Presentation on theme: "Using the Quality Matters Rubric to Improve Online Course Design"— Presentation transcript:
1Using the Quality Matters Rubric to Improve Online Course Design Susan Bussmann, PhDRETA/NMSUSandy Johnson, MS MA
2Quality Matters Students Identify & recognize it? Faculty Quality does matter to…StudentsFacultyAdministratorsInstitutionsAccrediting agenciesLegislatorsTax PayersHow do we…Identify & recognize it?Motivate & instill it?Assess & measure it?Insure it?Assure it?
3The QM Rubric Processes are ContinuousThe Quality Matters process is designed to ensure that all reviewed courses will eventually meet expectations.The process is integral to a continuous quality improvement process
4The QM Rubric Processes are CenteredOn research - the development of the rubric is based in national standards of best practice, the research literature, and instructional design principles.On student learning - the rubric and process are designed to promote student learning.On quality - the review sets a quality goal at the 85% level or better (courses do not have to be perfect but better than good enough).
5The QM Rubric Processes are CollegialA Quality Matters review is part of a faculty-driven, peer review process.The review process is intended to be diagnostic and collegial, not evaluative and judgemental.
6The QM Rubric and Processes are CollaborativeThe review is based on collaboratively identified evidence found in the course rather than the personal preference of an individual reviewer.The review is flexible and not prescriptive (many ways to meet each standard).The review team consists of three experienced online instructors as reviewers along with the course faculty developer.
8Factors Effecting Course Quality QM Reviews Course DesignOther components to online instruction include-Course delivery (i.e. teaching, faculty performance)Course contentCourse management systemInstitutional infrastructureFaculty training and readinessStudent engagement and readiness
9Quality is…. More than average; more than “good enough” An attempt to capture what’s expected in an effective online course at about an 85% levelBased on research and widely accepted standards85 %
10The Rubric Eight General Standards: Course Overview and Introduction Learning ObjectivesAssessment and MeasurementResources and MaterialsLearner InteractionCourse TechnologyLearner SupportAccessibilityKey components must align.Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes.
11Rubric Scoring 40 85 Standards Points Relative Value 17 3 Essential 11 2Very Important121ImportantTOTALS4085Team of 3 reviewers initially score individuallyOne score per standard based on team majorityPre-assigned point valueYes/No decision; All/None pointsConsensus is NOT required
12To Meet Expectations… 72/85 = 85% A course must achieve: “Yes” on all 17 of the 3-point “essential” standardsA minimum of 72 out of 85 points72/85 = 85%
13Let’s PracticeYou will need your annotated Quality matters review rubric to participate.Everyone ready?
14In a course you are reviewing, you find no module or unit-level objectives. You do see (reprinted below) a course description and course-level goals on the syllabus.Course Description During this course we will be intensely involved in reading and discussing readings from the modern era (that is, from the 1600’s on), from around the world. We will consider the common themes that bind us together as human beings on this planet, as well as recognizing and acknowledging cultural differences. We will also consider what it means to be “modern,” and the relation of art to life and culture. There is one major research paper.Course Goals This course will contribute to the development of the following General Education Objectives:1. oral and written communication 2. reading with comprehension 3. critical thinking 4. abstract reasoning 5. appreciation of cultural diversity 6. use of bibliographic sources 7. life-long learningLet’s PracticeStandard 2.4: Instructions to students on how to meet the learning objectives are adequate and stated clearly.Does this scenario meet Standard 2.4?YES or NOIndicate your decision in the chat box and explain your rationale for your decision.
15On the homepage of a course you are reviewing is a button entitled "Notes on Course Topics." This links to a commercial website that contains a huge amount of material: outlines, PowerPoint, animations, exercises, self-test, charts and graphs, and text, all related in some way to the subject of the course.Assignment directions in the online course say to click on the link, peruse the commercial website, and find material related to the weekly topic.Let’s PracticeStandard 6.1:The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course.Does this scenario meet Standard 6.1:YES or NOPlease explain how you would improve this scenario in accordance with Standard 6.1.
16The Early Childhood Education course you are reviewing has listed the following course level learning objective:Design your ideal classroom using features that meet the space, safety, and comfort needs of very young children.Students are to produce a model of their ideal classroom, take pictures of the model, post them on the course website, and also write and post an essay explaining how the model represents the ideal. Both the models and the essays will be evaluated according to a grading rubric distributed along with the class assignment.Let’s PracticeStandard 3.1: The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.Does this scenario meet Standard 3.1 ?YES or NOPlease explain your rationale for your decision.
17Quality Matters! More information at: www.QualityMatters.org