Quality Matters! Using the Quality Matters Rubric to Improve Online Course Design Susan Bussmann and Sandy Johnson NMSU Quality Matters Institutional Representatives

Why QM- Teacher Feedback “I am seeing measurable differences in the response, satisfaction and performance of students in both my blended and online courses.” “…my classes are now benefiting from my new understanding of course organization and alignment.” “I'm so thrilled to learn how to make my course more engaging.”

Why QM- Student Feedback “The instructor does a great job being available for us even though we are in an online course.” “I have already recommended it (the online course) to others.” “I received a complete introduction, which clearly explained the course's goals.” “More than what I expected, happy that it was.” “Very comprehensive and clear. Outstanding”

Quality Matters Quality does matter to… Students Faculty Administrators Institutions Accrediting agencies Legislators Tax Payers How do we… Identify & recognize it? Motivate & instill it? Assess & measure it? Insure it? Assure it?

The QM Rubric Process QM is Continuous! A Process designed to ensure that all reviewed courses will eventually meet expectations. Is Integral to a continuous quality improvement process.

The QM Rubric Process QM is centered- On research - the development of the rubric is based in national standards of best practice, 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)

The QM Rubric Process Collegial Part of a faculty-driven, peer review process Intended to be diagnostic and collegial, not evaluative and judgmental

The QM Rubric and Process Quality Matters reviews are- Collaborative Identify evidence of quality course content Flexible and not prescriptive (many ways to meet each standard)

Quality Matters Review Process

Factors Effecting Course Quality QM Reviews Course Design Other components to online instruction include- Course delivery (i.e. teaching, faculty performance) Course content Course management system Institutional infrastructure Faculty training and readiness Student engagement and readiness

Quality is…. More than average; more than “good enough” An attempt to capture what’s expected in an effective online course at about an 85% level Based on research and widely accepted standards 85 %

The Rubric Eight General Standards: Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Interaction Course Technology Learner Support Accessibility Key components must align. Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes.

Summary of Changes for 2011-13 QM Higher Education Rubric The New Numbers Still has eight General Standards, but increases to 41 specific standards. Twenty-one 3-point standards, twelve 2-point standards, and eight 1-point standards. 95 total points and a “yes” on all 3-point Essential Standards Total overall score of 81 or higher is required to meet Quality Matters expectations.

Rubric Scoring 41 95 Standards Points Relative Value 21 3 Essential 12 Very Important 8 1 Important TOTALS 41 95 Must obtain 81 points to pass QM formal review Team of 3 reviewers initially score individually One score per standard based on team majority Pre-assigned point value Yes/No decision; All/None points Consensus is NOT required

To meet expectations a course must achieve- “Yes” on all 21 of the 3-point “essential” standards A minimum of 81 out of 95 points 81/95 = 85%

Let’s Practice! You will need your Quality Matters rubric to participate.

Let’s Practice Does this scenario meet Standard 2? Discuss at your table. Share with whole group. In 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

Let’s Practice Does this scenario meet Standard 3? Discuss at your table. Share with whole group.   The 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 Practice On 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.   Does this scenario meet Standard 6? Discuss at your table. Share with whole group.  

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