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BUILDING ONLINE COURSE QUALITY FROM THE GROUND UP Co-Presenters: Dori Llloyd, [email protected] David Whitehead, [email protected]
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BUILDING ONLINE COURSE QUALITY FROM THE GROUND UP
Co-Presenters:Dori Llloyd, [email protected] Whitehead,
OUR TEAM
Director, Distance Education and Instructional Tech.• Taught mathematics in all
delivery methods at DCCC for 6 years
• Transitioned into Distance Education and Instructional Tech.
• Have both Mathematics and Instructional Technology degrees.
• Have an interest in developing engaging online courses.
Coordinator, Distance Education• Former corporate trainer; transitioned to
community college in1999
• 11 years as ESL instructor. Developed & taught distance ed and face-to-face classes
• Coordinated ESL & GED Online programs. Trained faculty, managed instructional technology
• “That Moodle Guy”
QA PROCESS AND HOW IT BEGAN
Putting the Cart Before the Horse• Created a QA Panel
• Developed a QA Tool
• Expectations were not being met
• Needed Leadership buy-in
• Identified a need for prof. dev.
Flickr image by Emilio Labrador CC BY 2.0
Holistic View of Quality Control
Online Certification Course
Quality Assessment
Improvement Plan
DEVELOPMENT OF COURSE
Development of the Course• Wanted it to be interactive
• Provide experience as online student
• Model best practices
• Not the same as Moodle how-to training
• Address common weaknesses
• Do course development through the course Flickr image by The Open University CC BY-NC-ND 2.0
Online Certification Course Format
Fall and Spring 9 weeks 7 modules 1 week to 2 week modules
ExamplesAug. 31st – Nov. 8th
Jan. 25th – April 3rd
Summer 5 weeks 5 modules 1 week modules
Examples May 16th – June 14th June 13th – July 24th
Course Format
Module 0: Welcome (1 week) Module 1: Orientation to Online Learning (1 week) Module 2: Design Basics (2 weeks) Module 3: Engaging the Online Learner (2 weeks) Module 4: Assessment & Feedback (1 week) Module 5: The Human Element (1 week) Module 6: Course Foundations (1 week)
Course BookEssentials of Online Course DesignA Standards-Based Guide
ByMarjorie VaiKristen Sosulski
MODULE ZEROWelcome to the Online Certification Course
Module Zero: Welcome
Course Structure
MODULE ONEOrientation to Online Learning
Module One: Orientation to Online Learning
Asynchronous vs. Synchronous Role of the Online Instructor Know Your Learner Digital Natives & Digital
Immigrants
Digital Native or Immigrant?
Digital Natives or Immigrant?
Digital Native or Immigrant?
Role of the Online Instructor
Rate Yourself Assignment
Rate yourself in each of these roles.
Give specific examples to support your self assessment.
What do you hope to gain from the course to strengthen your skills in these areas?
MODULE TWODesign Basics
Module Two: Design Basics
Design Critique - Assignment
Provide four sample course pages and ask them to address specific elements.
Figure 1: Color/contrast Figure 2: Organization of Modules Figure 3: Homepage as launching pad to content Figure 4: Images
A colleague who is revising his course page seeks your advice on making images and videos accessible. What do you tell him?
Layout Assignment
Instructors are asked to share screenshots of their Moodle course page, including a list of module objectives.
Faculty give and receive constructive feedback on their designs.
Faculty Discourse
Teacher A “…I see that you have chunked your information in folders, but it may be helpful to give an indication of dates or weeks that students can expect to focus on each chapter…”
Teacher B“Good comment about adding the chapter title to each folder. I plan to do that.”
Faculty Discourse
“…To me, white space is comforting; it makes it seem as if the content is manageable…”
“I like the style of your layout... Do you mind if I use some of the ideas for my future online courses?”
Faculty Discourse
Teacher A“I could not remove any of the white space between the course heading and the picture. Any suggestions will be appreciated.”
Teacher B“Check your image settings. In one of the accessibility videos we watched it showed how to go to image setting to add a description…I don’t know if this is the problem, but it’s one place to check.”
Teacher A“Your suggestion worked. I was able to reduce the space between my picture and the words! You have been most helpful!
Quality Assessment Tool
Logical Course Design: Module objectives are posted in each module. Activities are consistently aligned with module objectives.
Consistency: Naming and placement of like items is generally consistent throughout
course. Consistent use of color formatting differentiates between content. If applicable, image size and placement is consistent throughout the
course.
Quality Assessment Tool
Readability (Fonts, Color): Contrast between text color and background is sufficient for readability.
(4.5:1 ratio) Text colors and fonts are limited to 3-4 and generally do not impair
readability. Highlighting is used sparingly to emphasize important items or is not
used at all.
Readability (Text, Alignment, Links): Text alignment clearly indicates relationships between items. White space is used effectively to chunk related items and break up lists
and blocks of text. Hyperlink names are meaningful and succinct.
MODULE THREEEngaging the Online Learner
Module 3: Engaging the Online Learner
Building Community
Varying Voices
Active Learning
Quality Assessment Criteria
Building Community Students are required to communicate with each other at least 2 times during the course.
Intro ForumPeer ReviewStudent-to-Student
DiscussionsMuddiest Points Forum
Varying VoicesIn addition to the course book and instructor, the course includes 3 additional voices or perspectives.
MultimediaEmbed an outside
expert’s voicePeer interaction/feedbackPublisher supplements
Active Learning
MODULE FOURAssessment and Feedback
Module Four: Assessment and Feedback
Frequent Feedback
Timely Feedback
Variety in Feedback
Assessment/Feedback Plan
Assessment/Feedback Plan
MODULE FIVEThe Human Element
Module 5: The Human Element
Faculty/Staff Videos
Obbe Haverkamp, Adjunct History Instructor
MODULE SIXCourse Foundations
Quality Assessment
Discuss Quality Assessment Process
Faculty submit a self review of online course
Discuss strengths and weaknesses
Notified that they will be up for review as early as next semester
What They Are Saying . . . The Good
“The most beneficial aspect...was the personalized feedback and the self-reflection that the forums provided.”
“Really good feedback from the instructor and other students... Crackerjack course design and layout.”
“...a model and standard I can follow to improve my courses.”
Flickr image by Sarah Reid CC BY 2.0
What They Are Saying . . . The Good
“Although it moved quickly, that made me stay focused. I also liked that we could use our own course.”
“I enjoyed the opportunity to brainstorm with other online instructors.”
“I liked the clear organization, the information covered, and the feeling of community.”
Flickr image by Sarah Reid CC BY 2.0
And Suggestions for Improvement
“Would have liked a list or demonstration of tools that can be used online.”
“Would like to see more help with different forms of technology.”
“Require the use of more Web 2.0 tools.”
“...some of the forum questions were a little confusing. In Best Practices, I wasn’t exactly sure what I needed to post.”
Flickr image by Tina M. SteeleCC BY-NC-ND 2.0
And Suggestions for Improvement
“Would like a version of this course that could be done in a week or so. I like to go ahead and get things done.”
“The student moodle orientation was lengthy & useless....I already require it.”
“The video for the C.R.A.P exercise moved too quickly.”
Flickr image by Tina M. SteeleCC BY-NC-ND 2.0
LOGISTICS OF THE REVIEWQuality Assessment
Quality Assessment Panel• 6 faculty members
• Representative of different areas
• Rotate off after a couple of years
• Members excited to get new ideas
Image from Pixabay CC0 Public Domain
Cycle– About every 2 years
1• Instructors complete
self-review
2• QA Panel submits
review
3• David and I schedule
appointments with faculty
4• Improvement Plan is
created
Our Takeaways
Faculty have been involved in the creation More awareness of the expectations Build more connections between faculty/staff Emphasis is on improvement Faculty feel supported Course is dynamic
