Blended by Design: Designing and Developing a Blended Course Veronica Diaz, PhD, Jennifer Strickland, PhD,

Academic integrity, copyright, and quality assurance Day 4

Objectives  Understand copyright issues in blended learning environments  Consider academic integrity and online assessment  Follow quality assurance guidelines used to organize content in an online environment  Summary and closing 3

Academic Integrity in Blended Learning Environments Source: Adapted from Judy Baker, PhD, San Diego Miramar College

In the good old days… Student Assessment 5

In the networked/information age 6

What’s Changed? CHANGED  Limitless cheating mechanisms  Lines have blurred  Ease of cheating  Ease of monitoring cheating  Ease of preventing cheating NOT CHANGED  Definitions  Institution’s responsibility to inform, educate, and enforce  Honor code policies and procedures  Student assessment quality, validity, reliability 7

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What does it look like today?  Having someone edit students' papers (grammar, style, spelling)  Note-taking services  Sharing password to course management systems  Submitting a paper from a term paper service  Working on a graded assignment together  Revising a paper that was found on the internet  Using a cell phone (IM) to transmit exam information  Looking at another student's work while taking an exam  Sharing computers  Public computers  Other? 9

   

Pedagogical Solutions  Assign work and tests that are due frequently throughout the semester  Assign work that builds sequentially on prior submitted work, such as revisions of drafts  Administer unannounced quizzes or participation  Take-home tests/quizzes 11

Pedagogical Solutions  Require assignment and test responses to relate the subject matter to students' lived experiences or test questions on current events  Meet with students individually online and test/quiz them on course content  Require students to participate in discussion groups  Keep a log and review writing styles of students 12

Pedagogical Solutions  Debrief/interview a student concerning their test/quiz asking specific questions about their answers  Use alternative modes of student assessment such as portfolios, rubrics, self-assessment, peer assessment, and contracts  Use multiple methods of measuring performance  Use application-type exams (PBL, case based learning) 13

Detecting Cheating in Online Environments 14

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 Define academic integrity as a class  Encourage students to come to you if they are confused about citation practices  Be a good role model; cite sources in your lectures  Talk about academic honesty with your students, and make sure they understand both the reasons and the tools for avoiding plagiarism  Contracts for integrity 16

1. Affirm the importance of academic integrity— workplace standards. 6. Encourage student responsibility for academic integrity. 7. Clarify expectations for students. 8. Develop diverse forms of assessment. 6. Reduce opportunities to engage in academic dishonesty. 7. Challenge academic dishonesty when it occurs and make it public. 8. Help define and support campus-wide academic integrity standards. 17

Alternative Means of Evaluating Student Performance  Center for Academic Integrity Center for Academic Integrity  Assessment and Evaluation for Online Courses Assessment and Evaluation for Online Courses  Authentic Assessment Resource Site Authentic Assessment Resource Site  Alternative Assessment and Technology (ERIC Digest) Alternative Assessment and Technology  Classroom Assessment Techniques Classroom Assessment Techniques  Virtual Academic Integrity Laboratory Virtual Academic Integrity Laboratory 18

Activity  Identify one academic integrity challenge you have or may experience in the future (in a blended environment)  Identify a potential solution  Share 19

Blended Learning and Copyright

 Copyright law applies to creative and expressive works and includes  Performances  Scripts  Interviews  musical works  sound recordings  Under current US copyright law, copyright attaches automatically to creative, expressive works once they have been “fixed,” i.e. written down or recorded 21

Fair Use and Blended Learning  A “fair use” is copying any protected material (texts, sounds, images, etc.) for a limited and “transformative” purpose, like criticizing, commenting, parodying, news reporting, teaching the copyrighted work.  Stanford Fair Use Overview Stanford Fair Use Overview  MCLI Copyright Resource Center MCLI Copyright Resource Center  4 factors considered in fair use cases:  purpose and character of your use;  nature of the copyrighted work;  amount and substantiality of the portion taken; and  effect of the use upon the potential market. 22

Creative Commons 23

Applying a Creative Commons License  Must be the creator of all of the materials or  Must have the express permission of the creator or copyright owner of materials included to license their materials under a Creative Commons license  Creative Commons License Options: icenses/meet-the-licenses icenses/meet-the-licenses 24

Finding Safe Content Find Creative Commons work: Yahoo! : clearly illustrates how you can limit your search results to Creative Commons- licensed works Google : by limiting your search according to “Usage Rights,” this will restrict your searching to find CC-licensed materials only 25

Exceptions You DO NOT need to secure the separate permission of the provider when:  The material is not protected by copyright;  The text was protected by copyright but is in the public domain;  You are using US Government works;  You are making a “fair use” of the work;  You wish to make more than a “fair use” of the work and the work is under a Creative Commons license that authorizes your intended use 26

Activity  Identify some content that you might use in your course that is copyright-safe  Share what you find 27

Break

Quality Assurance Guidelines and the Blended Learning Environment

Quality Matters  Quality Matters Overview and Principles  The Quality Matters Rubric  Quality Matters as a Component of Quality Assurance  Feedback and Input 

Peer Course Review Feedback Course Course Meets Quality Expectations Course Revision Instructional Designers Institutions Faculty Course Developers National Standards & Research Literature Rubric Faculty Reviewers Training Quality Matters Course Peer Review Process

QM Certified Peer Reviewers  QM-Certified Peer Reviewers  How to interpret the standards (with examples and annotations)  How to evaluate a course (hands-on with sample course)  Reviews are conducted by teams of three peer reviewers  Chair  Peer reviewer (external)  Peer reviewer (SME)

What is it anyway?  Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online and hybrid courses and online components  A faculty-driven, collaborative peer review process  Committed to continuous quality improvement  Based in national standards of best practice, the research literature and instructional design principles  Designed to promote student learning and success 33

Quality Assurance  700+ faculty trained to review online courses using the rubric  individuals from 158 different institutions in 28 states  More than 2,500 faculty and instructional design staff participated in Quality Matters workshops

The Rubric is the Core of Quality Matters  40 specific elements across 8 broad areas (general standards) of course quality  Detailed annotations and examples of good practice for all 40 standards  g/FIPSE.htm g/FIPSE.htm

Course Alignment  5 of the 8 general standards should align: 1. Course Overview and Introduction 2. Learning Objectives 3. Assessment and Measurement 4. Resources and Materials 5. Learner Interaction 6. Course Technology 7. Learner Support 8. ADA Compliance Key components must align 36

Standards  A statement introduces the student to the course  and the structure of the student learning  Navigational instructions make the organization of the course easy to understand  Learning activities foster interaction:  Instructor-student  Content-student  Student-student (if appropriate)  Clear standards are set for instructor response and availability

Standards  Assessment strategies should provide feedback to the student  Grading policy should be transparent and easy for the student to understand  Implemented tools and media should support learning objectives  and integrate with texts and lesson assignments  The course acknowledges the importance of ADA compliance

Common Areas for Improvement ( , based on 95 reviews) Area Identified% Purpose explained for ea. course element (IV.3)32% Navigational instructions (I.1)32% Links to academic support, student services, tutorials/resources (VII.2-VII.4) 32-33% Technology/skills/pre-req. knowledge stated (I.6)35% Clear standards for instructor availability(V.3)37% Alternatives to auditory/visual content (VIII.2)39% Instructions to students on meeting learning objectives (II.4) 40% Self-check/practice with quick feedback (III.5)42% Learning objectives at module/unit level (II.2)45% 39

Maricopa Quality Matters  Maricopa/MCLI is the statewide consortium lead  Ten QM Maricopa Colleges  Other online Course Evaluation Resources  67 faculty members, instructional designers and technologists are certified peer reviewers  College-Based Steering Team

Alignment with Accrediting Best Practices Best Practices Principles*Quality Matters Principles That education is best experienced within a community of learning where competent professionals are actively and cooperatively involved with creating, providing, and improving the instructional program; QM is a peer review process involving faculty, instructional designers and other support staff in a cooperative effort to continuously improve online instruction. That learning is dynamic and interactive, regardless of the setting in which it occurs; QM treats interactivity and active learning as a critical component of every online course. That instructional programs leading to degrees having integrity are organized around substantive and coherent curricula which define expected learning outcomes; QM treats the alignment of expected learning outcomes with the contents, activities and assessments as a critical element in every online course. That institutions accept the obligation to address student needs related to, and to provide the resources necessary for, their academic success; QM expects every online course to address student access to the academic, technical, and student support services essential to student success.  hat institutions are responsible for the education provided in their name; Adoption of QM standards reflects institutional commitment to online instructional quality, wherever an institution has endorsed the rubric standards.  hat institutions undertake the assessment and improvement of their quality, giving particular emphasis to student learning; The QM standards are based on research and best practices to enhance student learning in online environments. Adoption of the QM review process is a clear demonstration of institutional or programmatic commitment to assessment and continuous improvement.  hat institutions voluntarily subject themselves to peer review. QM is essentially a peer review process involving both internal and external peers in the evaluation of courses. *“Best Practices for Electronically Offered Degree and Certificate Programs” adopted in 2001 by CHEA and 8 regional accreditation bodies. 41

Impact on Faculty Support  Nationally, 89% of respondents would recommend the QM review process to others  Sample comments  I was too close to see what could be improved.  Provides a great way to get an objective view of your course.  It made all of my online courses better.  It provides a view from a more student-oriented perspective.  It provides a look into potential student problems areas for course completion.  Many elements that might contribute to a student withdrawing can be eliminated. 42

Resources 43

Blended Learning Resources  Blended Learning professional organizations and associations that support or are indirectly or directly related to the blended/hybrid instructional delivery model. professional organizations and associations  Sloan-C Sloan-C  Workshops Workshops  Conferences Conferences  Resources Resources  EDUCAUSE EDUCAUSE  Resources Resources  Conferences, Seminars, and Institutes Conferences, Seminars, and Institutes  EDUCAUSE Learning Initiative EDUCAUSE Learning Initiative  Conferences and meetings Conferences and meetings  Resources Resources 44

Learner Success

Instructor Success 46

Blended Pitfalls 47

FPG Requirements  Complete Mapping Your Course Worksheet Part I for your entire course and select a “chunk” or module for use in the remainder of the learnshop;Mapping Your Course Worksheet  Take the Is Online Teaching Right For Me? survey at uctorCommunity/selfevaluation.ht ml?s= m ; please review areas for improvement and consider ways to further develop your skills; uctorCommunity/selfevaluation.ht ml?s= m  Read and review the Quality Matters rubric standards at ic%20Library/About%20QM/Rubri cStandards pdf (also in your binder) and describe how your course elements have been or will be designed to address each of these areas; this assignment will be about 2 pages long when completed and is due on the last day of the learnshop (required for FPG). ic%20Library/About%20QM/Rubri cStandards pdf  Complete the evaluations and assessments

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