The Many Avenues to Quality Assurance in Online Education
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1 The Many Avenues to Quality Assurance in Online Education Drexel University - Mike Scheuermann LaSalle University - Regina Hierholzer Bucks County Community College Georglyn Davidson Montgomery County Community College Doreen Fisher St. Joseph s University Stephen Gary elearning 2.0 Conference March 25, 2010
2 Quality Matters ~ Drexel University Mike Scheuermann, PhD Associate Vice President Instructional Technology Support Drexel University elearning 2.0 Conference March 25, 2010
3 Online Learning Council (OLC) Provost s charge February 27, 2009 Initial meeting Formed four sub-committees Retention Scaling Quality Student Services
4 OLC Sub-Committees Regular meetings across 2009 Develop recommendations for the Provost Quality sub-committee One key activity Examined online course rubrics
5 Blackboard, Inc. ECP Rubric Quality Matters Sloan EDUCAUSE Chickering & Gamson Mike S. Sections of the ECP Rubric The Quality Matters Rubric The Five Quality Pillars ROI: Rubric for Online Instruction Cal State - Chico Seven Principles for Good Practice in Undergraduate Education - OFFF- Online Faculty Facilitation Framework 1. Course Design 1. Course Overview and Introduction 1. Learning Effectiveness 1. Learner Support & Resource 1. Encourages contact between students and faculty 1. Syllabus Foundation 2. Interaction & Collaboration 2. Learning Objectives 2. Cost Effectiveness and Institutional Commitment 2. Online Organization & Design 2. Develops reciprocity and cooperation among students 2. Building Learning Community 3. Assessment 3. Assessment and Measurement 3. Access 3. Instructional Design & Delivery 3. Encourages active learning 3. Student Support Elements 4. Learner Support 4. Resources and Materials 4. Faculty Satisfaction 4. Assessment & Evaluation of Student Learning 4. Gives prompt feedback 4. Communication Strategies 5. Learner Engagement 5. Student Satisfaction 5. Innovative Teaching with Technology 5. Emphasizes time on task 5. Content Dissemination 6. Course Technology 6. Faculty Use of Student Feedback 6. Communicates high expectations 6. Student Discovery and Contribution to the Course 7. Learner Support 7. Respects diverse talents and ways of learning 7. Engagement Accessibility 8. Assessments and Assignments 9. Review 10. Lessons Learned
6 Sub-Committee Reports 1. Draft - to the Provost 10 recommendations Discussed in person on Preliminary approval granted Scheduled a visit from Quality Matters 3. Developed the Final Report Submitted to the Provost on
7 2. QM Presentation to OLC Deb Adair, PhD Director Quality Matters January 12, 2010 Provost s office preliminary approval Completed the Intent to Subscribe for QM Anticipated DU-QM alliance Full Option level ($3000) 3+ online programs Supplemental Subscription Package ($2000) 1 Free Seat in Master Reviewer Training 1 Free Seat in Train-the-Trainer 2 QM-Managed Course Reviews
8 The Quality Matters Rubric 1. Course Overview and Introduction 2. Course Learning Objectives 3. Assessment and Measurement 4. Resources and Materials 5. Learner Engagement 6. Course Technology 7. Learner Support 8. Accessibility
9 Drexel s Quality Matters Rubric 1. Course Overview and Introduction 2. Course Learning Objectives 3. Assessment and Measurement 4. Resources and Materials 5. Learner Engagement 6. Course Technology 7. Learner Support 8. Accessibility 9. Faculty Satisfaction 10. Student Satisfaction 11. Faculty Use of Student Feedback
10 3. Developed the Final Report 2. Create guidelines for the design and development of all online courses offered by Drexel University using a university-wide set of quality standards and best practices based on the Quality Matters (QM) Rubric (modified to meet Drexel s unique needs and goals), effective Fall Term, Guidelines will provide flexibility for rubrics to be applied appropriately to course content and objectives. Part of our subscription for their services will include peer review of 2 of our courses which we will take advantage of. Based on the results of those reviews, we will determine if we want others reviewed as benchmarks. We will engage them to train internal reviewers during the spring/summer terms 2010 and will work with them to train faculty on using the rubrics and outcomes measurement effectively in course development for implementation Fall 2010.
11 OLC ~ Next Steps Provost: Responds to Final Report prioritizes action plans charges the sub-committees Sub-Committees: Reconvene discuss Provost s priorities Develop working groups e.g., launch QM engagement
12 Questions? Mike Scheuermann
13 Quality Matters ~ Drexel University Mike Scheuermann, PhD Associate Vice President Instructional Technology Support Drexel University elearning 2.0 Conference March 25, 2010
14 Best Practices in Online Instruction Regina M. Hierholzer Administrative Support Coordinator
15 Introduction Proprietary Tool Plan, develop and maintain an online course Best Practices Checklist Promote a Quality Environment Based on 5 years of course development experience Lessons learned / QM training Review of approaches taken by peer institutions
16 Committee Composition La Salle University Online Working Group (LUO) College of Professional and Continuing Studies Members Dean Assistant Dean Assistant Director Executive Director of Academic Computing 3 Department Directors 1 Faculty Member Instructional Designers myself Good Mix!
17 Subcommittees Within the Working Group Student Preparedness Faculty Preparedness Quality Assurance Faculty Workshop
18 Our 1st Approach to Quality Assurance Assuring quality of our online and blended courses Structured Training & Templates (Top-Down Approach) Our training: Blend of face2face and online training Technical training in Blackboard Converting content using templates Assessment instruction for an online environment Web 2.0 for use in education 2 week online course Familiarity with asynchronous and synchronous collaboration Issue Lack of flexibility Being pigeon-holed into what we wanted them to do Point: Faculty said they didn t have the flexibility to develop their courses in a way that they felt comfortable teaching their courses
19 Our 2 nd Approach to Quality Bottom-up approachassurance Moving all training online Using our Best Practices as a checklist Best Practices tool 5 years of course development experience with our faculty Lessons learned from taking the QM training Review of approaches taken by peer institutions More online training Self-paced technical training Extended faculty collaboration course 1-on-1 meetings On-demand response for instructional design
20 La Salle University Online Course Quality Assurance Flowchart Faculty Training Course Development QA Course Delivery Post Delivery Evaluation Course Redesign QA/ Best Practices Input/Review Process: Course Redelivery LUO Working Group Council Of Deans Curriculum & Standards Committee Chairs/ Program Directors Provost Regina M. Hierholzer / hierholz@lasalle.edu
21 Bucks County Community College Georglyn Davidson Director, Online Learning Quality Matters Bucks
22 Montgomery County Community College Doreen Fisher Director of E Learning dfisher@mc3.edu
23 St. Joseph s University Stephen P. Gary Director, OATCERT Program (Online Teacher Certification) Director, Graduate Instructional Technology Specialist Program sgary@sju.edu
24 Quality Control Cycle development of online courses 3/10/2010 Saint Joseph's University
25 Quality Control in the Cycle of Online Course Creation 3/10/2010 Saint Joseph's University
26 Quality Control in the Cycle of Online Course Creation 1. Development phase: material & content selection; pedagogy considerations (IOR/SME & Program Director [PD] and/or Online Program Administrator [OPA]) 3/10/2010 Saint Joseph's University
27 Quality Control in the Cycle of Online Course Creation 1. Development phase: material & content selection; pedagogy considerations (IOR/SME & Program Director [PD] and/or Online Program Administrator [OPA]) 2. Design phase: packaging & pedagogy decisions; program conventions observed; course template created (IOR/SME & design team) 3/10/2010 Saint Joseph's University
28 Quality Control in the Cycle of Online Course Creation 1. Development phase: material & content selection; pedagogy considerations (IOR/SME & Program Director [PD] and/or Online Program Administrator [OPA]) 2. Design phase: packaging & pedagogy decisions; program conventions observed; course template created (IOR/SME & design team) 3. Initial implementation phase: 1 st live delivery [a field test ]; formative assessment (course facilitator & OPA & Personal Support Center [PSC]) 3/10/2010 Saint Joseph's University
29 Quality Control in the Cycle of Online Course Creation 1. Development phase: material & content selection; pedagogy considerations (IOR/SME & Program Director [PD] and/or Online Program Administrator [OPA]) 2. Design phase: packaging & pedagogy decisions; program conventions observed; course template created (IOR/SME & design team) 3. Initial implementation phase: 1 st live delivery [a field test ]; formative assessment (course facilitator & OPA & Personal Support Center [PSC]) 4. Initial review phase: summative course evaluation (IOR/SME [or mentor] & OPA & facilitator & PSC & student satisfaction feedback) [Template Change form a running record of course changes submitted by facilitator] 3/10/2010 Saint Joseph's University
30 Quality Control in the Cycle of Online Course Creation 1. Development phase: material & content selection; pedagogy considerations (IOR/SME & Program Director [PD] and/or Online Program Administrator [OPA]) 2. Design phase: packaging & pedagogy decisions; program conventions observed; course template created (IOR/SME & design team) 3. Initial implementation phase: 1 st live delivery [a field test ]; formative assessment (course facilitator & OPA & Personal Support Center [PSC]) 5. Initial redesign phase: changes to course template approved in Phase 4 are implemented 4. Initial review phase: summative course evaluation (IOR/SME [or mentor] & OPA & facilitator & PSC & student satisfaction feedback) [Template Change form a running record of course changes submitted by facilitator] 3/10/2010 Saint Joseph's University
31 Quality Control in the Cycle of Online Course Creation 1. Development phase: material & content selection; pedagogy considerations (IOR/SME & Program Director [PD] and/or Online Program Administrator [OPA]) 2. Design phase: packaging & pedagogy decisions; program conventions observed; course template created (IOR/SME & design team) 6. Subsequent implementation phase: ongoing review and evaluation of initial redesign 3. Initial implementation phase: 1 st live delivery [a field test ]; formative assessment (course facilitator & OPA & Personal Support Center [PSC]) (OPA & facilitator & PSC & student feedback) 5. Initial redesign phase: changes to course template approved in Phase 4 are implemented 4. Initial review phase: summative course evaluation (IOR/SME [or mentor] & OPA & facilitator & PSC & student satisfaction feedback) [Template Change form a running record of course changes submitted by facilitator] 3/10/2010 Saint Joseph's University
32 Quality Control in the Cycle of Online Course Creation 1. Development phase: material & content selection; pedagogy considerations (IOR/SME & Program Director [PD] and/or Online Program Administrator [OPA]) 7. Confirmative evaluation phase: decisions regarding course effectiveness and curriculum reevaluation (SME & PD & facilitator & student feedback) 6. Subsequent implementation phase: ongoing review and evaluation of initial redesign (OPA & facilitator & PSC & student feedback) 2. Design phase: packaging & pedagogy decisions; program conventions observed; course template created (IOR/SME & design team) 3. Initial implementation phase: 1 st live delivery [a field test ]; formative assessment (course facilitator & OPA & Personal Support Center [PSC]) 5. Initial redesign phase: changes to course template approved in Phase 4 are implemented 4. Initial review phase: summative course evaluation (IOR/SME [or mentor] & OPA & facilitator & PSC & student satisfaction feedback) [Template Change form a running record of course changes submitted by facilitator] 3/10/2010 Saint Joseph's University
33 Quality Control in the Cycle of Online Course Creation 8. Redevelopment/redesign phase: continue with or replace existing course template [similar to Phases 1 & 2] (IOR/SME & PD and/or OPA & design team 7. Confirmative evaluation phase: decisions regarding course effectiveness and curriculum reevaluation (SME & PD & facilitator & student feedback) 1. Development phase: material & content selection; pedagogy considerations (IOR/SME & Program Director [PD] and/or Online Program Administrator [OPA]) 2. Design phase: packaging & pedagogy decisions; program conventions observed; course template created (IOR/SME & design team) 6. Subsequent implementation phase: ongoing review and evaluation of initial redesign (OPA & facilitator & PSC & student feedback) 3. Initial implementation phase: 1 st live delivery [a field test ]; formative assessment (course facilitator & OPA & Personal Support Center [PSC]) 5. Initial redesign phase: changes to course template approved in Phase 4 are implemented 4. Initial review phase: summative course evaluation (IOR/SME [or mentor] & OPA & facilitator & PSC & student satisfaction feedback) [Template Change form a running record of course changes submitted by facilitator] 3/10/2010 Saint Joseph's University
34 Contact Info Mike Scheuermann Regina Hierholzer Georglyn Davidson Doreen Fisher Stephen Gary
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