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What is it? What is it? Quality Matters (QM) is a nationally recognized, faculty- centered, peer review process designed to certify the quality of online.

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Presentation on theme: "What is it? What is it? Quality Matters (QM) is a nationally recognized, faculty- centered, peer review process designed to certify the quality of online."— Presentation transcript:

1 What is it? What is it? Quality Matters (QM) is a nationally recognized, faculty- centered, peer review process designed to certify the quality of online courses and online components. Colleges and universities across the country use the tools in developing, maintaining and reviewing their online courses and in training their faculty. QM standards are supported by best practices and the research literature, which is updated with every new rubric release. 21 Essential, 12 Very Important, 8 Important Standards F.A.Q.

2 Does it make all of our courses the same? Does it make all of our courses the same? 85% Principle Does it mess with my content? Does it mess with my content? How do we use it? How do we use it? 3pts Essential Standards 2pts Very Important Standards 1pt Important Standard 81pts + Including All 21 Essential Standards F.A.Q.

3 1.1 Instructions make clear how to get started and where to find various course components. START HERE!/Introduction/Orientation Explain Course Menu items Explain what to do first Getting Started quiz 1.2 Students are introduced to the purpose and structure of the course. Explains the structure of the course. i.e. projects, papers, exams, due dates Put in START HERE! and/or Syllabus Class Schedule menu item Essential Standards

4 2.1 The course learning objectives describe outcomes that are measurable. Include in Syllabus Use Blooms Taxonomy Wheel 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives. Include in each weekly folder. sub-objectives under course objectives. Essential Standards

5 2.3 All learning objectives are stated clearly and written from the students perspective. Avoid technical jargon/lingo The student will be able to Instructions to students on how to meet the learning objectives are adequate and stated clearly. To-do list/check list for the week. 2.5 The learning objectives are appropriately designed for the level of the course. Senior or Graduate level course should be higher on Blooms than freshman course. Essential Standards

6 3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. Which objective is measured? Does it fit the level of Blooms? Did the activities prepare them properly? 3.2 The course grading policy is stated clearly. In the syllabus Include categories and/or individual assessments, point values, percentage of total grade. Table specifying grade to point/percentage relationship. Late submission policy Essential Standards

7 3.3 Specific and descriptive criteria are provided for the evaluation of students work and participation and are tied to the course grading policy. Rubrics! Detailed description of how collaborative work will be graded! 4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives. Every reading/video/web link should be related to an objective. 4.2 The purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. Give a paragraph or two explaining the purpose of each one Essential Standards

8 5.1 The learning activities promote the achievement of the stated learning objectives. Should be able to match the activity with a specific objective at the appropriate level of Blooms Taxonomy. 5.2 Learning activities provide opportunities for interaction that support active learning. Learning activities actively engage students with the material and include: Essential Standards Assignments Practice Quizzes Discussions Blog Posts Presentations Case Studies Role Playing Paraphrasing

9 5.3 The instructors plan for classroom response time and feedback on assignments is clearly stated. How long to respond to s: _______________ What about weekends: ______________________ How long to grade assignments: _______________ Provide leeway for unexpected circumstances Can be included in Syllabus and/or START HERE! 6.1 The tools and media support the course learning objectives. Essential Standards

10 6.2 Course tools and media support student engagement and guide the student to become an active learner. Student Student Student Instructor Student Content Need to do something with the material! 6.3 Navigation throughout the online components of the course is logical, consistent, and efficient. Blue & underlined means it is a link and all links are blue and underlined External links open in a new window Minimize clicks while keeping logical organization Essential Standards

11 7.1 The course instructions articulate or link to a clear description of the technical support offered and how to access it. Syllabus START HERE! Bb Help 7.2 Course instructions articulate or link to the institutions accessibility policies and services. Syllabus START HERE! 8.1 The course employs accessible technologies and provides guidance on how to obtain accommodation. In Syllabus provide a link to: Essential Standards


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