Kayla Westra

Kayla.westra@mnwest.edu

Minnesota West CTC

COURSE REDESIGN:  HOW TO USE THE QM RUBRIC AS

A TOOL IN THE REDESIGN PROCESS

Dean of Technology and Distance LearningEnglish facultyD2L site admin and trainer since 2004 Instructional designerConstructivist background Influenced heavily by Dee Fink, Wiggins and McTighe,

Nielsen, Spool

BACKGROUND

Faculty decisionConsiderations/baselineMOQI (http://minnesota.qualitymatters.org/)Support in the stateTraining availableNational/internationalResearch-based standardsCommon sense approachEven if you aren’t interested in certification,

resources and tools available to assist you

WHY USE QUALITY MATTERS™ RUBRIC?

Who took a course online before teaching online?Models?Native or immigrant?Sage or Guide?

THOUGHTS?

Even if not applying for QM certification, the QM rubric can be an eff ective tool when you are redesigning a course.

Learn how to eff ectively apply the rubric and to make redesign decisions that will improve the student learning experience and lead to improved mastery of learning objectives.

WHAT ARE WE DOING TODAY?

Often, fi rst attempts at online courses a bit clunkyContinual reiteration – incremental changesStudent expectations of eff ective online course Institutional expectations of eff ective online coursePersonal expectations of eff ective online course

There comes a point…

WHY REDESIGN?

Areas of greatest diffi culty for youAreas of greatest diffi culty for studentsAt the beginningWith the big stuffWith the low hanging fruit

The key is to START

**talk to your institutional QM representative to get copies of the annotated rubric

WORKING WAY THROUGH RUBRIC

as a self review toolas an in house peer review toolto prepare for a certification review (if desired)

USING THE RUBRIC

1.1 Instructions make clear how to get started 1.2 Students are introduced to the purpose and

structure of the course1.3 Etiquette expectations outlined1.4 Course and institutional policies1.5 Prerequisite knowledge1.6 Minimum technical skills1.7 Self-introduction by instructor1.8 Students asked to introduce

GENERAL STANDARD 1: COURSE OVERVIEW AND INTRODUCTION

New courseOnline Course RedesignTeaching summer 2014Draft statuswww.mnwest.eduLog in to D2LUse fusion14/fusion14

EXAMPLE

EXAMPLE COURSE HOME PAGE

2.1 Measurable course outcomes2.2 Module/unit objectives consistent with course

objectives2.3 Clearly stated learning objectives2.4 How to meet objectives clearly stated2.5 Learning objectives are appropriate for

course/level

GENERAL STANDARD 2 LEARNING OBJECTIVES (COMPETENCIES)

3.1 Types of assessments consistent with objectives and resources

3.2 Grading policy clearly stated3.3 Evaluation criteria are specific and descriptive3.4 Assessments are sequenced, varied, and

appropriate3.5 Multiple ways for students to self-assess

GENERAL STANDARD 3 ASSESSMENT AND MEASUREMENT

4.1 Materials help learner master objectives4.2 Purpose and usage of materials clearly stated4.3 Appropriate citations4.4 Current4.5 Variety of perspectives4.6 Required versus optional – clearly stated

GENERAL STANDARD 4 INSTRUCTIONAL MATERIALS

5.1 Activities promote achievement of learning objectives

5.2 Activities encourage engagement/interaction5.3 Instructor’s response time/feedback time is

clearly stated5.4 Requirements for student participation and

interaction clearly stated

GENERAL STANDARD 5 LEARNER INTERACTION AND ENGAGEMENT

6.1 Tools and media support objectives6.2 Tools and media guide learning / provide active

learning opportunities6.3 Navigation is consistent and logical6.4 Required technologies easily accessible to student6.5 Technologies are current

GENERAL STANDARD 6 COURSE TECHNOLOGY

7.1 Tell students how to get technical support7.2 Accessibility policies linked7.3 Institutional academic support linked7.4 Institutional student support linked

GENERAL STANDARD 7: LEARNER SUPPORT

8.1 Accessible technology and information on accommodation provided

8.2 Alternatives for auditory and visual content8.3 Course design facilitates readability8.4 Course design accommodates assistive

technologies

GENERAL STANDARD 8 ACCESSIBILITY

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 QMQM workshops (on campus or online)Other faculty who have used QM

RESOURCES