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