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Course redesign:  How to use the QM rubric as a tool in the redesign process

Course redesign:  How to use the QM rubric as a tool in the redesign process. Kayla Westra Kayla.westra@mnwest.edu Minnesota West CTC. Background. Dean of Technology and Distance Learning English faculty D2L site admin and trainer since 2004 Instructional designer

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Course redesign:  How to use the QM rubric as a tool in the redesign process

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  1. Course redesign:  How to use the QM rubric as a tool in the redesign process Kayla Westra Kayla.westra@mnwest.edu Minnesota West CTC

  2. Background • Dean of Technology and Distance Learning • English faculty • D2L site admin and trainer since 2004 • Instructional designer • Constructivist background • Influenced heavily by Dee Fink, Wiggins and McTighe, Nielsen, Spool

  3. Why use Quality Matters™ Rubric? • Faculty decision • Considerations/baseline • MOQI (http://minnesota.qualitymatters.org/) • Support in the state • Training available • National/international • Research-based standards • Common sense approach • Even if you aren’t interested in certification, resources and tools available to assist you

  4. Thoughts? • Who took a course online before teaching online? • Models? • Native or immigrant? • Sage or Guide?

  5. What Are We Doing TODAY? • Even if not applying for QM certification, the QM rubric can be an effective tool when you are redesigning a course. • Learn how to effectively apply the rubric and to make redesign decisions that will improve the student learning experience and lead to improved mastery of learning objectives.

  6. Why Redesign? • Often, first attempts at online courses a bit clunky • Continual reiteration – incremental changes • Student expectations of effective online course • Institutional expectations of effective online course • Personal expectations of effective online course • There comes a point…

  7. Working Way through rubric • Areas of greatest difficulty for you • Areas of greatest difficulty for students • At the beginning • With the big stuff • With the low hanging fruit • The key is to START • **talk to your institutional QM representative to get copies of the annotated rubric

  8. Using the Rubric • as a self review tool • as an in house peer review tool • to prepare for a certification review (if desired)

  9. General Standard 1: Course Overview and Introduction • 1.1 Instructions make clear how to get started • 1.2 Students are introduced to the purpose and structure of the course • 1.3 Etiquette expectations outlined • 1.4 Course and institutional policies • 1.5 Prerequisite knowledge • 1.6 Minimum technical skills • 1.7 Self-introduction by instructor • 1.8 Students asked to introduce

  10. Example • New course • Online Course Redesign • Teaching summer 2014 • Draft status • www.mnwest.edu • Log in to D2L • Use fusion14/fusion14

  11. Example Course Home Page

  12. General Standard 2 Learning Objectives (Competencies) • 2.1 Measurable course outcomes • 2.2 Module/unit objectives consistent with course objectives • 2.3 Clearly stated learning objectives • 2.4 How to meet objectives clearly stated • 2.5 Learning objectives are appropriate for course/level

  13. General Standard 3 Assessment and Measurement • 3.1 Types of assessments consistent with objectives and resources • 3.2 Grading policy clearly stated • 3.3 Evaluation criteria are specific and descriptive • 3.4 Assessments are sequenced, varied, and appropriate • 3.5 Multiple ways for students to self-assess

  14. General Standard 4 Instructional Materials • 4.1 Materials help learner master objectives • 4.2 Purpose and usage of materials clearly stated • 4.3 Appropriate citations • 4.4 Current • 4.5 Variety of perspectives • 4.6 Required versus optional – clearly stated

  15. General Standard 5 Learner Interaction and Engagement • 5.1 Activities promote achievement of learning objectives • 5.2 Activities encourage engagement/interaction • 5.3 Instructor’s response time/feedback time is clearly stated • 5.4 Requirements for student participation and interaction clearly stated

  16. General Standard 6 Course Technology • 6.1 Tools and media support objectives • 6.2 Tools and media guide learning / provide active learning opportunities • 6.3 Navigation is consistent and logical • 6.4 Required technologies easily accessible to student • 6.5 Technologies are current

  17. General Standard 7: Learner Support • 7.1 Tell students how to get technical support • 7.2 Accessibility policies linked • 7.3 Institutional academic support linked • 7.4 Institutional student support linked

  18. General Standard 8 Accessibility • 8.1 Accessible technology and information on accommodation provided • 8.2 Alternatives for auditory and visual content • 8.3 Course design facilitates readability • 8.4 Course design accommodates assistive technologies

  19. Resources • Quality Matters: https://www.qmprogram.org/ • Minnesota Quality Matters: http://minnesota.qualitymatters.org/ • MN Statewide QM Institution Representatives: Elizabeth McMahon and Linda Jacoby (state) • Your institutional representative for QM • QM workshops (on campus or online) • Other faculty who have used QM

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