1. Introducing the Quality Matters Continuing Education Rubric
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2. Quality Matters Course Design Standards

3. 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

4. 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%)

5. 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

6. 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.

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

8. 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

9. 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.)

10. 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)