Quality Course Development
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The document discusses Park University's quality course development process. It introduces the course development team and their roles in assisting faculty to develop and maintain high-quality online courses. The summary outlines the course development checklist, working with instructional designers, quality review process, and focus on maintaining course quality over time.
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This document provides an orientation for teaching online courses at Towson University. It begins by defining online and hybrid courses and outlining the objectives of the workshop. The document then discusses challenges and rewards of online teaching, the instructor's new role as a facilitator, and strategies for interaction and feedback in online courses. It provides examples of chunking content into manageable modules and designing courses using the Quality Matters rubric. The overall summary is that the document orients new online instructors at Towson University by defining online learning, discussing the design of online courses, and providing strategies for facilitating interaction and assessment.
A Blended Online Approach for Faculty Development in Online Teaching
Mount Saint Mary College implemented new policies requiring faculty training for teaching online courses. This included a blended online professional development course called "Teaching and Learning Online" over 4 weeks. The course provided intensive, practical training to help faculty redesign their online courses, including instructional design, interactions, assessments, and content development. It included readings, discussions, and a course design project. While some issues around workload and compensation remained, initial feedback on the training course was positive and led to improvements in online course quality.
North Park Quality Matters Presentation
North Park University is implementing Quality Matters (QM), a faculty-centered, research-based program for quality assurance in online courses. It has trained staff and faculty to review courses using QM rubrics. It offers a online development course for faculty to learn the QM process. Preliminary findings show benefits like standardized reviews, guidance for course design, and peer discussions. Challenges include some faculty not fully utilizing the online tools or meeting standards on first review. Future plans include revising the development course based on needs assessment and improved recognition for faculty who complete the process.
Creating a culture of continuous improvement
Developing online courses is only the first step in a much longer process. In this session, we explored how to create a culture to support continuous improvement and looked at new tools to visualize the process.
Quality Teaching in Online Courses
The document discusses identifying quality teaching in online courses. It outlines seven principles of good practice for online courses, including encouraging contact between students and faculty and giving prompt feedback. It also discusses visions for quality teaching online, including benchmarks and standards. Examples are provided of tools that can be used to identify quality, such as rubrics, checklists, and course observation.
Instructional design: What It Is, What It Isn't
This slide show was created for a presentation intended to inform the audience about the basics of instructional design. Survey data included was collected from several listserves including the Educause LTL and the Calibug Bb listserve.
Can Existing Quality Guidelines Inform Faculty Participation in Online Course...
This document discusses how existing quality guidelines can inform faculty participation in online course design. It presents two major approaches to defining quality in online learning - Quality Matters and Quality Scorecard. Quality Matters focuses on course-level standards, while Quality Scorecard examines program-level indicators. The document advocates involving faculty in discussions about quality standards and providing them with training and support throughout the course design process. This will help address common faculty concerns around time, buy-in and technical skills when creating online courses.
Learning Outcomes Discussion
This is a presentation I prepared for my 12 week Course Design Practicum experience for faculty developing hybrid and online courses.
DCDC-Process-Team-Tools
An overview of the Distance Course Design and Consulting group's (DCDC) approach to online course design and development.
Online professionaldevelopment[1]
This document discusses transforming education through online learning. It outlines essential elements of effective online learning such as quality measures, professional development, and learning management systems. The document then summarizes Poway Unified School District's online learning program, which includes developing an online course rubric based on national standards, providing professional development training for teachers, and growing their course offerings from 21 to over 30 courses through continual expansion. While implementation challenges such as unclear teacher expectations and lack of course development support occurred, the program experienced growth through refined processes and support structures.
Programs of study creating a schedule that works (short)
The document discusses elements to include when designing an academy program of study and translating that program into a master schedule. It recommends including an academic core, technical core, work-based learning, and support services. The program of study should integrate academic and technical content, show real-world relevance, and include a progression of work-based learning opportunities. When creating the master schedule, consider grade levels, integration levels, resource usage, and stakeholder input to reflect the program's vision and support student success. The schedule should minimize interruptions and utilize a planning process to address challenges.
2010 Developing high quality online doctoral programs2
The document summarizes Keiser University's meticulous preparation for a no findings accreditation visit of their new Doctoral Program in Educational Leadership. Key aspects of their preparation included establishing a pre-program advisory board, developing syllabi with clear program and student learning outcomes, creating comprehensive assessment plans and related documents, and conducting meticulous practice visits. The schedule and facilities were also carefully planned and practiced.
The document also summarizes Texas Christian University's quality improvement model for their online Doctor of Nursing Practice program. They implemented extensive faculty development training, developed standards for online teaching, utilized an online self-assessment tool to collect data and report on course evaluations, student progress, and student learning outcomes. This data was used to identify
101 suggestions for successful online math learning
This document provides 101 suggestions for successful online math learning organized into sections on preparing for the course, course design techniques, course organization, testing and grading, communicating with students, and general advice. Some key suggestions include using web tools in seated classes first, making the website simple to navigate, stating clear goals and objectives, engaging students with a variety of tools like discussions and projects, providing quick feedback and frequent assessments, and orienting students to the online environment.
Accelerate IT
The document provides an overview of a competency-based education (CBE) program called Accelerate IT. Key aspects of the program include:
- Aligning courses and curriculum to competencies defined by employers to allow students to progress as they master skills.
- Unbundling faculty roles between course development, assessment, facilitation and grading to improve efficiencies.
- Engaging workforce partners to provide input on in-demand skills and aligning programs.
- Providing holistic student support through academic coaches who monitor progress and intervene if students fall behind.
- Using data analytics to track student performance and continuously improve the program.
National standards of Quality Online Courses
The document outlines national standards of quality for online courses. It discusses standards related to course content, instructional design, student assessment, technology, and course evaluation/management. Key points include ensuring course goals and objectives are clear, content is rigorous and engaging, assessments are ongoing, the course is easy to navigate, and student information remains confidential.
Overview of DL-The Phasing in of K-12 DL Programs & the Needs Assessment
Phase I of implementing K-12 distance learning programs involves:
1. Piloting content management systems and vendor courses to supplement face-to-face instruction on a small scale, starting with high school courses.
2. Choosing vendors that meet state, regional, and local standards and curriculum needs to provide online or hybrid courses with teacher support.
3. Providing teacher training during the summer and follow up sessions to help them modify vendor content and build local assessments for blended models.
Phases of E-Learning Implementation
1. California is phasing in K-12 distance learning programs to meet student needs, standardize quality, and save costs. It started with high school courses and plans to expand to other grades.
2. Phase I involves piloting course management systems and vendor content. Courses are supplemental and often blended with online and in-person instruction. Popular vendors include Odysseyware, Pearson, and Aventa.
3. Future phases include training teachers to modify vendor content and develop their own lessons using open resources, moving to a blended model with less reliance on vendors.
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Streaming Along
This document discusses educational simulations and their benefits. It defines simulations as teaching methods that directly involve participants in decision making and learning from outcomes. Simulations can enhance learning by promoting interactivity and engagement. The theoretical framework discussed includes cognitive psychology and situated virtual cognition. Examples of simulations include Second Life and virtual reality environments. Research shows simulations may be superior to problem-based learning for acquiring skills. The document provides resources for creating and using simulations.
Reaching Out With Podcasts
The document discusses using podcasting and other alternative methods to extend the reach of universities' education. It provides details on Georgia Tech's distance learning program, including their wish list criteria for a classroom instruction capture tool, such as being highly scalable, having simple use, and supporting synchronous and asynchronous capture. The document also lists some systems they have reviewed for classroom capture.
Online Consumer Reports WCET
This document discusses trends in online higher education, including increased participation by both institutions and consumers. It notes that competition is growing as around 1,600 schools now offer online programs. However, information available to prospective students is often poor and directories are dominated by school-led rather than aggregator-led information. There is little standardized comparative data to help students choose between schools. The document argues greater transparency could help with student choice, differentiation, efficiency and accountability in the online education market.
Podcasting
This document discusses podcasting and its role as a catalyst for learning and integrated planning at the University of Washington. It outlines some initial obstacles to implementing podcasting such as funding, staffing, instructor time, and sustainability issues. It then describes the technology used in their automated podcasting model and assesses usage through an online survey. Finally, it provides funding history and future directions for podcasting at the university.
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The document discusses the rise of mobility and how it has changed how people live, learn, and connect through media. It notes that mobility allows people to be connected anytime, anywhere through mobile devices. Mobility has especially impacted Generation M, who spend over 6 hours per day on mobile media and are heavy multitaskers. The conclusion states that mobility has changed how people live, learn, and stay connected through media, and that media will continue to change how information is learned and absorbed.
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Quality Course Development
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