1. Twelve Step Program to Meeting Quality Matters Standard One Susan Bussmann, PhD Sandra Johnson, MS, MA New Mexico State University

2. Materials for this session  Handout- Twelve Step Checklist  Handout- Quality Matters Rubric  Weblink- https://nmtiepresentation.pbworkshttps://nmtiepresentation.pbworks  Weblink- https://ocip.pbworks.comhttps://ocip.pbworks.com  Weblink- http://www.qmprogram.orghttp://www.qmprogram.org

3. What is Quality Matters? QM is centered-  On research - the development of the rubric based on national standards of best practice, research literature, and instructional design principles  On student learning - rubric and process are designed to promote student learning  On quality - reviews set a quality goal at the 85% level or better (courses do not have to be perfect but better than good enough)

4. QM Standard One Course Overview and Introduction  1.1 Instructions make clear how to get started and where to find various course components.  1.2 Students are introduced to the purpose and structure of the course.  1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly.  1.4 Course and/or institutional policies with which the student is expected to comply are clearly stated, or a link to current policies is provided.

5. QM Standard One Course Overview and Introduction  1.5 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.  1.6 Minimum technical skills expected of the student are clearly stated.  1.7 The self-introduction by the instructor is appropriate and available online.  1.8 Students are asked to introduce themselves to the class.

6. Step One (1.1) Welcome Email Send a welcome email to students that contains the following-  WELCOME to your course  WHERE to find your course  HOW to access the course  WHAT to click first when they log in

7. Step Two (1.1) What do I do first? Students have accessed their course. What do they do now? Provide specific steps on what you want them to do to get started.

8. Step Three (1.2) The Foundation- Your Syllabus  States the purpose of the course  Explains how the content is structured and carried out  Contains a course schedule  Explains delivery modalities (online or blended)  Discusses modes of communication  Describes types of learning activities  States how learning will be assessed

9. Step Four (1.2) Course Outline/Pacing Guide A course outline or pacing guide provides an overview of your course and should include –  Times  Places  Scheduled Events  Assignments  Assessments  Due Dates

10. Step Five (1.3) Netiquette An etiquette or "Netiquette" statement provides- o Expectations for communication o Examples of netiquette considerations: o Expectations for the tone and civility used in communication o Expectations for email content o “Speaking style” requirements (abbreviations, emoticons, etc) o Spelling and grammar expectations o Discussion board participation

11. Step Six (1.4) Student Resources o Academic support o Library o Writing assistance o Math assistance o Any specific student resource required or suggested for your course o Tech assistance

12. Step Seven (1.5) Prerequisites Needed o Information about prerequisite knowledge (i.e., passed BIO 100) o Any required competencies (i.e., Native Spanish speaker, ACT score of 20 or above, BA in English) o Information should be found within the course in documents linked to the course o Supporting material provided to the student

13. Step Eight (1.6) Tech Skills Needed o General as well as course-specific technical skills o Examples of technical skills might include o Using the learning management system o Using email with attachments o Creating and submitting files in commonly used word processing program formats o Downloading and installing software

14. Step Nine (1.7) Instructor Information o Initial introduction should- o Include the instructor’s name, title, field of expertise, email address, phone number, and times when the instructor is typically online or may be reached by phone. o Create a sense of connection between the instructor and the students o May include personal information such as hobbies, family, travel experiences, etc. o May include a photograph

15. Step Ten (1.8) Student Introductions Student introductions help to - o Create a welcoming learning environment o Establish community Instructions for the introduction should include- o Guidance on where and how students should share their introduction o May ask students to respond to specific questions. o May provide an example of an introduction and/or start the process by introducing her/himself

16. Step Eleven (1.1) Social Café and Tech Help Area Social Cafe-  Provides students an inviting, safe place to question, discuss, document, share thoughts, and experiences for your course. Tech Help –  Provide directions or links for help with technical issues. Strive to create a learning environment where students can focus on learning and not be troubled with technical problems.

17. Step Twelve (1.1) What do I do next? Provide specific directions on what you want your students to do next. For example- o Click on Module 1 and begin your lessons. o Navigate to Unit 0 and begin!

18. Websites for Help with Best Practice o Online Course Improvement Program-NMSU Online Course Improvement Program-NMSU o Las Positas College Las Positas College o Teaching Online-University of South Florida Teaching Online-University of South Florida o Instructional, Communication, and Information Technology Instructional, Communication, and Information Technology

19. Resources  Images from http://office.microsoft.com/en- us/images/http://office.microsoft.com/en- us/images/  Online Course Improvement Program Resource Wiki https://ocip.pbworks.comhttps://ocip.pbworks.com  Quality Matters http://www.qmprogram.org/

20. Thank you for attending! College of Extended Learning Online Course Improvement Program New Mexico State University