Presentation on theme: "Dr. Andrea Henne Dean, Online and Distributed Learning San Diego Community College District July 15, 2008 For audio call Toll Free 1 - 888-886-3951 and."— Presentation transcript:
Dr. Andrea Henne Dean, Online and Distributed Learning San Diego Community College District July 15, 2008 For audio call Toll Free 1 - 888-886-3951 and use PIN/code 329213 Online Course Quality Standards
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Snapshot San Diego Community College District San Diego City, Mesa, and Miramar Colleges Continuing Education (CE) SDCCD Online began Fall 2001 – 18 sections 2007-2008 - Online courses = 12% of the total Spring 2008 = 461 Online Course Sections Summer 2008 = 370 Online Course Sections Fall 2008 = 468 Online Course Sections 275 Faculty 2 Full-time Instructional Design Coordinators Online Faculty Mentor at each College and CE Districtwide Distance Education Steering Committee
What are the Accreditation Standards for Quality Assurance?* Academic Integrity: course curriculum same for online and seat-time courses Faculty online teaching capability Student capability for online delivery Faculty and Student support services Faculty and Student learning assessment systems Integration with Institutional Mission Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges (WASC) http://www.accjc.org/standards.htm http://www.accjc.org/standards.htm *Policy on Distance Learning, Including Electronically-Mediated Learning
Areas of Online Course Quality Standards Student Readiness Faculty Preparation Course Development Course Readiness Student & Faculty Support Course Evaluation Continuous Improvement
Standards for Student Capability Online Learning Readiness Assessment http://www.sdccdonline.net/assess.htm Tutorials and Student Orientation http://www.sdccdonline.net/students http://www.sdccdonline.net/students
Online Course Design & Development Quality Assurance 1.Establishing and maintaining expectations & goals. 2.Providing regular and frequent opportunities for communication and feedback. 3.Actively engaging and facilitating students learning. 4.Providing multiple opportunities for authentic assessment and demonstration of student learning outcomes.
Faculty Capability Tools and Pedagogy: Orientation followed by 8-10 hours learning online as student and as designer/instructor 10+ hours of instructional design support One-to-one appointments ongoing
Standards for Faculty Capability http://www.sdccdonline.net/faculty http://www.sdccdonline.net/faculty Vista 4 Proficiency Checklist Online Pedagogy Proficiency Checklist Sharing, Collaborating, Modeling
Framework for Course Development Standards Template for the Design and Development of Online Courses Learning Module Matrix with required components, criteria, & guidelines Checklist of Course Readiness
Learning Module Matrix Each learning module consists of 7 components, and the template lists criteria and guidelines for module development The module matrix also includes suggestions for guiding students for readiness as online learners.
Module Matrix 1. Pre-Assessment Prior to beginning the module, students are assessed to determine their entry-level knowledge of the topic. Assessments may take a variety of forms including: objective questions (scored automatically by the courseware), short-answer or essay questions, case study analysis. Results of the module Post-Assessment will be compared with this Pre-Assessment to measure students' learning outcomes.
Module Matrix 2. Learning Outcomes - Include the actions, performance criteria, and conditions of what the student will be able to do. Action Verbs for Writing Student Learning Outcome Statements in Higher Education http://ctl.sdsu.edu/action.htm Learning Outcomes are aligned with all the other elements of the learning module Communication, Activities, Resources, Materials, Assessment
Module Matrix 3. Assigned Reading Specify chapters, pages, documents, slides, websites. Provide guided reading suggestions or points to look out for in the reading. Align the reading assignment with the module learning outcomes. Whats the point?
Module Matrix 4. Assigned Writing Writing assignments (even in Math and Computer courses!) are included. Explain the process for submitting the writing assignment and the evaluation criteria. Encourage original, critical thinking on an issue or topic. Suggested techniques for students submitting the writing assignments: a. Post to the discussion board or to a blog b. Create a document or contribute/edit a wiki c. Make a podcast and attach the script
Module Matrix 5. Exercise/Activities Provide an interactive exercise for the entire class or for groups. Suggested interactive exercises: a. Asynchronous discussion or live chat with specific guidelines for quality of participation. b. Creation of individual or group presentations via discussion board for student review and comment. c. Student submission of quality web resources on the module topic. d. Self-assessment quiz using online assessment tools.
Module Matrix 6. For Further Study Provide links to Web resources to engage students in reinforcing what theyve learned and exploring advanced-level concepts. Have students learn to utilize the schools library databases to search for current articles on the topic.
Module Matrix 7. Assessment The purpose of the assessment is to measure the achievement of the Learning Outcomes for the module. Suggested formats for the assessment: a. Demonstrate how learning is connected to the real world. b. Build e-portfolio c. Compose short essay responses. Specify the instructor feedback for the assessment (how will feedback be provided and when). Specify the remediation process for students who need to more fully demonstrate their mastery of the learning outcomes.
Course Readiness Standards Course Readiness Checklist posted to: http://www.sdccdonline.net/faculty/resources http://www.sdccdonline.net/faculty/resources Seven major components: Instructional Design – the organization and architecture of the course. Navigation – how students access the course content and tools. Pedagogical Effectiveness – the instructional techniques. Accessibility and Usability – course meets ADA compliance and universal access standards. Copyright Compliance – adherence to the institutional copyright compliance policy. Technology - use of technology tools and multimedia elements, hyperlinks. Schedule – updated time-sensitive items, calendars, announcements.
Standards for Support Services Accessible, convenient support 24/7/365 https://www.sdccdonline.net/help Live Chat Toll-Free Phone Web Form Knowledge Base and FAQs
Essential Student Support Services Admissions Counseling/Advising Financial Aid Placement Tutoring Library
Standards for Course Evaluation Online Faculty Evaluation System Approved by faculty and their bargaining unit Secure and anonymous
Standards for Continuous Improvement Second Edition of Courses Ongoing Instructional Design Support Learning Objects Library for Sharing Resources Development of Multimedia learning objects Camtasia Wimba Podcasts