1. Online Course Development and Delivery Reviews: An Interactive Approach Carla R. BradleyOTC OnlineOzarks Technical Community Collegebradleyc@otc.edu
3. Words Evaluation Evaluator Evaluator Best practices Problems Rubric Requirements Peer review Coach Mentor Effective practices Challenges Guide Consistency standards
4. Goals Explain how OTC Online arrived at updated online review process. Apply hints from other reviewers to online reviews. Evaluate an online course for development and delivery. * * Practice review set needs to be completed by new online reviewers.
10. Quality Matters “The course review process is a collegial discussion between faculty peers committed to Continuous quality improvement. It is not an evaluation. Centered in national standards of best practice, the research literature and instructional design principles designed to promote student learning. . . . And it’s not a win/lost or pass/fail test…… the rubric in the review process functions as a diagnostic tool to facilitate the continuous improvement of online courses.”
11. Quality Matters Course overview and introduction Learning objectives Assessment and measurement Resources and materials Learner engagement Course technology Learner support Accessibility
12. QM Example Striving for Quality in Online Courses-J.J. Johnson-Pierce College in Washington State Quality assurance team (of six): Sensitive about academic freedom Student feels comfortable- course layout Anticipate questions Student comfort (home page)- consistent interface Measure of course design Composed of instructors in diverse disciplines Provide mentoring and coaching Goal- Go to the next level and tie to PD sessions
13. Blackboard Exemplary Course “The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses.” Course design Interaction and collaboration Assessment Learner support
14. Bb ECP Example Excellence within our Grasp: Using Blackboard’s Exemplary Course Rubric- Mark Burris- University of Arkansas Little Rock and Sue Burris- National Park Community College Goal 1: Promote instructional excellence across Arkansas through online student engagement principles, moving beyond “buttonology” Goal 2: Promote academic collaboration through local and statewide community of practice
15. Chico State Learner support and resources Online organization and design Instructional design and delivery Assessment and evaluation of student learning Innovative teaching with technology Faculty use of student feedback
16. Chico State Example Online Course Assessment (James West)- Missouri Baptist University Peer evaluations results from spring 2005 to spring 2010 High score has been consistent Low score has had an upward trend Mean has been upward Consistent improvement over 5-year period
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18. Previous Online Review Document Checklist and comments Review document with “yes” or “no” that combined development and delivery Lacked extensive information on instructional content, technology, academic integrity, and accessibility.
19. Unique to College Navigation Online syllabus template (current) Instructor response time Assessment data
20. Pilot Introduced in OTL 101 in fall 2011 Fall 2011 online instructors complete Spring and summer 2011 online instructors complete (some courses reviewed) Fall 2011 only online instructors reviewed complete
22. Review Document Engage department and begin research Separate development and delivery Add pre-review comment section Organize by navigation Pilot review documents and solicit feedback Create team approach Involve departments Check with DSS Invite feedback from OTC Online Committee Meet online with Online Review Task Force Team
23. Accessibility and Compliance “Creates duplicate channels of information to benefit all learners.” Planning will have a cost-savings rather than retrofitting. Builds awareness. Georgia Tech Research on Accessible Distance Education (GRADE). CATEA Access E Learning. http://www.accesselearning.net/mod1/1_01.php
Designed to certify the quality of online courses and online componentsFaculty-centered, peer review process“Effective practices” vs. “best practices”Learning outcomesHow students learnQM now has over 430 subscribers.Subscribing institutions are represented in North America, Australia, Bermuda, and Saudi Arabia. More than 7,000 institutional faculty and staff have been trained by QM. Quality Matters Program. “QM Quick Facts.” Quality Matters News. July 2010.
Designed to certify the quality of online courses and online componentsFaculty-centered, peer review process“Effective practices” vs. “best practices”Learning outcomesHow students learnQM now has over 430 subscribers.Subscribing institutions are represented in North America, Australia, Bermuda, and Saudi Arabia. More than 7,000 institutional faculty and staff have been trained by QM. Quality Matters Program. “QM Quick Facts.” Quality Matters News. July 2010.
Course meets universal design principles, section 508 standards, and W3C guidelines to ensure access to all students.508 “A text equivalent for every non-text element shall be provided.”508 “Equivalent alternative for any multimedia presentation shall be synchronized with the presentation.”W3C- World Wide Web ConsortiumGeorgia Tech Research on Accessible Distance Education (GRADE). CATEA Access E Learning. http://www.accesselearning.net/mod1/1_01.php