Introducing the Quality Matters Continuing Education Rubric (c) 2011 MarylandOnline, Inc.

Quality Matters Course Design Standards

8 General Standards and Alignment Principle Common to all Quality Matters design rubrics: Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Interaction Course Technology Learner Support Accessibility } Key Components Must Align

Standards and Points HE Rubric CPE Rubric 41 standards 95 points 81 points to meet standards (85%) 41 standards 99 points 85 points to meet standards (85%)

Assumptions of the Higher Education Rubric Courses are sponsored by an accredited college or university Courses bear academic credit Course are facilitated by regular or adjunct faculty Students are admitted and registered at the sponsoring institution and subject to its policies

Modified Rubrics When assumptions of the Higher Education Rubric are not valid, QM modifies the rubric to fit the circumstances, e.g., The Publisher Rubric. Where a third-party developed course does not have the institutional or instructor component The Continuing and Professional Education Rubric. Where academic credit is not offered for the course, the learner is not admitted to a course of study at a college or university, and the course may not be facilitated by an instructor. The CPE Rubric is appropriate for professional training and personal development courses offered by a wide variety of organizations, as well as non-credit courses offered by colleges and universities.

Differences between the Higher Education Rubric and the Continuing and Professional Education Rubric

Modified Standards in the Continuing Education Rubric Courses can meet standards without active instructor facilitation, e.g., No direct student-to-instructor communication No personalized instructor self-introduction No ready student access to an instructor Exclusively machine graded assessment Courses can meet standards without direct learner-to-learner contact (the CPE Rubric refers to students as course takers or learners due to the variety of participants that may take a CPE course) e.g., No learner self-introductions No learner-to-learner discussion boards No group activities

Modified Standards in the Continuing Education Rubric Reduced expectations of institutional support Technical Support Academic Support Disability Support And no Learner Support Services (Counseling, etc.)

Compensating Expectations in the Continuing Education Rubric Enriched learner-to-content interaction Learner engagement through creative assignments and technology Expanded opportunities for learner self-assessment Automated feedback to learners on activities and assessments Clear descriptions of resources available to the continuing education learner In course introduction, orientation materials, and provider website Explanation of forms of recognition available to successful learners (in lieu of academic credit)