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Quality by Design Getting It Right The First Time

Dr. Eli Collins-Brown SLATE Blackboard Users Group Oct. 15 – 16, 2009 University of Chicago. Quality by Design Getting It Right The First Time. About Me. Started 1997 How do we do this? Basic instructional design Shovelware Recorded lectures Tests Discussions. More About Me.

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Quality by Design Getting It Right The First Time

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  1. Dr. Eli Collins-Brown SLATE Blackboard Users Group Oct. 15 – 16, 2009 University of Chicago Quality by DesignGetting It Right The First Time

  2. About Me • Started 1997 • How do we do this? • Basic instructional design • Shovelware • Recorded lectures • Tests • Discussions

  3. More About Me • 2003 – doctoral work • What works better online than F2F • What is unique about online • Teaching online • Basic instructional design • Missing pieces • Evaluating online courses for quality

  4. Evaluating for Quality • Quality Matters – Maryland Online • Certified reviewer • Blackboard Exemplary Course Rubric • Course reviewer 2009 • ROI – Cal. State U – Chico - http://www.csuchico.edu/celt/roi/ • QOCI – Illinois Online Network - http://www.ion.illinois.edu/initiatives/qoci/index.asp

  5. Evaluation Categories

  6. Quality Matters • Evaluates only course design, not teaching • Most appropriate - build into course design • 1st tried to use the evaluation rubric - cumbersome • Now incorporate criteria into course design process • Get an overview of the rubric at http://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf

  7. Course Design Model • Analysis • Audience, Context • Learning goals • Learning Objectives • Assessments • Learning Activities • Content • Module maps • Course Organizer/Activity Tracker

  8. Analysis • Back beyond the beginning • Basic Course Design • Audience • Context • Content

  9. Learning Goals • 2 – 5 years after finishing your course • What should they still know or be using? • Uses these domains for consideration: • Foundational knowledge • Application • Integration • Human dimension • Caring • Learning How to Learn L. Dee Fink, (2006). Creating Significant Learning Experiences, Jossey Bass

  10. Assessment and Feedback • Using these high level, holistic (whole course and beyond) goals: • Write course objectives – 2.1,2.3, 2.5 • What types of assessments – 3.1 • What kinds of useful feedback 2.4 • What resources will they need and that you can provide – 4.3, 4.4

  11. Topical Organization • Content not chunked by weeks, but by topics • Outline • Topics become modules, units, lessons, etc. • Will come back to the weekly structure at the end with the course organizer

  12. Topics/Modules • Learning Objectives for each module – 2.1, 2.2, 2.3, 2.4, 2.5 • Assessments – 3.1, 3.2, 3.3, 3.4 • Learning Activities – 3.5, 5.1, 5.2, • Resources – 6.1, 6.2, 6.4, 6.5

  13. Module Map • Sequence Learning Activities • Assignments – 4.1, 4.2, 4.3, 4.4 • Interactions – 5.2, 5.4 • Content – 6.1 – 6.7, media with scripts – 8.1 – 8.4 • Assessments, including rubrics or grading criteria – 3.3, 3.4 • Student Feedback – 3.5 • One minute paper • Brookfield’s 5 questions • Check in

  14. Course Organizer & Syllabus • Calendar style • List style • Syllabus • Include expectations – 5.3, 5.4 • Grading schedule – 3.2 • Grading scheme – 3.2, 5.4

  15. How This Course Works • Course Walk-thru – 1.1, 1.2, 1.3,1.6, 1.7 • Course Orientation - 1.1 • Quiz for verification – 1.1

  16. Learner Support • Put Technical Support information in every course 7.1 – 7.3 • Put Technical Support information on our website

  17. Discussion Forums • Three required forums: • Content questions 7.4 • Tech questions – 7.4 • Ice Breaker or Intro with instructor post first – 1.4, 1.5

  18. QM Rubric • How did we do? • Every criteria and sub-criteria is addressed in the design plan

  19. Successes and Challenges • Success: • Revising Program Outcomes • Challenges: • Time to design and develop • Basic understanding of learning • Appreciate time for design and development

  20. Website • www.elicbrown.com

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