SUNGARD SUMMIT 2007 sungardsummit.com 1

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1 SUNGARD SUMMIT 2007 sungardsummit.com 1 Reviewing and Improving Online Courses Presented by: Dr. Suzanne Kissel, Sr. Instructional Analyst, Elizabeth Dalbec, Sr. Instructional Designer, Evette Tillery, Instructional Analyst SunGard Higher Education March 21, 2007 A Community of Learning

2 Agenda Introduction What is an ID Review? Getting Buy-in Roadblocks Instructor Interview Review Criteria Useful Resources Q/A / Discussion 2

3 Introduction By the end of this workshop, participants will be able to: Define the meaning of an Instructional Design (ID Review). Recognize how to overcome the challenges associated with the ID Review process. Identify five common easy fixes to improve courses as culled from over forty ID Reviews. Identify useful resources when conducting ID Reviews or planning to implement the ID Review process. 3

4 Introduction Purpose: Demonstrate one method of increasing the quality of pre-existing online course material. 4

5 What is an ID Review? A process to identify the areas of an online course which do not meet program standards or best practices, cites specific examples of non-compliance, and suggests specific methods for improvement. What an ID Review is NOT A course evaluation A complete course redesign 5

6 SUNGARD SUMMIT 2007 sungardsummit.com 6 Design Review Criteria A Community of Learning

7 Course Review Criteria: Quality & Standards Online Learning Policies and Standards Distance Ed Office Department Quality Rubrics USU - Chico Illinois Online Network Sungard institution-specific rubrics ADA Compliance Section 508 W3C 7

8 Review Criteria: Interface Design Clear & Consistent Labeling Readability Navigation 8

9 Review Criteria: Interface Design Navigation 9

10 Course Review Criteria: Course Information Personalization of Course Instructor Bio and Picture Introduce Yourself (Discussion Forum) Syllabus Roles and Expectations Netiquette Course Requirements & Grading Course Information Technical Requirements Technical Support Getting Started Course Schedule 10

11 Course Review Criteria: Course Information Course Schedule 11

12 Course Review Criteria: Course Content Resources Annotated Hyperlinks Required or Optional Resources or Readings Assignments Appropriate Number Appropriate for Online Environment Clear Submission Guidelines Course Materials Weekly Measurable Objectives Appropriate Use of CMS (Learning Modules) Appropriate Use of Technology (PowerPoint) Ability to Showcase Instructor Experience 12

13 Course Review Criteria: Course Content 13

14 Course Review Criteria: Assessments & Communication Assessments Opportunity for Self-Assessment Submission Guidelines Clear Feedback Clear and Appropriate Formative and Summative Support Learning Goals Communication Provide guidelines Offer a clear structure for messages & responses 14

15 SUNGARD SUMMIT 2007 sungardsummit.com 15 Getting Buy-In Planning Avoids Potential Roadblocks A Community of Learning

16 Getting Buy-In: Outline the Project Determine and Define the Goals Identify the Scope of the Project Process Timeframe Mandatory or Voluntary Institutional or Departmental Payment Use Non-Threatening Terminology Review Redesign Upgrade Booster Enhancement Create Advocates 16

17 Getting Buy-In: Identify and Define the Roles Faculty Member Provide any additional content Be available for 1-hour meeting with Instructional Designer Implement critical updates Instructional Designer Build out any additional content provided by faculty member Prepare a written document Department Chair Approve payment to Faculty Member 17

18 Getting Buy-In: Anticipate Questions Does this violate my rights under academic freedom? I have tenure. Do I have to participate? How much am I getting paid for this? Has the Union approved this? This sounds like too much work. Do I have to participate? How much work do I have to do? Why are we being asked to do this? Will the reviewer have access to my students information? 18

19 Getting Buy-in: Avoid Rumors -- Disseminate Correct Info Early Group Meeting Phone Call Word of Mouth Office Drop-in Flyer FAQ 19

20 SUNGARD SUMMIT 2007 sungardsummit.com 20 Getting Buy-In Instructors Treated As Experts A Community of Learning

21 Instructor Interview Learner Profile Special Needs Limitations Consideration Main Outcomes Most Challenging Part of Course for Students/Instructor Most Enjoyable Part of Course for Student/Instructor Feedback from Students Internal Survey on Design Access to End of Course Assessment data 21

22 Instructor Interview (cont.) Use of and Interest in Additional Technology Supported Software Special Skills and Interests Upcoming Training Events Maintenance Issues Responsibility Assistance World Enough and Time 22

23 SUNGARD SUMMIT 2007 sungardsummit.com 23 Useful Resources Assessing the Quality of Online Courses A Community of Learning

24 Useful Resources The following resources provide helpful information on assessing the quality of online courses. These resources include valuable information on the following topics: Rubrics used for online instruction and course design Instructional design tips Web accessibility tools used to test pages of web content for quality, accessibility, and privacy issues Section 508 Guidelines and tips for making the Web accessible for people with disabilities Copyright and fair use guidelines 24

25 Useful Resources Quality Matters Quality Matters Program The Quality Matters program is a peer-based approach designed to assess the quality of online courses with a specific focus on course design The Quality Matters rubric is intended to be used for courses that are delivered fully online or with hybrid and blended courses The rubric reflects national standards of best practice consisting of 40 standards Courses are reviewed by a team of three reviewers. The current version of the rubric is copyrighted by MarylandOnline, Inc., and cannot be used without their written permission 25

26 Useful Resources - Rubric for Online Instruction ROI Rubric for Online Instruction The Rubric for Online Instruction, developed by Chico State is used in three ways at CSU, Chico: As a self-evaluation tool As a means for getting public recognition through a nomination process As a way to design a new course using the rubric as a guide The rubric is designed to evaluate an existing course or a new online course using the rubric as a guide The rubric includes six categories. Each category lists criteria in which a course can be deemed exemplary with three rankings of baseline, effective, and exemplary Since 2003, the rubric has been used by institutions of higher education worldwide, and has assisted faculty in receiving recognition for their hard work in online course delivery Other Resources on the ROI website Resources Page Chico Rubric Instructional Design Tips 26

27 Useful Resources Accessibility Tool Watchfire Bobby Bobby is a free online web accessibility desktop testing tool designed to help expose barriers to accessibility and encourage compliance with existing accessibility guidelines, including Section 508 This service allows you to test single pages of web content for quality, accessibility, and privacy issues Bobby performs over 90 accessibility checks Pages are tested on a page-by-page basis to determine if it meets several accessibility requirements to include: Readability by screen readers The provision of text equivalents for all images, animated elements, audio, and video displays HTML pages are checked against select accessibility guidelines and then reports on the accessibility of each web page 27

28 Useful Resources - Web Accessibility The World Wide Web Consortium Web Accessibility Initiative (WAI) develops strategies, guidelines, and resources for making the Web accessible for people with disabilities. The websites listed below provides resources and basic information for individuals new to web accessibility The WAI Web Content Accessibility Guidelines (WCAG) includes documents that explain how to make Web content accessible to people with disabilities 28

29 Useful Resources Section 508 Section 508 was enacted to eliminate barriers in information technology, to make available new opportunities for people with disabilities, and to encourage development of technologies that will help achieve these goals. The standards define the types of technology covered and set forth provisions that establish a minimum level of accessibility The standards provide criteria specific to various types of technologies, including: Software applications and operating systems Web-based information or applications Telecommunication products Video and multimedia products Self contained, closed products (e.g., information kiosks, calculators, and fax machines) Desktop and portable computers 29

30 Useful Resources Copyright Guidelines The University of Maryland University College The University of Maryland University College website provides information on copyright and fair use in the classroom, on the internet, and the World Wide Web, and educational multimedia guidelines Walt s Publishing on the Web Forum Walt s Publishing on the Web Forum website includes information on copyright, restrictions, fair use, licensing copies, plagiarism, and citing sources of copyrighted material Image Collection Guidelines: The Acquisition and Use of Images in Non-Profit Educational Visual Resources Collections This website provides information on the use of illustrative images for teaching purposes and the development and use of visual resource collections in regard to acquisition, attribution, display, and responsibility. Copyright and Fair Use Guidelines for Teachers (PDF & HTML version) The Copyright and Fair Use Guidelines for Teachers is a chart created by Hall Davidson designed to inform teachers of fair use of copyrighted materials

31 Useful Resources - Accessible Web Design Tips Quick Tips to Make Accessible Web Sites This website summarizes some key concepts for accessible web design. Each tip listed on the website links to a page that provides more detailed information. You can find information on the following: Images and animations Multimedia Hypertext links Page Organization Graphs and charts Scripts, applets, and plug-ins Frames Tables Validate your work: Check your web documents in HTML and XHTML format for conformance to W3C recommendations 31

32 Summary Summarize the key points you want your learners to remember 32

33 Thank You! Dr. Suzanne Kissel, Sr. Instructional Analyst Elizabeth Dalbec, Sr. Instructional Designer Evette Tillery, Instructional Analyst (optional) Please complete the online class evaluation form SunGard, the SunGard logo, Banner, Campus Pipeline, Luminis, PowerCAMPUS, Matrix, and Plus are trademarks or registered trademarks of SunGard Data Systems Inc. or its subsidiaries in the U.S. and other countries. Third-party names and marks referenced herein are trademarks or registered trademarks of their respective owners SunGard. All rights reserved. 33