Building Bridges to Better Online Education

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Building Bridges to Better Online Education

  1. 1. Building Bridgesto Better Online Education Developing a Program to Achieve and Recognize Excellence in Online Education Sue Burris Nita Copeland Director of Distance Learning Health Sciences Faculty National Park Community College University of Arkansas at Little Rock Mark Burris Terry Patterson STaR Founding President, ARBUG University of Arkansas at Little Rock University of Missouri - Columbia
  2. 2. Session at a Glance • Idea and Goals • Planning and Implementation • Feedback • Outcomes 2
  3. 3. Ideals and GoalsThe How and Why
  4. 4. Idea & Goals• Create a way to improve online course design• Implement a “best practices” mentoring program• Help improve institutions’ chances to be recognized for excellent course design / development 4
  5. 5. Idea & Goals• Miss America Pageant for Course Development• Make sure courses measured up to Exemplary Courses Program (ECP)• Give instructors and Daniel Hulshizer/Associated Press developers a place to go before making it to the big leagues!• Create a Diamond Award for Excellence in Online Course Development 5
  6. 6. Planning and Implementation Establishing the Review Process
  7. 7. •A Blackboard course from an Arkansas college oruniversity that meets “Exemplary” status asdetailed in Blackboard’s Exemplary Course Rubric•Courses submitted for review must have endedby January 1, 2012 to comply with privacystandards (FERPA).•Submit the completed Submission form atarbug.org no later than February 15, 2012. 7
  8. 8. Diamond Award Submission Timeline Submission window: January 15, 2012 – March 1, 2012 Reviews Reviews AnonymousConducted: Finalized: Reviews March March 20- Sent: 5 – 16 23 Late April Review Winners Deadline: Notified: March 19 March 30 8
  9. 9. Submission Guidelines • Courses must be delivered in one of Blackboard’s Learning Management Systems (e.g., Learn, Academic Suite, CE/Vista, ANGEL). • Candidates must provide access to a copy of the course with designer, builder, or editor access for the Review Team. • Courses in which students are currently enrolled will not be reviewed in order to comply with privacy standards. 9
  10. 10. Submission Guidelines • Only courses with a completed Submission Form will be reviewed. • All supplementary materials must be converted to electronic format, (PDF, Flash, PowerPoint, Camtasia, Captivate, etc.) and uploaded to the course to be reviewed. 10
  11. 11. Self-evaluation Instructions• Print a copy of the Rubric• Review each section of the rubric: • Course Design • Interaction and collaboration • Assessment • Learner support• Evaluate your course as: • Exemplary • Accomplished • Promising • Incomplete 11
  12. 12. Team Development • Identify volunteer reviewers • Group by experience and role • Ensure institutional distribution • Email training guidelines and submission resources • Provide access to BB Collaborate for reviewer collaboration 12
  13. 13. Submission Conclusion • Gather results of team review • Notify ARBUG officers and candidates with results • Collect the reviewer comments • Edit for review anonymity • Provide the candidate with review feedback 13
  14. 14. Planning and ImplementationParticipating in the Review Process
  15. 15. What Makes a Review Successful? Completeness: • Thoroughly complete Parts 1 and 2 of the Reviewer Form. Validation: • Carefully review the comments and examples of exemplary practices presented in the narrative. • Base your review on the detailed criteria of the ECP Rubric. Constructive Feedback: • The ECP program is based on a premise that participation in the program as a reviewer or a submitter will enable individuals in both groups to become better at creating and delivering effective online instruction. • This positive theme should be foremost in the minds of reviewers and should be evident in the feedback you prepare for course submitters. 15
  16. 16. Examples of Feedback Feedback that isn’t very constructive: Too much text on the page. I didn’t like to scroll. 16
  17. 17. Examples of Feedback Positive, constructive feedback: It is great that you provide supplementary reading materials within the course itself! This is a real time-saver for students. The materials may be easier for students to read and recall if the items were organized by theme or in chronological order and placed into dedicated folders or subfolders rather than listed on one page. While having all of the information on one page makes it easy for people to print out, it makes for an awfully long page to scroll through. In addition, because of some of the large images, the page takes a long time to load. This might be a problem for students with slow internet/dial-up connections. 17
  18. 18. Examples of Feedback Feedback that isn’t very constructive: Learning objectives are not placed in appropriate places. Your learning objectives are not good. 18
  19. 19. Examples of Feedback Positive, constructive feedback: Although your learning objectives (LO’s) are included in the course syllabus, it would be helpful to students to relate specific LO’s to course activities and assignments. The learning objectives (LO’s) could be improved if written in measureable terms. For example, in the LO’s below, the word “know” is vague and isn’t measureable. However, the action verb “write” is measureable. Not measureable: The student will know the Spanish alphabet. Measureable: The student will be able to write the Spanish alphabet. 19
  20. 20. FeedbackInstructor & Student Benefits
  21. 21. Benefits to Instructors and Students• Provides incentive to go through the rubric• Verifies best practice usage• Validates teaching online to colleagues who do not teach online• Confirms scholarship for annual evaluations• Prioritizes and focuses on the components of course design 21
  22. 22. Benefits to Instructors and Students• Recognizes helpfulness of reviewer comments (Welcome video, learning styles emphasis)• Provides opportunities for course design assistance with colleagues• Focuses on specific learning strategies to create a student learning centered course• Influences overall teaching 22
  23. 23. OUTCOMES2011 & 2012 Review Outcomes
  24. 24. Review Outcomes• 2011 – Reviewed 2 courses • 1 Exemplary, 1 Accomplished • Exemplary course recognized by QM and Blackboard as Exemplary.• 2012 – Reviewed 11 courses • 3 Exemplary, 3 Accomplished 24
  25. 25. Questions?www.arbug.org 25
  26. 26. We Value Your Feedback!Please fill out the session evaluation. Sue Burris Nita Copeland sburris@npcc.edu njcopeland@ualr.edu Mark Burris Terry Patterson mfburris@ualr.edu pattersontl@missouri.edu

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