Identify the underlying principles of Quality Matters TM (QM) Use the QM Rubric and scoring system Apply QM standards

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1 Quality Matters

2 After this workshop, you will be able to: Identify the underlying principles of Quality Matters TM (QM) Use the QM Rubric and scoring system Apply QM standards

3 Setting the tone In one sentence... What do you think is the most important component of an effective online course?

4 Review Scenario with a Standard Standard 1.2 Students are introduced to the purpose and structure of the course. This course reflects a shift in the importance that the world outside the schools increasingly places on thinking and problem solving. Procedural skills alone do not prepare students for that world. Therefore, students deserve a curriculum that develops their mathematical power and an assessment system that enables them to show it. Assessments that match the current vision of school mathematics involve activities that are based on significant and correct mathematics. These activities provide all students with opportunities to formulate problems, reason mathematically, and make connections among mathematical ideas. Students engage in solving realistic problems using information and the technological tools available in real life. Moreover, skills, procedural knowledge, and factual knowledge are assessed as part of the doing of real life mathematics Tests (Must be taken on campus) Quizzes Project (Optional) 50 Total number of points possible 475 (no project) 525 (if you do the project) Grading Scale: 90% to 100% = A 80% to 89% = B 70% to 79% = C 60% to 69% = D 0% to 59% = F A student who earns a final average of 70% or more on all assessments of objectives and intended learning outcomes for the College Algebra course has successfully fulfilled the general education and other essential core skill goals. Any extra credit problems are given to the entire class. There are no extra credit problems for any one individual during any part of the semester.

5 Underlying Principles of QM QM is a faculty-driven, peer review process that is Collaborative Collegial Continuous Centered - in academic foundation - around student learning

6 For Our Purposes, Quality Is More than average; more than good enough Attempt to capture what s expected in an effective online course at about an 85% level Based on research and widely accepted standards

7 Factors Affecting Course Quality QM Reviews Course Design ONLY

8 Design vs. Delivery The faculty member is integral to both design and delivery. Course Design is the forethought and planning that a faculty member puts into the course. Course Delivery is the actual teaching of the course, the implementation of the design. QM is about DESIGN - not delivery or faculty performance

9 Distinguish between design and delivery Example: Discussion Board Design: Discussion board planned in course; students told how they should participate and how they can expect the faculty to participate. Delivery: How often the faculty member actually participates in the discussion; what the faculty member actually says to students.

10 About The QM Rubric Eight General Standards: 1. Course Overview and Introduction 2. Learning Objectives (Competencies) 3. Assessment and Measurement 4. Instructional Materials 5. Learner Interaction & Engagement 6. Course Technology 7. Learner Support 8. Accessibility Key components must align. Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes.

11 Key Sections that Must Align Course Learning Objectives (2) Learner Interactions & Activities (5) Resources, Materials (4) & Technology (6) Assessment and Measurement (3)

12 What QM is NOT About Not about an individual instructor (it s about the course) Not about faculty evaluation (it s about course quality) Not about judgment (it s about diagnosis and improvement) Not about win/lose or pass/fail (it s about continuous improvement in a supportive environment)

13 QM = Process and Rubric Process Rubric OFFICIAL Outcome: Earn QM recognition Must follow official QM guidelines and procedures Outcome: Improve courses, meet institutional goals, demonstrate commitment to quality Outcome: Earn QM recognition Tool to assess online courses during formal QM review Outcome: Improve courses, meet institutional goals Guide to develop new online courses AND review and update online courses INFORMAL Outcome: Improve courses, meet institutional goals, demonstrate commitment to quality Institutions determine use and procedures Outcome: Improve courses, meet institutional goals, demonstrate commitment to quality Guide to develop new online courses AND review and update online courses

14 Peer Course Review Process

15 About the Course QM is designed to review mature courses (taught at least two semesters) QM logo indicates year course met expectations Triggers for subsequent reviews: Faculty request More than 3 years since original review New textbook or instructor Professional or accreditation review pending

16 The Peer Review Team 3 faculty peer reviewers: all must be experienced online instructors all must attend QM training one MUST be external to the course s originating institution one must be a subject matter expert (SME) one must be a master reviewer AND Faculty course developer: access to rubric prior to review involved in pre-review discussions consulted during review

17 Rubric Scoring # Standards Points Relative Value Total Points 21 3 Essential Very Important Important

18 Points are NOT on assigned on a sliding scale Standards If the standard is met If the standard is not met Essential 3 points 0 points Very Important 2 points 0 points Important 1 point 0 points

19 To Meet Expectations Two Thresholds A course must achieve: 1. Met on all 21 of the 3-point essential standards. 2. A minimum of 81 out of 95 points (81/95 = 85%)

20 The 85% Rule Two 85% Uses: 1. A minimum of 81 out of 95 points (81/95 = 85%) 2. Reviewers use their own gauge of 85% as to if a standard is met or not. Standards do not have to be 100% to be marked Met.

21 Key Sections That Must Align Course Learning Objectives (2) Learner Interactions & Activities (5) Resources, Materials (4) & Technology (6) Assessment and Measurement (3)

22 Think About Alignment Objectives From Intro Psych Course : Summarize the relationships that exist between biology and human behavior Module 1. Identify and define 7 major biological areas. 2. Recognize examples of how each area affects behavior. Assignment: Read Chapter 4 (assume it deals with relationships between biology and human behavior) in text; review study guide, objective 2, page 4. Assignment: View Chapter 4 PPT; listen to Chapter 4 podcast Graded Assignment: Prepare table that lists the 7 major biological areas; ask students to define/describe each area and list 3 specific ways this area affects human behavior. Graded Discussion Forum Question: Psychology is the study of behavior and mental processes. Why, then, are psychologists interested in biological matters such as the nervous system, the endocrine system and heredity? Read and respond to classmates postings. Exam: 50-item multiple choice exam taken in campus Testing Center.

23 General Standard 1 About the Standard From the Rubric To meet the Standard General Standard 1, Course Overview and Introduction: The overall design of the course is made clear to the student at the beginning of the course. The course introduction sets the tone for the course, tells students what to expect, and provides guidance to ensure they get off to a good start. You must share your deep knowledge of course 1. Organization 2. Navigation 3. Expectations (Policies)

24 General Standard 2 About the General Standard Brief Description from the Rubric To meet the General Standard General Standard 2, Learning Objectives: Learning objectives are measurable and are stated clearly. The learning objectives establish a foundation upon which the rest of the course is based. You must provide measurable, precise learning objectives at the course- and module-level objectives so your students will know what is expected of them.

25 Standard 2 as a Sentence Quality is measurable objectives (2.1) and consistent module-level objectives (2.2), that are written from the student perspective (2.3), with instructions on how to meet them (2.4), that are appropriate for the level of the course (2.5). Submitted by Sasha Thackaberry, Cuyahoga Community College

26 Standards 2.1 & 2.2 Write measurable course and module learning objectives that precisely describe what students will gain from instruction guide instructors to accurately assess student accomplishment. are consistent

27 Measurable Learning Objectives Begin with an action verb. Precisely describe behavior that can be observed or evaluated.

28 Test of Measurability A Measurable Learning Objective should complete this sentence: Upon completion of this course/module, students will be able to (DO SOMETHING).

29 An Effective Learning Objective Component Example Completes this sentence: Upon completion of this course/ module, students will be able to (DO SOMETHING). Begins with an action verb: See the Helpful Hundred Precisely describes behavior that can be observed or evaluated At the end of this course, you will be able to: deliver a carefully constructed persuasive speech to an audience

30 Measurable? Precise? 1. Realize the significance of ethical behavior in the business environment. 2. Document the critical events leading to the beginning of World War I. 3. Identify the seven most serious risks associated with cigarette smoking. 4. Understand the continuing impact of World War II on the European Union. 5. Demonstrate the effects of improper blood handling in a critical care environment. 6. Describe how to create a financial statement using MS Excel.

31 Remember Bloom?

32 Standard 2: Learning Objectives Bloom In Practice University of Victoria Counseling Services

33 General Standard 4 About the General Standard General Standard 4, Instructional Materials: Instructional materials are sufficiently comprehensive to achieve stated course objectives and learning outcomes. Brief Description from the Rubric The instructional materials form the core of the course, and these standards respect the instructor s prerogative in selecting them. The focus of this standard is on supporting the course objectives and competencies, rather than on qualitative judgments about the materials. To meet the General Standard You must provide rich, robust and appropriate resources and materials that support your stated learning objectives.

34 Apply Standard 4.1 to ANT 103 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives.

35 General Standard 5 About the General Standard General Standard 5, Learner Interaction & Engagement: Forms of interaction incorporated in the course motivate students and promote learning. Brief Description from the Rubric Engaging students to become active learners contributes to the learning process and to student persistence. To meet the General Standard You must provide meaningful and productive activities that prompt your students to actively practice their learning.

36 General Standard 6 About the General Standard General Standard 6, Course Tools and Technology: Course navigation and technology support student engagement and ensure access to course components. Brief Description from the Rubric The technology enabling the various course components facilitates the student s learning experience and is easy to use, rather than impeding the student s progress. To meet the General Standard You must select the tools and media that best support your learning objectives and provide opportunities for your students to actively practice their learning.

37 Standard 6 Includes Course Tools functional software that provide areas for interaction in the course Examples include forums, quizzes, surveys, blogs, social media, wikis, etc. Media one-way delivery modalities that enhance learning Examples include YouTube videos, podcasts, audio recordings, pictures, graphics, etc.

38 Standard 6.1 The tools and media support the course learning objectives.

39 General Standard 3 About the General Standard General Standard 3, Assessment and Measurement: Assessment strategies are designed to evaluate student progress by reference to stated learning objectives; to measure the effectiveness of student learning; and to be integral to the learning process. Brief Description from the Rubric Assessment is implemented in a manner that not only allows the instructor a broad perspective on the students mastery of the content, but also allows students to measure their own learning throughout the course. To meet the General Standard Your assessments must align with your stated learning objectives and guide students to measure their own learning progress.

40 Apply Standard 3.1 to ANT 103 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.

41 General Standard 7 About the General Standard General Standard 7, Learner Support: The course facilitates student access to institutional support services essential to student success. Brief Description from the Rubric In the learner support standard, four different kinds of support services are addressed: technical support, accessibility support, academic services support, and student services support. To meet the General Standard You must direct your online students to the support services they need to be successful and would be available to them if they attended campus-based courses.

42 General Standard 8 About the General Standard General Standard 8, Accessibility: The course demonstrates a commitment to accessibility for all students. Brief Description from the Rubric The accessibility standard incorporates the principles of Universal Design for Learning (UDL) and is consistent with Web Content Accessibility Guidelines (WCAG). To meet the General Standard You must design your course so students with special needs can access course materials and be successful in your course.

43 Sites to Explore Universal Design for Learning Site provides a framework for designing educational environments that enable all learners to gain knowledge, skills, and enthusiasm for learning reducing barriers to the curriculum providing rich supports for learning. WCAG Web Content Accessibility Guidelines (WCAG) Site provides documents that explain how to make Web content more accessible to people with disabilities.

44 Standard 8.1 Consider the following scenario: An online Nursing course is offered through Desire2Learn and requires that students watch six videos that illustrate key concepts in critical care. These videos are provided by the textbook publisher and are not closed-captioned. If you were reviewing this course, how you would apply Standard 8.1 and what helpful comments would you give the instructor?

45 Your Point of View As a QM Course Reviewer, you should: Take the students point of view Advocate for the student

46 Underlying Principles of QM 1. Based on national standards of best practice, the research literature and instructional design principles 2. The course under review does not have to be perfect but better than just good enough (Standards met at about 85% level or better.) 3. Integral to a continuous quality improvement process 4. Valued as part of a faculty-driven, peer review process 5. Designed to promote student learning

47 Evaluation bit.ly/orwmmr

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