                                                                                                 About	
  	
  
   •      Use	
  the	
  Quality	
  MaGers(TM)	
  Rubric	
  as	
  a	
  guide	
  to	
  develop	
  
          your	
  online	
  course.	
  	
  
   •      Create	
  a	
  Learning	
  ObjecCves	
  and	
  Planning	
  Worksheet	
  
          that	
  includes:	
  	
  
        –  Course	
  and	
  Module	
  Learning	
  ObjecCves	
  	
  
        –  Assessments	
  that	
  match	
  learning	
  objecCves	
  with	
  acCviCes	
  and	
  
           assignments	
  	
  
                                                                                                                             Quality	
  MaGers	
  
        –  InstrucConal	
  materials	
  and	
  tools/media	
  that	
  help	
  the	
  student	
  
           interact	
  with	
  not	
  only	
  the	
  instructor	
  but	
  also	
  their	
  classmates	
  	
  
   •       Outline	
  one	
  module	
  of	
  your	
  online	
  course	
  




                                                                                                                                                                                                 1	
  
4/11/13	
  




                       	
  	
  Underlying	
  Principles	
  of	
  QM	
                                                                               	
  	
  Factors	
  AffecCng	
  Course	
  Quality	
  

QM	
  is	
  a	
  faculty-­‐driven,	
  peer	
  review	
  process	
  
                that	
  is…	
  
               	
  CollaboraCve	
  
               Collegial	
  
               ConCnuous	
  
               Centered	
  	
  -­‐	
  in	
  academic	
  foundaCon	
  
                    	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
   	
   	
  	
  -­‐	
  around	
  student	
  learning	
  
	
                                                                                                                                                          QM	
  Reviews	
  Course	
  Design	
  ONLY	
  




                       	
  	
  Design	
  vs.	
  Delivery	
                                                                                          	
  	
  Peer	
  Course	
  Review	
  Process	
  

                                            The	
  faculty	
  member	
  is	
  	
  
                                     integral	
  to	
  both	
  design	
  and	
  delivery.	
  

                Course	
  Design	
  …	
  	
  	
                                   Course	
  Delivery	
  …	
  
                is	
  the	
  forethought	
  and	
                                 is	
  the	
  actual	
  teaching	
  of	
  the	
  
                planning	
  that	
  a	
  faculty	
                                course,	
  the	
  implementaCon	
  of	
  
                member	
  puts	
  into	
  the	
  course.	
                        the	
  design.	
  



                                                                	
  
                 QM	
  is	
  about	
  DESIGN	
  -­‐	
  not	
  delivery	
  or	
  faculty	
  performance	
  
        	
  




                       	
  	
  For	
  Our	
  Purposes,	
  Quality	
  Is…	
                                                                          	
  	
  About	
  The	
  QM	
  Rubric	
  2011-­‐2013	
  
                                                                                                                                     Eight	
  General	
  Standards:	
  	
  
 •             More	
  than	
  average;	
  more	
  
                                                                                                                                             1.    Course	
  Overview	
  and	
  IntroducCon	
  
               than	
  “good	
  enough”	
                                                                                                    2.    Learning	
  ObjecCves	
  
                                                                                                                                             3.    Assessment	
  and	
  Measurement	
               Key	
  components	
  	
  
 •             AGempt	
  to	
  capture	
  what’s	
                                                                                           4.    InstrucConal	
  Materials	
                      must	
  align.	
  
               expected	
  in	
  an	
  effecCve	
                                                                                             5.    Learner	
  	
  InteracCon	
  and	
               	
  
                                                                                                                                                   Engagement	
  
               online	
  course	
  at	
  about	
  an	
                                                                                       6.    Course	
  Tools	
  and	
  Technology	
  
               85%	
  level	
                                                                                                                7.    Learner	
  Support	
  
                                                                                                                                             8.    Accessibility	
  
 •             Based	
  on	
  research	
  and	
  widely	
                                                                            	
     Alignment:	
  	
  Cri%cal	
  course	
  elements	
  work	
  together	
  to	
  ensure	
  
               accepted	
  standards	
  
                                                                                                                                            that	
  students	
  achieve	
  the	
  desired	
  learning	
  outcomes.	
  
 	
                                                                                                                                         	
  




                                                                                                                                                                                                                                              2	
  
4/11/13	
  




          Professional	
  Development	
  

•  Becoming	
  a	
  Peer	
  Reviewer	
  
    –  Applying	
  the	
  QM	
  Rubric	
  
    –  Peer	
  Reviewer	
  Course	
  
•  Reviews	
  are	
  Professional	
  Development	
                                                           Let’s	
  Explore	
  	
  
    –  Learn	
  from	
  other	
  reviewers	
  and	
  the	
  process	
  
    –  Gain	
  valuable	
  leadership	
  experience	
  
    –  Are	
  recognized	
  by	
  peers	
  for	
  their	
  individual	
  contribuCons	
  
                                                                                                               NTR	
  101	
  
    –  Use	
  the	
  review	
  process	
  to	
  make	
  changes	
  to	
  own	
  courses	
  




          	
  AcCvity	
  1:	
  Tour	
  NTR	
  101	
                                                 	
  Tour	
  InstrucCons	
  

       On	
  our	
  tour,	
  you	
  will	
  	
                                                   •  Work	
  in	
  pairs	
  
       1.	
  	
  Explore	
  an	
  online	
  course	
                                             •  Review	
  the	
  IntroducCon	
  to	
  NutriCon	
  
                                                                                                    (NTR	
  101)	
  	
  Course	
  
       2.  IdenCfy	
  its	
  strengths	
  and	
  
                                                                                                      – Go	
  to	
  
                 weaknesses	
                                                                           hVp://pgcconline.blackboard.com	
  
       3.  Gather	
  ideas	
  that	
  you	
  can	
  use	
  for	
                                      – Username	
  is	
  fipse	
  
                 your	
  own	
  online	
  course.	
                                                   – Password	
  is	
  fipse	
  




          	
  Begin	
  the	
  Tour	
                                                                	
  Take	
  A	
  Closer	
  Look	
  

     1.	
  	
  Assume	
  the	
  role	
  of	
  a	
  new	
  online	
  student:	
  	
            1.  How	
  is	
  the	
  course	
  organized	
  (modules,	
  topics,	
  
                                                                                                  textbook	
  chapters,	
  etc)?	
  
               •  Do	
  you	
  know	
  what	
  to	
  do	
  first?	
  
                                                                                              2.  Where	
  are	
  the	
  course-­‐level	
  objecCves	
  and	
  how	
  
               •  Do	
  you	
  know	
  how	
  to	
  start	
  the	
  course?	
  	
                 difficult	
  was	
  it	
  to	
  find	
  them?	
  	
  
                  	
                                                                          3.  Can	
  you	
  easily	
  find	
  course	
  components	
  (syllabus,	
  
     2.  Note	
  your	
  iniCal	
  reacCon	
  to	
  the	
  course:	
  	
  	
                      your	
  assignments,	
  course	
  content)?	
  
           •  Do	
  you	
  feel	
  comfortable	
  with	
  the	
                               4.  Find	
  the	
  course	
  policies	
  (grading,	
  late	
  work,	
  
              navigaCon?	
  	
  	
                                                                discussion	
  board	
  posCngs,	
  communicaCon	
  with	
  
                                                                                                  the	
  instructor,	
  etc.).	
  	
  Are	
  these	
  policies	
  clear?	
  	
  	
  
           •  What	
  are	
  your	
  first	
  impressions	
  about	
  how	
  
                                                                                              5.  Which	
  elements	
  might	
  you	
  adapt	
  for	
  your	
  own	
  
              this	
  course	
  works?	
  
                                                                                                  course?	
  
              	
  




                                                                                                                                                                                               3	
  
4/11/13	
  




                                                                                                             	
  First,	
  think	
  about	
  your	
  students…	
  

                                                                                                •    Demographics	
  
                                                                                                •    Goals	
  

                   Planning	
  Your	
                                                           • 
                                                                                                • 
                                                                                                     ExpectaCons	
  
                                                                                                     Skills	
  
                   Online	
  Course	
                                                                  –  Academic	
  
                                                                                                       –  Technology	
  
                                                                                                •  Experience	
  
                                                                                                       –  New	
  to	
  college,	
  discipline,	
  online?	
  
                                                                                                       –  Upper	
  level	
  or	
  grad	
  students?	
  




           AcCvity:	
  Picture	
  Your	
  Students….	
                                                        	
  OrganizaCon:	
  The	
  “Structure”	
  
Demographics	
       Goals	
       ExpectaCons	
         Skills	
       Experience	
     	
                                                                      •    modules	
  	
  
                                                                                         	
                                                                      •    learning	
  units	
  	
  
                                                                                                                                                                 •    textbook	
  chapters	
  	
  
                                                                                                	
  What	
  works	
  	
  
                                                                                                                                                                 •    weeks	
  (one	
  for	
  each	
  
                                                                                                	
  for	
  you,	
  	
                                                 week	
  in	
  the	
  semester	
  or	
  
                                                                                                    your	
  students,	
                                               quarter)	
  	
  
                                                                                                    your	
  discipline?	
                                        •    topics	
  	
  
                                                                                                                                                                 •    projects	
  
                                                                                                                                                                 •    case	
  studies	
  	
  
                                                                                                                                                                 •    others?	
  




                                                                                                                General	
  Standard	
  1:	
  
           	
  Planning	
  Your	
  Online	
  Course	
                                                           Course	
  Overview	
  &	
  IntroducCon	
  

•  Use	
  the	
  Online	
  Course	
  Planning	
  Worksheet	
  	
                                 Specific	
  Review	
  Standard	
                                       What	
  does	
  this	
  mean?	
  
•  As	
  we	
  consider	
  each	
  essenCal	
  standard,	
                                  1.1:	
  InstrucCons	
  make	
  clear	
  how	
  to	
  get	
    1.1:	
  	
  Do	
  the	
  students	
  know	
  what	
  to	
  do	
  
   consider:	
                                                                              started	
  and	
  where	
  to	
  find	
  various	
  course	
   first?	
  
                                                                                            components.	
  
   1.  What	
  do	
  you	
  do	
  in	
  your	
  f2f	
  classroom	
  that	
                  1.2:	
  Students	
  are	
  introduced	
  to	
  the	
               1.2:	
  	
  Do	
  the	
  students	
  know	
  what	
  the	
  
       “works”?	
                                                                           purpose	
  and	
  structure	
  of	
  the	
  course.	
   	
  	
     learning	
  objecCves	
  of	
  the	
  course	
  are,	
  
                                                                                                                                                               how	
  the	
  course	
  is	
  organized,	
  what	
  
   2.  What	
  might	
  you	
  want	
  to	
  do	
  in	
  your	
  online	
                                                                                      learning	
  acCviCes	
  are	
  required,	
  how	
  to	
  
                                                                                                                                                               communicate,	
  and	
  other	
  general	
  course	
  
       classroom?	
                                                                                                                                            informaCon?	
  
   3.  What	
  help	
  will	
  you	
  need?	
                                                                                                                  	
  
                                                                                                                                                               In	
  blended	
  courses,	
  is	
  the	
  relaConship	
  
                                                                                                                                                               between	
  	
  f2f	
  and	
  online	
  components	
  
                                                                                                                                                               fully	
  explained?	
  




                                                                                                                                                                                                                                      4	
  
4/11/13	
  




                  	
  	
  General	
  Standard	
  1	
                                                                                                        NavigaCon	
  

           About	
  the	
  	
                            Brief	
  DescripCon	
  	
                         To	
  meet	
  the	
  
                                                                                                                                              •  How	
  do	
  your	
  campus-­‐based	
  students	
  
        General	
  Standard	
                            from	
  the	
  Rubric	
                     	
  General	
  Standard	
  	
               know	
  what	
  to	
  do?	
  
	
                                               	
  
General	
  Standard	
  1,	
                      The	
  course	
  introducCon	
  
                                                                                               	
  
                                                                                               You	
  must	
  share	
  your	
  deep	
         •  How	
  will	
  your	
  online	
  students	
  know	
  
Course	
  Overview	
  and	
  
IntroducCon:	
  	
  
                                                 sets	
  the	
  tone	
  for	
  the	
  
                                                 course,	
  tells	
  students	
  what	
  
                                                                                               knowledge	
  of	
  course	
  
                                                                                               1.  OrganizaCon	
  
                                                                                                                                                 how	
  to	
  get	
  started	
  in	
  your	
  course?	
  
	
  
The	
  overall	
  design	
  of	
  the	
  
                                                 to	
  expect,	
  and	
  provides	
  
                                                 guidance	
  to	
  ensure	
  they	
  get	
  
                                                                                               2.  NavigaCon	
  
                                                                                               3.  ExpectaCons	
  (Policies)	
  
                                                                                                                                                     – Start	
  Here	
  link	
  
course	
  is	
  made	
  clear	
  to	
  the	
  
student	
  at	
  the	
  beginning	
  of	
  
                                                 off	
  to	
  a	
  good	
  start.	
  	
  
                                                                                                                                                     – Course	
  tour	
  
the	
  course.	
  
                                                                                                                                                     – Clear,	
  specific	
  direcCons	
  (tell	
  them)	
  




                  The	
  Standard	
  1	
  Challenge…	
                                                                                                    Lead	
  students	
  into	
  your	
  course	
  …	
  


                                                                                                                                                                        What	
  should	
  I	
  do	
  
       Share	
  with	
  your	
  students	
                                                                                                                              Provide	
  clear	
  path	
  about	
  overall	
  layout	
  	
  	
  
       what	
  you	
  know	
  about	
  how	
                                                                                                                            Encourage	
  course	
  exploraCon	
  
                                                                                                                                                                        Explain	
  what	
  to	
  do	
  first	
  &	
  how	
  to	
  proceed	
  
       to	
  begin	
  the	
  course	
                                                                                                                                   Indicate	
  when/how/why	
  to	
  click	
  into	
  
                                                                                                                                                                        something	
  	
  
                                                                                                                                                                        Provide	
  overview	
  of	
  how	
  components	
  are	
  
                                                                                                                                                                        connected	
  	
  




                  	
  	
  ExpectaCons:	
  	
  Online	
  Policies	
  	
                                                                                    	
  	
  General	
  Standard	
  2	
  
 Standards	
  
       1.3              Etiquette expectations ( “netiquette”)                                                                                      About	
  the	
  	
                      Brief	
  DescripCon	
  	
                            To	
  meet	
  the	
  
                                                                                                                                                 General	
  Standard	
                      from	
  the	
  Rubric	
                        	
  General	
  Standard	
  	
  
       1.4              Course and/or institutional policies (late work, academic
                        honesty, etc)                                                                                                     	
                                       	
                                                	
  
                                                                                                                                          General	
  Standard	
  2,	
              The	
  learning	
  objecCves	
                    You	
  must	
  provide	
  
       2.4              Instructions on how to meet the learning objectives                                                               Learning	
  ObjecCves:	
  	
             establish	
  a	
  foundaCon	
  upon	
             measurable,	
  precise	
  
                                                                                                                                          	
                                       which	
  the	
  rest	
  of	
  the	
  course	
     learning	
  objecCves	
  at	
  the	
  
       3.2              Course grading policy                                                                                             Learning	
  objecCves	
  are	
  
                                                                                                                                                                                   is	
  based.	
  	
                                course-­‐	
  and	
  module-­‐level	
  
                                                                                                                                          measurable	
  and	
  are	
  stated	
  
                        Specific and descriptive criteria for the evaluation of                                                                                                                                                      objecCves	
  so	
  your	
  
       3.3                                                                                                                                clearly.	
  	
  
                        students’ work and participation                                                                                                                                                                             students	
  will	
  know	
  what	
  is	
  
                        Clear standards for instructor responsiveness and availability                                                                                                                                               expected	
  of	
  them.	
  
       5.3
                        (turn-around time for email, grade posting, etc.).
       5.4              Requirements for student interaction




                                                                                                                                                                                                                                                                                          5	
  
4/11/13	
  




                                                                                                                                      General	
  Standard	
  2:	
  	
  	
  
             	
  	
  Standard	
  2	
  as	
  a	
  Sentence	
                                                                           Learning	
  ObjecCves	
  
                                                                                                                         Specific	
  Review	
  Standard	
                               What	
  does	
  this	
  mean?	
  
 Quality	
  is	
  	
  
                                                                                                                     2.1:	
  	
  The	
  course	
  learning	
  objecCves	
   2.1:	
  	
  Do	
  course-­‐level	
  learning	
  objecCves	
  
 measurable	
  objecCves	
  (2.1)	
  	
                                                                              describe	
  outcomes	
  that	
  are	
  measurable.	
   describe	
  an	
  acCon	
  that	
  the	
  students	
  
                                                                                                                                                                            perform	
  that	
  can	
  be	
  observed	
  or	
  
 and	
  consistent	
  module-­‐level	
  objecCves	
  (2.2),	
  	
                                                                                                           measured	
  (evaluated)?	
  
 that	
  are	
  wriGen	
  from	
  the	
  student	
  perspecCve	
  (2.3),	
  	
  
                                                                                                                     2.2:	
  	
  The	
  module/unit	
  learning	
               2.2:	
  	
  Are	
  the	
  module-­‐level	
  	
  objecCves	
  
 with	
  instrucCons	
  on	
  how	
  to	
  meet	
  them	
  (2.4),	
  	
                                              objecCves	
  describe	
  outcomes	
  that	
  are	
         included	
  in	
  the	
  course?	
  
                                                                                                                     measurable	
  and	
  consistent	
  with	
  the	
  
 that	
  are	
  appropriate	
  for	
  the	
  level	
  of	
  the	
  course	
  (2.5).	
  	
                            course-­‐level	
  	
  objecCves.	
  	
  
                                                                                                                                                                                	
  
                                                                                                                                                                                Can	
  the	
  module/unit	
  level	
  objecCves	
  be	
  
                                                                                                                                                                                measured?	
  	
  
                                                                                                                                                                                	
  
                                                                                                                                                                                Do	
  these	
  module/unit	
  level	
  objecCves	
  
                                                                                                                                                                                flow	
  from	
  the	
  course-­‐level	
  objecCves?	
  
                                   SubmiGed	
  by	
  Sasha	
  Thackaberry,	
  Cuyahoga	
  Community	
  College	
  




                 Recognizing	
  a	
  measurable	
  LO…	
                                                                           Test	
  of	
  “measurability”:	
  


                                                                                                                           •  LO	
  should	
  complete	
  this	
  
             •  Begins	
  with	
  an	
  acCon	
  verb.	
  
                                                                                                                              sentence:	
  	
  	
  
             •  Precisely	
  describes	
  behavior	
                                                                          	
  	
  
                that	
  can	
  be	
  observed	
  or	
                                                                         Upon	
  compleCon	
  of	
  this	
  course/	
  
                evaluated.	
  	
  	
                                                                                          module,	
  students	
  will	
  be	
  able	
  to	
  	
  
                                                                                                                              (DO	
  SOMETHING).	
  	
  	
  	
  	
  




             Bloom’s	
                                                                                                              Evaluate	
  these	
  LOs:	
  Measurable?	
  Precise?	
  

                                                                                                                      1.  Realize	
  the	
  significance	
  of	
  ethical	
  behavior	
  in	
  the	
  
                                                                                                                          business	
  environment.	
  
                                                                                                                      2.  Describe	
  how	
  to	
  create	
  a	
  web	
  site	
  using	
  MS	
  web	
  
                                                                                                                          editor.	
  
                                                                                                                      3.  Understand	
  the	
  conCnuing	
  impact	
  of	
  World	
  War	
  II	
  
                                                                                                                          on	
  the	
  European	
  Union.	
  
                                                                                                                      4.  Demonstrate	
  the	
  effects	
  of	
  improper	
  blood	
  
                                                                                                                          handling	
  in	
  a	
  criCcal	
  care	
  environment.	
  	
  	
  
                                                                                                                      5.  Appreciate	
  how	
  regular	
  exercise	
  reduces	
  
Cassinelli, C. (2008). Bloom's Taxonomy: Original and revised. In edTEch Vision,
                                                                                                                          childhood	
  obesity.	
  
Updated Bloom’s Taxonomy. Retrieved September 21, 2012, from
http://edtechvision.org/?p=123




                                                                                                                                                                                                                                                        6	
  
4/11/13	
  




                                                                                                    General	
  Standard	
  2:	
  	
  	
  
         	
  Consider	
  Your	
  LOs	
                                                              Learning	
  ObjecCves	
  (ConCnued)	
  

Look at a current       Is this learning   Is this learning    Per Bloom, at        Specific	
  Review	
  Standard	
                                    What	
  does	
  this	
  mean?	
  
course-level            objective          objective           what level is
objective(s)            measurable?        precise?            this learning
                                                               objective?        2.3:	
  	
  All	
  learning	
  objecCves	
  are	
  stated	
   2.3:	
  	
  Are	
  the	
  course	
  and	
  module/unit	
  
                                                                                 clearly	
  and	
  wriGen	
  from	
  the	
                     learning	
  objecCves	
  wriVen	
  in	
  clear,	
  direct	
  
EXAMPLE:                Yes                Yes, providing I    Low level -
                                                                                 students’	
  perspecCve.	
                                    language	
  that	
  the	
  students	
  can	
  easily	
  
Describe how you                           want a written      Knowledge                                                                       understand?	
  
would locate existing                      description.
literature regarding                       No, if I actually                     2.4:	
  	
  InstrucCons	
  to	
  students	
  on	
  how	
     2.4:	
  	
  Does	
  this	
  course	
  use	
  narraCves,	
  
online courses.                            want students                         to	
  meet	
  the	
  learning	
  objecCves	
  are	
          bulleted	
  lists,	
  charts,	
  etc.	
  to	
  tell	
  the	
  
                                           to locate                             adequate	
  and	
  stated	
  clearly.	
                      students	
  what	
  they	
  must	
  do	
  to	
  meet	
  the	
  
                                           material.                                                                                          course	
  and	
  module/unit	
  level	
  objecCves?	
  
                                                                                 2.5:	
  	
  The	
  learning	
  objecCves	
  are	
            2.5:	
  Do	
  course	
  and	
  module/unit	
  learning	
  
   Your First                  ?                  ?                  ?           appropriately	
  designed	
  for	
  the	
  level	
           objecCves	
  as	
  a	
  whole	
  to	
  ensure	
  they	
  
   Objective                                                                     of	
  the	
  course.	
          	
  	
                       describe	
  knowledge	
  and	
  skills	
  appropriate	
  
                                                                                 	
                                                           to	
  the	
  course	
  level.	
  	
  




                                                                                                     What	
  is	
  Alignment?	
  

                                                                                            	
  
                                                                                                   CriCcal	
  course	
  elements	
  
                    Alignment	
                                                                  work	
  together	
  to	
  ensure	
  	
  
                                                                                                      that	
  students	
  achieve	
  
                                                                                              the	
  desired	
  learning	
  outcomes.	
  




          	
  	
  Key	
  SecCons	
  That	
  Must	
  Align	
                                        	
  	
  Think	
  About	
  “Alignment”	
  
                                                                               ObjecCves	
  From	
  Intro	
            Assignment:	
  	
  Read	
  Chapter	
  4	
  (assume	
  it	
  deals	
  with	
  
                                                                               Psych	
                                 relaConships	
  between	
  biology	
  and	
  human	
  behavior)	
  in	
  text;	
  
                                                                               	
                                      review	
  study	
  guide,	
  objecCve	
  2,	
  page	
  4.	
  
                                                                               Course	
  :	
  	
  Summarize	
          Assignment:	
  	
  View	
  Chapter	
  4	
  PPT;	
  listen	
  to	
  Chapter	
  4	
  
                                                                               the	
  relaConships	
  that	
           podcast	
  
                                                                               exist	
  between	
  biology	
  
                                                                                                                       Graded	
  Assignment:	
  
                                                                               and	
  human	
  behavior	
  
                                                                                                                       Prepare	
  table	
  that	
  lists	
  the	
  7	
  major	
  biological	
  areas;	
  ask	
  
                                                                               	
                                      students	
  to	
  define/describe	
  each	
  area	
  and	
  list	
  3	
  specific	
  
                                                                               Module	
  	
                            ways	
  this	
  area	
  affects	
  human	
  behavior.	
  
                                                                               1.  IdenCfy	
  and	
  define	
  
                                                                                                                       Graded	
  Discussion	
  Forum	
  QuesCon:	
  	
  Psychology	
  is	
  the	
  
                                                                                     7	
  major	
  biological	
  
                                                                                                                       study	
  of	
  behavior	
  and	
  mental	
  processes.	
  	
  Why,	
  then,	
  are	
  
                                                                                     areas.	
  
                                                                                                                       psychologists	
  interested	
  in	
  biological	
  maGers	
  such	
  as	
  the	
  
                                                                               2.  Recognize	
                         nervous	
  system,	
  the	
  endocrine	
  system	
  and	
  heredity?	
  
                                                                                     examples	
  of	
  how	
  
                                                                                                                       Read	
  and	
  respond	
  to	
  classmates’	
  posCngs.	
  
                                                                                     each	
  area	
  affect	
  
                                                                                     behavior.	
                       Exam:	
  	
  50-­‐item	
  mulCple	
  choice	
  exam	
  taken	
  in	
  campus	
  
                                                                                                                       TesCng	
  Center.	
  




                                                                                                                                                                                                                           7	
  
4/11/13	
  




                                                                                                                                                               General	
  Standard	
  3:	
  	
  	
  
                  	
  	
  General	
  Standard	
  3	
                                                                                                           Assessment	
  and	
  Measurement	
  

           About	
  the	
  	
                           Brief	
  DescripCon	
  	
                           To	
  meet	
  the	
               Specific	
  Review	
  Standard	
                                          What	
  does	
  this	
  mean?	
  
        General	
  Standard	
                           from	
  the	
  Rubric	
                       	
  General	
  Standard	
  	
  
                                                                                                                                           3.1	
  	
  The	
  types	
  of	
  assessments	
                    3.1:	
  Do	
  the	
  assessments	
  flow	
  from	
  the	
  
General	
  Standard	
  3,	
                    	
                                                	
                                        selected	
  measure	
  the	
  stated	
  learning	
                course	
  and	
  module/unit	
  objecCves?	
  	
  Are	
  
Assessment	
  and	
                            Assessment	
  is	
  implemented	
                 Your	
  assessments	
  must	
             objecCves	
  and	
  are	
  consistent	
  with	
                   they	
  consistent	
  with	
  these	
  objecCves?	
  
Measurement:	
  	
                             in	
  a	
  manner	
  that	
  not	
  only	
        align	
  with	
  your	
  stated	
         course	
  acCviCes	
  and	
  resources.	
  
	
                                             allows	
  the	
  instructor	
  a	
  broad	
       learning	
  objecCves	
  and	
  
Assessment	
  strategies	
  are	
              perspecCve	
  on	
  the	
  students’	
            guide	
  students	
  to	
                 3.2	
  	
  The	
  course	
  grading	
  policy	
  is	
             3.2:	
  Do	
  students	
  know	
  how	
  points	
  will	
  be	
  
designed	
  to	
  evaluate	
                   mastery	
  of	
  the	
  content,	
  but	
         measure	
  their	
  own	
                 stated	
  clearly.	
  	
                                          awarded	
  and/or	
  grades	
  assigned?	
  	
  Is	
  the	
  
student	
  progress	
  by	
                    also	
  allows	
  students	
  to	
                learning	
  progress.	
                                                                                     policy	
  on	
  late	
  work	
  explicit?	
  
reference	
  to	
  stated	
  learning	
        measure	
  their	
  own	
  learning	
  
objecCves;	
  to	
  measure	
  the	
           throughout	
  the	
  course.	
  	
                                                          3.3	
  	
  Specific	
  and	
  descripCve	
  criteria	
             3.3:	
  Do	
  students	
  know	
  what	
  work	
  is	
  
effecCveness	
  of	
  student	
                                                                                                             are	
  provided	
  for	
  the	
  evaluaCon	
  of	
                expected?	
  	
  Is	
  there	
  a	
  descripCon	
  of	
  	
  the	
  
learning;	
  and	
  to	
  be	
  integral	
                                                                                                 students’	
  work	
  and	
  parCcipaCon.	
                        expectaCons	
  for	
  this	
  work	
  and	
  the	
  criteria	
  
to	
  the	
  learning	
  process.	
  	
                                                                                                                                                                      by	
  which	
  it	
  will	
  be	
  graded?	
  	
  Do	
  the	
  
                                                                                                                                                                                                             students	
  have	
  access	
  to	
  rubrics,	
  examples,	
  
                                                                                                                                                                                                             etc?	
  




                                                                                                                                                               General	
  Standard	
  4:	
  	
  	
  
                  	
  	
  General	
  Standard	
  4	
                                                                                                           InstrucConal	
  Materials	
  

           About	
  the	
  	
                           Brief	
  DescripCon	
  	
                           To	
  meet	
  the	
               Specific	
  Review	
  Standard	
                                          What	
  does	
  this	
  mean?	
  
        General	
  Standard	
                           from	
  the	
  Rubric	
                       	
  General	
  Standard	
  	
  

General	
  Standard	
  4,	
                    	
                                                	
                                        4.1:	
  The	
  instrucConal	
  materials	
                        4.1:	
  	
  Is	
  there	
  evidence	
  of	
  sufficient	
  
InstrucConal	
  Materials:	
  	
               The	
  instrucConal	
  materials	
                You	
  must	
  provide	
  rich,	
         contribute	
  to	
  the	
  achievement	
  of	
                    content	
  for	
  the	
  students	
  to	
  learn	
  the	
  
	
                                             form	
  the	
  core	
  of	
  the	
  course,	
     robust	
  and	
  appropriate	
            the	
  stated	
  course	
  and	
  module/                         discipline?	
  	
  	
  
InstrucConal	
  materials	
  are	
             and	
  these	
  standards	
  respect	
            resources	
  and	
  materials	
           unit	
  learning	
  objecCves.	
                                  Does	
  this	
  content	
  	
  support	
  the	
  
sufficiently	
  comprehensive	
                  the	
  instructor’s	
  prerogaCve	
               that	
  support	
  your	
  stated	
  
to	
  achieve	
  stated	
  course	
            in	
  selecCng	
  them.	
  The	
  focus	
                                                                                                                     objecCves,	
  assessments	
  and	
  other	
  
                                                                                                 learning	
  objecCves.	
  	
  
objecCves	
  and	
  learning	
                 of	
  this	
  standard	
  is	
  on	
                                                                                                                          course	
  elements?	
  
outcomes.	
  	
                                supporCng	
  the	
  course	
  
                                               objecCves	
  and	
                                                                          4.2:	
  The	
  purpose	
  of	
  instrucConal	
                    4.2:	
  	
  Can	
  the	
  students	
  easily	
  
                                               competencies,	
  rather	
  than	
                                                           materials	
  and	
  how	
  the	
  materials	
  are	
              determine	
  the	
  purpose	
  of	
  all	
  course	
  
                                               on	
  qualitaCve	
  judgments	
                                                             to	
  be	
  used	
  for	
  learning	
  acCviCes	
  are	
          components	
  and	
  how	
  each	
  will	
  help	
  
                                               about	
  the	
  materials.	
  	
                                                            clearly	
  explained.	
   	
  	
                                  to	
  achieve	
  the	
  learning	
  objecCves?	
  




                	
  	
  Looking	
  for	
  InteresCng	
  Content?	
                                                                                          	
  	
  General	
  Standard	
  5	
  
   •  Carnegie	
  Mellon	
  University	
  –	
  Open	
  Learning	
                                                                                   About	
  the	
  	
                               Brief	
  DescripCon	
  	
                        To	
  meet	
  the	
  
      IniCaCve	
  -­‐	
  Free	
  online	
  courses	
  and	
  course	
  materials	
                                                               General	
  Standard	
                               from	
  the	
  Rubric	
                    	
  General	
  Standard	
  	
  

           –  hGp://oli.web.cmu.edu/openlearning/	
                                                                                      General	
  Standard	
  5,	
                       	
                                             	
  
                                                                                                                                         Learner	
  InteracCon	
  &	
                      Engaging	
  students	
  to	
                   You	
  must	
  provide	
  
   •  MERLOT	
  –	
  free,	
  searchable,	
  rated	
  	
                                                                                 Engagement:	
  	
                                 become	
  acCve	
  learners	
  
                                                                                                                                                                                                                                          meaningful	
  and	
  
                                                                                                                                         	
                                                contributes	
  to	
  the	
  learning	
  
           –  www.merlot.org	
                                                                                                           Forms	
  of	
  interacCon	
                       process	
  and	
  to	
  student	
              producCve	
  acCviCes	
  that	
  
                                                                                                                                         incorporated	
  in	
  the	
  course	
             persistence.	
                                 prompt	
  your	
  students	
  to	
  
   •  MIT	
  OpenCourseWare	
  site	
  -­‐	
  access	
  to	
  over	
  1,700	
                                                            moCvate	
  students	
  and	
                                                                     acCvely	
  pracCce	
  their	
  
      courses,	
  free,	
  readings,	
  audio,	
  video	
                                                                                promote	
  learning.	
  	
                                                                       learning.	
  
           –  hGp://ocw.mit.edu/OcwWeb/web/home/home/index.htm	
  
   •  You	
  Tube	
  –	
  a	
  vast	
  and	
  oTen	
  surprisingly	
  useful	
  
      collecCon	
  	
  	
  




                                                                                                                                                                                                                                                                                            8	
  
4/11/13	
  




                  General	
  Standard	
  	
  5:	
  	
  
                  Learner	
  	
  InteracCon	
  and	
  Engagement	
                                                                              	
  	
  General	
  Standard	
  6	
  

                                                                                                                                         About	
  the	
  	
                         Brief	
  DescripCon	
  	
                          To	
  meet	
  the	
  
   Specific	
  Review	
  Standard	
                                    What	
  does	
  this	
  mean?	
                                 General	
  Standard	
                         from	
  the	
  Rubric	
                      	
  General	
  Standard	
  	
  

                                                                                                                               General	
  Standard	
  6,	
                 	
                                              	
  
5.1:	
  The	
  learning	
  acCviCes	
                       5.1:	
  	
  Do	
  the	
  learning	
  acCviCes	
  flow	
  
                                                                                                                               Course	
  Tools	
  and	
                    The	
  technology	
  enabling	
  the	
          You	
  must	
  select	
  the	
  tools	
  
promote	
  the	
  achievement	
  of	
                       from	
  the	
  learning	
  objecCves?	
  	
  	
                    Technology:	
  	
                           various	
  course	
  components	
  
stated	
  learning	
  objecCves.	
  	
  	
                                                                                                                                                                                 and	
  media	
  that	
  best	
  
                                                            Do	
  the	
  learning	
  acCviCes	
  encourage	
                   	
                                          facilitates	
  the	
  student’s	
  
                                                                                                                                                                                                                           support	
  your	
  learning	
  
                                                            students	
  to	
  “pracCce”	
  their	
  learning?	
                Course	
  navigaCon	
  and	
                learning	
  experience	
  and	
  is	
  
                                                            	
                                                                 technology	
  support	
  student	
          easy	
  to	
  use,	
  rather	
  than	
          objecCves	
  and	
  provide	
  
                                                                                                                               engagement	
  and	
  ensure	
               impeding	
  the	
  student’s	
                  opportuniCes	
  for	
  your	
  
5.2:	
  Learning	
  acCviCes	
  foster	
                    5.2:	
  	
  Does	
  the	
  course	
  encourage	
                   access	
  to	
  course	
                    progress.	
  	
                                 students	
  to	
  acCvely	
  
instructor-­‐student,	
  content-­‐                         student-­‐instructor	
  and	
  student-­‐                          components.	
  	
                                                                           pracCce	
  their	
  learning.	
  
student,	
  and	
  if	
  appropriate	
  to	
  this	
        content	
  interacCon?	
  	
  
course,	
  student-­‐student	
                              What	
  is	
  the	
  instructor’s	
  philosophy	
  
interacCon.	
                                               on	
  student-­‐student	
  interacCon?	
  




                  General	
  Standard	
  6:	
  	
  	
  
                  Course	
  Tools	
  and	
  Technology	
                                                                                        	
  	
  General	
  Standard	
  7	
  
   Specific	
  Review	
  Standard	
                                    What	
  does	
  this	
  mean?	
  
                                                                                                                                         About	
  the	
  	
                         Brief	
  DescripCon	
  	
                          To	
  meet	
  the	
  
                                                                                                                                      General	
  Standard	
                         from	
  the	
  Rubric	
                      	
  General	
  Standard	
  	
  
6.1:	
  The	
  tools	
  and	
  media	
  support	
           6.1:	
  Do	
  the	
  learning	
  acCviCes	
  flow	
  
the	
  learning	
  objecCves,	
  and	
  are	
               from	
  the	
  stated	
  course	
  and	
  module	
                 General	
  Standard	
  7,	
                 	
                                              	
  
appropriately	
  chosen	
  to	
  deliver	
                  learning	
  objecCves?	
  	
  Do	
  the	
  acCviCes	
              Learner	
  Support:	
  	
                   In	
  the	
  learner	
  support	
               You	
  must	
  direct	
  your	
  
the	
  content	
  of	
  the	
  course.	
                    encourage	
  the	
  students	
  to	
  “pracCce”	
                  	
                                          standard,	
  four	
  different	
                 online	
  students	
  to	
  the	
  
                                                                                                                               The	
  course	
  facilitates	
              kinds	
  of	
  support	
  services	
  are	
  
                                                            their	
  learning?	
                                                                                                                                           support	
  services	
  	
  they	
  
                                                                                                                               student	
  access	
  to	
                   addressed:	
  technical	
  
6.2:	
  The	
  tools	
  and	
  media	
  support	
           6.2:	
  Do	
  the	
  tools	
  and	
  media	
  selected	
                                                                                                       need	
  to	
  be	
  successful	
  and	
  	
  
                                                                                                                               insCtuConal	
  support	
                    support,	
  accessibility	
  
student	
  engagement	
  and	
  guide	
                     encourage	
  the	
  students	
  to	
  be	
  acCvely	
                                                                                                          would	
  be	
  available	
  to	
  
                                                                                                                               services	
  essenCal	
  to	
  student	
     support,	
  academic	
  services	
  
the	
  student	
  to	
  become	
  an	
  acCve	
             engaged	
  in	
  the	
  learning	
  process?	
                                                                                                                 them	
  if	
  they	
  aGended	
  
                                                                                                                               success.	
  	
                              support,	
  and	
  student	
  
learner.	
  	
  	
                                                                                                                                                                                                         campus-­‐based	
  courses.
                                                                                                                                                                           services	
  support.	
  	
  
6.3:	
  NavigaCon	
  throughout	
  the	
                6.3:	
  Is	
  the	
  navigaCon	
  of	
  the	
  course	
  
online	
  components	
  of	
  the	
  course	
   easy	
  for	
  the	
  students	
  to	
  use	
  and	
  does	
  
is	
  logical,	
  consistent	
  and	
  efficient.	
  	
   it	
  effecCvely	
  guide	
  their	
  movement	
  
                                                        through	
  the	
  course?	
  




                  General	
  Standard	
  7:	
  	
  	
  
                  Learner	
  Support	
                                                                                                          	
  	
  General	
  Standard	
  8	
  
   Specific	
  Review	
  Standard	
                                    What	
  does	
  this	
  mean?	
  
                                                                                                                                         About	
  the	
  	
                         Brief	
  DescripCon	
  	
                          To	
  meet	
  the	
  
                                                                                                                                      General	
  Standard	
                         from	
  the	
  Rubric	
                      	
  General	
  Standard	
  	
  
7.1:	
  The	
  course	
  instrucCons	
  arCculate	
   7.1:	
  Are	
  technical	
  support	
  services	
  
or	
  link	
  to	
  a	
  clear	
  descripCon	
  of	
  the	
   provided	
  for	
  learners?	
                                   General	
  Standard	
  8,	
                 	
                                              	
  
technical	
  support	
  offered	
  and	
  how	
  to	
   Does	
  the	
  course	
  contains	
  informaCon	
                       Accessibility:	
                            The	
  accessibility	
  standard	
              You	
  must	
  design	
  your	
  
access	
  it.	
  	
  	
                                       about	
  the	
  services	
  and	
  how	
  to	
  access	
         	
                                          incorporates	
  the	
  principles	
             course	
  so	
  students	
  with	
  
                                                              them?	
   	
  	
                                                 The	
  course	
  demonstrates	
  a	
  
                                                                                                                                                                           of	
  Universal	
  Design	
  for	
              special	
  needs	
  can	
  access	
  
                                                                                                                               commitment	
  to	
  accessibility	
  
                                                            	
                                                                 for	
  all	
  students.	
  	
               Learning	
  (UDL)	
  and	
  is	
                course	
  materials	
  and	
  be	
  
7.2:	
  Course	
  instrucCons	
  arCculate	
  or	
   7.2:	
  Does	
  the	
  course	
  include:	
                                                                           consistent	
  with	
  Web	
  Content	
          successful	
  in	
  your	
  course.	
  
link	
  to	
  the	
  insCtuCon’s	
  accessibility	
                                                                                                                        Accessibility	
  Guidelines	
  
                                                            1. A	
  link	
  to	
  the	
  insCtuCon's	
  formal	
  
policies	
  and	
  services.	
   	
  	
                     accessibility	
  policy,	
  if	
  a	
  policy	
  exists	
                                                      (WCAG).	
  
                                                            2. 	
  A	
  statement	
  that	
  informs	
  the	
  student	
  
                                                            how	
  to	
  gain	
  access	
  to	
  an	
  insCtuCon's	
  
                                                            disability	
  support	
  services,	
  if	
  such	
  services	
  
                                                            exist.	
  




                                                                                                                                                                                                                                                                                   9	
  
4/11/13	
  




                 General	
  Standard	
  8:	
  	
  	
  
                 Accessibility	
  
  Specific	
  Review	
  Standard	
                              What	
  does	
  this	
  mean?	
  

8.1:	
  The	
  course	
  employs	
  accessible	
     8.1:	
  Does	
  the	
  course	
  meet	
  both	
  
technologies	
  and	
  provides	
  guidance	
        condiCons:	
  
on	
  how	
  to	
  obtain	
  accommodaCon.	
         1.	
  The	
  course	
  is	
  offered	
  in	
  an	
  accessible	
  


                                                                                                                           Outline	
  One	
  Module	
  
       	
  	
                                        learning	
  management	
  system	
  (LMS).	
  	
  
	
                                                   	
  
                                                     2.	
  The	
  instructor	
  provides	
  documentaCon	
  
                                                     staCng	
  the	
  degree	
  of	
  accessibility	
  of	
  any	
  
                                                     content,	
  tools,	
  and	
  sojware	
  used	
  in	
  the	
  
                                                     course.	
  If	
  any	
  component	
  of	
  the	
  course	
  is	
  
                                                     not	
  	
  accessible,	
  instrucCons	
  are	
  provided	
  
                                                     on	
  how	
  to	
  obtain	
  accommodaCon.	
   	
  	
  
                                                     	
  




            	
  	
  Module	
  Planning	
  Worksheet	
                                                                             Outline	
  One	
  InstrucConal	
  Module	
  
   Stan                   Component                                          Function
       1             Overview                               What will this module be about?                                 •  Based	
  on	
  the	
  informaCon	
  discussed	
  in	
  this	
  
                                                            What can I expect?
                                                                                                                               workshop,	
  outline	
  one	
  learning	
  unit	
  that	
  includes:	
  
       2             Learning Objectives                    What are the learning objectives
                                                            for this module?                                                         •  Course-­‐level	
  objecCve	
  
       4             Course Content                         What information do I need to                                            •  Module-­‐level	
  objecCve	
  
                                                            accomplish the objectives?                                               •  InstrucConal	
  materials	
  
       5             Learning Activities                    What will I do to practice my                                            •  Learner	
  engagement	
  
                                                            learning?
                                                                                                                                     •  Tools	
  and	
  Technology	
  
       6             Technology                             What technology will I use to
                                                            practice my learning?                                                    •  Assessment	
  
       3             Assessments                            How will I know if I’ve achieved
                                                            the learning objectives?




                                                                                                                                  Discussion	
  

                                                                                                                          •  Share	
  your	
  Online	
  Course	
  Planning	
  Worksheet	
  
                                                                                                                             and	
  Your	
  Module	
  1	
  with	
  a	
  colleague.	
  

           Share	
  Your	
  Plan	
                                                                                        •  Discuss	
  any	
  quesCons	
  you	
  might	
  have	
  
                                                                                                                             regarding	
  the	
  development	
  of	
  your	
  course.	
  
                                                                                                                          •  IdenCfy	
  your	
  top	
  three	
  prioriCes.	
  
                                                                                                                          •  Ask	
  the	
  facilitator	
  any	
  quesCons	
  you	
  have	
  
                                                                                                                          •  Share	
  with	
  the	
  group	
  




                                                                                                                                                                                                                 10	
  
4/11/13	
  




                                                         Thanks	
  to	
  YOU…	
  
         EvaluaCon	
                                     Quality	
  MaGers!	
  
Please	
  complete	
  the	
  session	
  evaluaCon:	
         More	
  InformaCon	
  at:	
  	
  
         hGp://Cnyurl.com/cjvougj	
                          www.qmprogram.org	
  
                                                                         	
  




                                                                                                        11	
  

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QM DYOC PPT Handout

  • 1. 4/11/13      Materials  Overview   Designing  Your   1.  Today’s  Agenda   Online  Course     2.  Folder  Overview     3.  QM  Website   4.  QM  Contact  InformaCon      Login  to  MyQM   IntroducCons   1.  Go  to  MyQM   •  Share     hGp://www.qmprogram.org/myQM/   –  Your  name     –  Role   2.  Read  about  MyQM   –  Discipline     –  Experience  with  Quality  MaGers   3.  Click  on  Need  an  Account?  link  (lower  part  of  page)   –  Experience  with  online  learning   or  login  if  you  already  have  an  account   •  Briefly  (in  one  sentence)  describe  your  best   teaching  pracCce.   ATer  this  workshop…   You  will  be  able  to:     •  Recognize  the  "intenCon"  of  the  essenCal  Quality  MaGers   (TM)  Rubric  standards.     About     •  Use  the  Quality  MaGers(TM)  Rubric  as  a  guide  to  develop   your  online  course.     •  Create  a  Learning  ObjecCves  and  Planning  Worksheet   that  includes:     –  Course  and  Module  Learning  ObjecCves     –  Assessments  that  match  learning  objecCves  with  acCviCes  and   assignments     Quality  MaGers   –  InstrucConal  materials  and  tools/media  that  help  the  student   interact  with  not  only  the  instructor  but  also  their  classmates     •  Outline  one  module  of  your  online  course   1  
  • 2. 4/11/13      Underlying  Principles  of  QM      Factors  AffecCng  Course  Quality   QM  is  a  faculty-­‐driven,  peer  review  process   that  is…    CollaboraCve   Collegial   ConCnuous   Centered    -­‐  in  academic  foundaCon                                    -­‐  around  student  learning     QM  Reviews  Course  Design  ONLY      Design  vs.  Delivery      Peer  Course  Review  Process   The  faculty  member  is     integral  to  both  design  and  delivery.   Course  Design  …       Course  Delivery  …   is  the  forethought  and   is  the  actual  teaching  of  the   planning  that  a  faculty   course,  the  implementaCon  of   member  puts  into  the  course.   the  design.     QM  is  about  DESIGN  -­‐  not  delivery  or  faculty  performance        For  Our  Purposes,  Quality  Is…      About  The  QM  Rubric  2011-­‐2013   Eight  General  Standards:     •  More  than  average;  more   1.  Course  Overview  and  IntroducCon   than  “good  enough”   2.  Learning  ObjecCves   3.  Assessment  and  Measurement   Key  components     •  AGempt  to  capture  what’s   4.  InstrucConal  Materials   must  align.   expected  in  an  effecCve   5.  Learner    InteracCon  and     Engagement   online  course  at  about  an   6.  Course  Tools  and  Technology   85%  level   7.  Learner  Support   8.  Accessibility   •  Based  on  research  and  widely     Alignment:    Cri%cal  course  elements  work  together  to  ensure   accepted  standards   that  students  achieve  the  desired  learning  outcomes.       2  
  • 3. 4/11/13   Professional  Development   •  Becoming  a  Peer  Reviewer   –  Applying  the  QM  Rubric   –  Peer  Reviewer  Course   •  Reviews  are  Professional  Development   Let’s  Explore     –  Learn  from  other  reviewers  and  the  process   –  Gain  valuable  leadership  experience   –  Are  recognized  by  peers  for  their  individual  contribuCons   NTR  101   –  Use  the  review  process  to  make  changes  to  own  courses    AcCvity  1:  Tour  NTR  101    Tour  InstrucCons   On  our  tour,  you  will     •  Work  in  pairs   1.    Explore  an  online  course   •  Review  the  IntroducCon  to  NutriCon   (NTR  101)    Course   2.  IdenCfy  its  strengths  and   – Go  to   weaknesses   hVp://pgcconline.blackboard.com   3.  Gather  ideas  that  you  can  use  for   – Username  is  fipse   your  own  online  course.   – Password  is  fipse    Begin  the  Tour    Take  A  Closer  Look   1.    Assume  the  role  of  a  new  online  student:     1.  How  is  the  course  organized  (modules,  topics,   textbook  chapters,  etc)?   •  Do  you  know  what  to  do  first?   2.  Where  are  the  course-­‐level  objecCves  and  how   •  Do  you  know  how  to  start  the  course?     difficult  was  it  to  find  them?       3.  Can  you  easily  find  course  components  (syllabus,   2.  Note  your  iniCal  reacCon  to  the  course:       your  assignments,  course  content)?   •  Do  you  feel  comfortable  with  the   4.  Find  the  course  policies  (grading,  late  work,   navigaCon?       discussion  board  posCngs,  communicaCon  with   the  instructor,  etc.).    Are  these  policies  clear?       •  What  are  your  first  impressions  about  how   5.  Which  elements  might  you  adapt  for  your  own   this  course  works?   course?     3  
  • 4. 4/11/13    First,  think  about  your  students…   •  Demographics   •  Goals   Planning  Your   •  •  ExpectaCons   Skills   Online  Course   –  Academic   –  Technology   •  Experience   –  New  to  college,  discipline,  online?   –  Upper  level  or  grad  students?   AcCvity:  Picture  Your  Students….    OrganizaCon:  The  “Structure”   Demographics   Goals   ExpectaCons   Skills   Experience     •  modules       •  learning  units     •  textbook  chapters      What  works     •  weeks  (one  for  each    for  you,     week  in  the  semester  or   your  students,   quarter)     your  discipline?   •  topics     •  projects   •  case  studies     •  others?   General  Standard  1:    Planning  Your  Online  Course   Course  Overview  &  IntroducCon   •  Use  the  Online  Course  Planning  Worksheet     Specific  Review  Standard   What  does  this  mean?   •  As  we  consider  each  essenCal  standard,   1.1:  InstrucCons  make  clear  how  to  get   1.1:    Do  the  students  know  what  to  do   consider:   started  and  where  to  find  various  course   first?   components.   1.  What  do  you  do  in  your  f2f  classroom  that   1.2:  Students  are  introduced  to  the   1.2:    Do  the  students  know  what  the   “works”?   purpose  and  structure  of  the  course.       learning  objecCves  of  the  course  are,   how  the  course  is  organized,  what   2.  What  might  you  want  to  do  in  your  online   learning  acCviCes  are  required,  how  to   communicate,  and  other  general  course   classroom?   informaCon?   3.  What  help  will  you  need?     In  blended  courses,  is  the  relaConship   between    f2f  and  online  components   fully  explained?   4  
  • 5. 4/11/13      General  Standard  1   NavigaCon   About  the     Brief  DescripCon     To  meet  the   •  How  do  your  campus-­‐based  students   General  Standard   from  the  Rubric    General  Standard     know  what  to  do?       General  Standard  1,   The  course  introducCon     You  must  share  your  deep   •  How  will  your  online  students  know   Course  Overview  and   IntroducCon:     sets  the  tone  for  the   course,  tells  students  what   knowledge  of  course   1.  OrganizaCon   how  to  get  started  in  your  course?     The  overall  design  of  the   to  expect,  and  provides   guidance  to  ensure  they  get   2.  NavigaCon   3.  ExpectaCons  (Policies)   – Start  Here  link   course  is  made  clear  to  the   student  at  the  beginning  of   off  to  a  good  start.     – Course  tour   the  course.   – Clear,  specific  direcCons  (tell  them)   The  Standard  1  Challenge…   Lead  students  into  your  course  …   What  should  I  do   Share  with  your  students   Provide  clear  path  about  overall  layout       what  you  know  about  how   Encourage  course  exploraCon   Explain  what  to  do  first  &  how  to  proceed   to  begin  the  course   Indicate  when/how/why  to  click  into   something     Provide  overview  of  how  components  are   connected        ExpectaCons:    Online  Policies        General  Standard  2   Standards   1.3 Etiquette expectations ( “netiquette”) About  the     Brief  DescripCon     To  meet  the   General  Standard   from  the  Rubric    General  Standard     1.4 Course and/or institutional policies (late work, academic honesty, etc)       General  Standard  2,   The  learning  objecCves   You  must  provide   2.4 Instructions on how to meet the learning objectives Learning  ObjecCves:     establish  a  foundaCon  upon   measurable,  precise     which  the  rest  of  the  course   learning  objecCves  at  the   3.2 Course grading policy Learning  objecCves  are   is  based.     course-­‐  and  module-­‐level   measurable  and  are  stated   Specific and descriptive criteria for the evaluation of objecCves  so  your   3.3 clearly.     students’ work and participation students  will  know  what  is   Clear standards for instructor responsiveness and availability expected  of  them.   5.3 (turn-around time for email, grade posting, etc.). 5.4 Requirements for student interaction 5  
  • 6. 4/11/13   General  Standard  2:          Standard  2  as  a  Sentence   Learning  ObjecCves   Specific  Review  Standard   What  does  this  mean?   Quality  is     2.1:    The  course  learning  objecCves   2.1:    Do  course-­‐level  learning  objecCves   measurable  objecCves  (2.1)     describe  outcomes  that  are  measurable.   describe  an  acCon  that  the  students   perform  that  can  be  observed  or   and  consistent  module-­‐level  objecCves  (2.2),     measured  (evaluated)?   that  are  wriGen  from  the  student  perspecCve  (2.3),     2.2:    The  module/unit  learning   2.2:    Are  the  module-­‐level    objecCves   with  instrucCons  on  how  to  meet  them  (2.4),     objecCves  describe  outcomes  that  are   included  in  the  course?   measurable  and  consistent  with  the   that  are  appropriate  for  the  level  of  the  course  (2.5).     course-­‐level    objecCves.       Can  the  module/unit  level  objecCves  be   measured?       Do  these  module/unit  level  objecCves   flow  from  the  course-­‐level  objecCves?   SubmiGed  by  Sasha  Thackaberry,  Cuyahoga  Community  College   Recognizing  a  measurable  LO…   Test  of  “measurability”:   •  LO  should  complete  this   •  Begins  with  an  acCon  verb.   sentence:       •  Precisely  describes  behavior       that  can  be  observed  or   Upon  compleCon  of  this  course/   evaluated.       module,  students  will  be  able  to     (DO  SOMETHING).           Bloom’s   Evaluate  these  LOs:  Measurable?  Precise?   1.  Realize  the  significance  of  ethical  behavior  in  the   business  environment.   2.  Describe  how  to  create  a  web  site  using  MS  web   editor.   3.  Understand  the  conCnuing  impact  of  World  War  II   on  the  European  Union.   4.  Demonstrate  the  effects  of  improper  blood   handling  in  a  criCcal  care  environment.       5.  Appreciate  how  regular  exercise  reduces   Cassinelli, C. (2008). Bloom's Taxonomy: Original and revised. In edTEch Vision, childhood  obesity.   Updated Bloom’s Taxonomy. Retrieved September 21, 2012, from http://edtechvision.org/?p=123 6  
  • 7. 4/11/13   General  Standard  2:        Consider  Your  LOs   Learning  ObjecCves  (ConCnued)   Look at a current Is this learning Is this learning Per Bloom, at Specific  Review  Standard   What  does  this  mean?   course-level objective objective what level is objective(s) measurable? precise? this learning objective? 2.3:    All  learning  objecCves  are  stated   2.3:    Are  the  course  and  module/unit   clearly  and  wriGen  from  the   learning  objecCves  wriVen  in  clear,  direct   EXAMPLE: Yes Yes, providing I Low level - students’  perspecCve.   language  that  the  students  can  easily   Describe how you want a written Knowledge understand?   would locate existing description. literature regarding No, if I actually 2.4:    InstrucCons  to  students  on  how   2.4:    Does  this  course  use  narraCves,   online courses. want students to  meet  the  learning  objecCves  are   bulleted  lists,  charts,  etc.  to  tell  the   to locate adequate  and  stated  clearly.   students  what  they  must  do  to  meet  the   material. course  and  module/unit  level  objecCves?   2.5:    The  learning  objecCves  are   2.5:  Do  course  and  module/unit  learning   Your First ? ? ? appropriately  designed  for  the  level   objecCves  as  a  whole  to  ensure  they   Objective of  the  course.       describe  knowledge  and  skills  appropriate     to  the  course  level.     What  is  Alignment?     CriCcal  course  elements   Alignment   work  together  to  ensure     that  students  achieve   the  desired  learning  outcomes.      Key  SecCons  That  Must  Align      Think  About  “Alignment”   ObjecCves  From  Intro   Assignment:    Read  Chapter  4  (assume  it  deals  with   Psych   relaConships  between  biology  and  human  behavior)  in  text;     review  study  guide,  objecCve  2,  page  4.   Course  :    Summarize   Assignment:    View  Chapter  4  PPT;  listen  to  Chapter  4   the  relaConships  that   podcast   exist  between  biology   Graded  Assignment:   and  human  behavior   Prepare  table  that  lists  the  7  major  biological  areas;  ask     students  to  define/describe  each  area  and  list  3  specific   Module     ways  this  area  affects  human  behavior.   1.  IdenCfy  and  define   Graded  Discussion  Forum  QuesCon:    Psychology  is  the   7  major  biological   study  of  behavior  and  mental  processes.    Why,  then,  are   areas.   psychologists  interested  in  biological  maGers  such  as  the   2.  Recognize   nervous  system,  the  endocrine  system  and  heredity?   examples  of  how   Read  and  respond  to  classmates’  posCngs.   each  area  affect   behavior.   Exam:    50-­‐item  mulCple  choice  exam  taken  in  campus   TesCng  Center.   7  
  • 8. 4/11/13   General  Standard  3:          General  Standard  3   Assessment  and  Measurement   About  the     Brief  DescripCon     To  meet  the   Specific  Review  Standard   What  does  this  mean?   General  Standard   from  the  Rubric    General  Standard     3.1    The  types  of  assessments   3.1:  Do  the  assessments  flow  from  the   General  Standard  3,       selected  measure  the  stated  learning   course  and  module/unit  objecCves?    Are   Assessment  and   Assessment  is  implemented   Your  assessments  must   objecCves  and  are  consistent  with   they  consistent  with  these  objecCves?   Measurement:     in  a  manner  that  not  only   align  with  your  stated   course  acCviCes  and  resources.     allows  the  instructor  a  broad   learning  objecCves  and   Assessment  strategies  are   perspecCve  on  the  students’   guide  students  to   3.2    The  course  grading  policy  is   3.2:  Do  students  know  how  points  will  be   designed  to  evaluate   mastery  of  the  content,  but   measure  their  own   stated  clearly.     awarded  and/or  grades  assigned?    Is  the   student  progress  by   also  allows  students  to   learning  progress.   policy  on  late  work  explicit?   reference  to  stated  learning   measure  their  own  learning   objecCves;  to  measure  the   throughout  the  course.     3.3    Specific  and  descripCve  criteria   3.3:  Do  students  know  what  work  is   effecCveness  of  student   are  provided  for  the  evaluaCon  of   expected?    Is  there  a  descripCon  of    the   learning;  and  to  be  integral   students’  work  and  parCcipaCon.   expectaCons  for  this  work  and  the  criteria   to  the  learning  process.     by  which  it  will  be  graded?    Do  the   students  have  access  to  rubrics,  examples,   etc?   General  Standard  4:          General  Standard  4   InstrucConal  Materials   About  the     Brief  DescripCon     To  meet  the   Specific  Review  Standard   What  does  this  mean?   General  Standard   from  the  Rubric    General  Standard     General  Standard  4,       4.1:  The  instrucConal  materials   4.1:    Is  there  evidence  of  sufficient   InstrucConal  Materials:     The  instrucConal  materials   You  must  provide  rich,   contribute  to  the  achievement  of   content  for  the  students  to  learn  the     form  the  core  of  the  course,   robust  and  appropriate   the  stated  course  and  module/ discipline?       InstrucConal  materials  are   and  these  standards  respect   resources  and  materials   unit  learning  objecCves.   Does  this  content    support  the   sufficiently  comprehensive   the  instructor’s  prerogaCve   that  support  your  stated   to  achieve  stated  course   in  selecCng  them.  The  focus   objecCves,  assessments  and  other   learning  objecCves.     objecCves  and  learning   of  this  standard  is  on   course  elements?   outcomes.     supporCng  the  course   objecCves  and   4.2:  The  purpose  of  instrucConal   4.2:    Can  the  students  easily   competencies,  rather  than   materials  and  how  the  materials  are   determine  the  purpose  of  all  course   on  qualitaCve  judgments   to  be  used  for  learning  acCviCes  are   components  and  how  each  will  help   about  the  materials.     clearly  explained.       to  achieve  the  learning  objecCves?      Looking  for  InteresCng  Content?      General  Standard  5   •  Carnegie  Mellon  University  –  Open  Learning   About  the     Brief  DescripCon     To  meet  the   IniCaCve  -­‐  Free  online  courses  and  course  materials   General  Standard   from  the  Rubric    General  Standard     –  hGp://oli.web.cmu.edu/openlearning/   General  Standard  5,       Learner  InteracCon  &   Engaging  students  to   You  must  provide   •  MERLOT  –  free,  searchable,  rated     Engagement:     become  acCve  learners   meaningful  and     contributes  to  the  learning   –  www.merlot.org   Forms  of  interacCon   process  and  to  student   producCve  acCviCes  that   incorporated  in  the  course   persistence.   prompt  your  students  to   •  MIT  OpenCourseWare  site  -­‐  access  to  over  1,700   moCvate  students  and   acCvely  pracCce  their   courses,  free,  readings,  audio,  video   promote  learning.     learning.   –  hGp://ocw.mit.edu/OcwWeb/web/home/home/index.htm   •  You  Tube  –  a  vast  and  oTen  surprisingly  useful   collecCon       8  
  • 9. 4/11/13   General  Standard    5:     Learner    InteracCon  and  Engagement      General  Standard  6   About  the     Brief  DescripCon     To  meet  the   Specific  Review  Standard   What  does  this  mean?   General  Standard   from  the  Rubric    General  Standard     General  Standard  6,       5.1:  The  learning  acCviCes   5.1:    Do  the  learning  acCviCes  flow   Course  Tools  and   The  technology  enabling  the   You  must  select  the  tools   promote  the  achievement  of   from  the  learning  objecCves?       Technology:     various  course  components   stated  learning  objecCves.       and  media  that  best   Do  the  learning  acCviCes  encourage     facilitates  the  student’s   support  your  learning   students  to  “pracCce”  their  learning?   Course  navigaCon  and   learning  experience  and  is     technology  support  student   easy  to  use,  rather  than   objecCves  and  provide   engagement  and  ensure   impeding  the  student’s   opportuniCes  for  your   5.2:  Learning  acCviCes  foster   5.2:    Does  the  course  encourage   access  to  course   progress.     students  to  acCvely   instructor-­‐student,  content-­‐ student-­‐instructor  and  student-­‐ components.     pracCce  their  learning.   student,  and  if  appropriate  to  this   content  interacCon?     course,  student-­‐student   What  is  the  instructor’s  philosophy   interacCon.   on  student-­‐student  interacCon?   General  Standard  6:       Course  Tools  and  Technology      General  Standard  7   Specific  Review  Standard   What  does  this  mean?   About  the     Brief  DescripCon     To  meet  the   General  Standard   from  the  Rubric    General  Standard     6.1:  The  tools  and  media  support   6.1:  Do  the  learning  acCviCes  flow   the  learning  objecCves,  and  are   from  the  stated  course  and  module   General  Standard  7,       appropriately  chosen  to  deliver   learning  objecCves?    Do  the  acCviCes   Learner  Support:     In  the  learner  support   You  must  direct  your   the  content  of  the  course.   encourage  the  students  to  “pracCce”     standard,  four  different   online  students  to  the   The  course  facilitates   kinds  of  support  services  are   their  learning?   support  services    they   student  access  to   addressed:  technical   6.2:  The  tools  and  media  support   6.2:  Do  the  tools  and  media  selected   need  to  be  successful  and     insCtuConal  support   support,  accessibility   student  engagement  and  guide   encourage  the  students  to  be  acCvely   would  be  available  to   services  essenCal  to  student   support,  academic  services   the  student  to  become  an  acCve   engaged  in  the  learning  process?   them  if  they  aGended   success.     support,  and  student   learner.       campus-­‐based  courses. services  support.     6.3:  NavigaCon  throughout  the   6.3:  Is  the  navigaCon  of  the  course   online  components  of  the  course   easy  for  the  students  to  use  and  does   is  logical,  consistent  and  efficient.     it  effecCvely  guide  their  movement   through  the  course?   General  Standard  7:       Learner  Support      General  Standard  8   Specific  Review  Standard   What  does  this  mean?   About  the     Brief  DescripCon     To  meet  the   General  Standard   from  the  Rubric    General  Standard     7.1:  The  course  instrucCons  arCculate   7.1:  Are  technical  support  services   or  link  to  a  clear  descripCon  of  the   provided  for  learners?   General  Standard  8,       technical  support  offered  and  how  to   Does  the  course  contains  informaCon   Accessibility:   The  accessibility  standard   You  must  design  your   access  it.       about  the  services  and  how  to  access     incorporates  the  principles   course  so  students  with   them?       The  course  demonstrates  a   of  Universal  Design  for   special  needs  can  access   commitment  to  accessibility     for  all  students.     Learning  (UDL)  and  is   course  materials  and  be   7.2:  Course  instrucCons  arCculate  or   7.2:  Does  the  course  include:   consistent  with  Web  Content   successful  in  your  course.   link  to  the  insCtuCon’s  accessibility   Accessibility  Guidelines   1. A  link  to  the  insCtuCon's  formal   policies  and  services.       accessibility  policy,  if  a  policy  exists   (WCAG).   2.   A  statement  that  informs  the  student   how  to  gain  access  to  an  insCtuCon's   disability  support  services,  if  such  services   exist.   9  
  • 10. 4/11/13   General  Standard  8:       Accessibility   Specific  Review  Standard   What  does  this  mean?   8.1:  The  course  employs  accessible   8.1:  Does  the  course  meet  both   technologies  and  provides  guidance   condiCons:   on  how  to  obtain  accommodaCon.   1.  The  course  is  offered  in  an  accessible   Outline  One  Module       learning  management  system  (LMS).         2.  The  instructor  provides  documentaCon   staCng  the  degree  of  accessibility  of  any   content,  tools,  and  sojware  used  in  the   course.  If  any  component  of  the  course  is   not    accessible,  instrucCons  are  provided   on  how  to  obtain  accommodaCon.            Module  Planning  Worksheet   Outline  One  InstrucConal  Module   Stan Component Function 1 Overview What will this module be about? •  Based  on  the  informaCon  discussed  in  this   What can I expect? workshop,  outline  one  learning  unit  that  includes:   2 Learning Objectives What are the learning objectives for this module? •  Course-­‐level  objecCve   4 Course Content What information do I need to •  Module-­‐level  objecCve   accomplish the objectives? •  InstrucConal  materials   5 Learning Activities What will I do to practice my •  Learner  engagement   learning? •  Tools  and  Technology   6 Technology What technology will I use to practice my learning? •  Assessment   3 Assessments How will I know if I’ve achieved the learning objectives? Discussion   •  Share  your  Online  Course  Planning  Worksheet   and  Your  Module  1  with  a  colleague.   Share  Your  Plan   •  Discuss  any  quesCons  you  might  have   regarding  the  development  of  your  course.   •  IdenCfy  your  top  three  prioriCes.   •  Ask  the  facilitator  any  quesCons  you  have   •  Share  with  the  group   10  
  • 11. 4/11/13   Thanks  to  YOU…   EvaluaCon   Quality  MaGers!   Please  complete  the  session  evaluaCon:   More  InformaCon  at:     hGp://Cnyurl.com/cjvougj   www.qmprogram.org     11