Fall 2011 Online Reviews: An Interactive Approach

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How and why OTC Online updated review process

Transcript of Fall 2011 Online Reviews: An Interactive Approach

  • 1. Online Course Development and Delivery Reviews: An Interactive Approach
    Carla R. BradleyOTC OnlineOzarks Technical Community Collegebradleyc@otc.edu

2. Words
3. Words
Best practices
Peer review
Effective practices
Consistency standards
4. Goals
Explain how OTC Online arrived at updated online review process.
Apply hints from other reviewers to online reviews.
Evaluate an online course for development and delivery. *
* Practice review set needs to be completed by new online reviewers.
5. 6. 7. Chasen, Michael. Blackboard World 2010.
8. Chasen, Michael. Blackboard World 2010.
9. 3 Resources
Quality Matters
Blackboard Exemplary Course
Chico State
10. Quality Matters
The course review process is a collegial discussion between faculty peers committed to Continuous quality improvement.It is not an evaluation. Centered in national standards of best practice, the research literature and instructional design principles designed to promote student learning. . . . And its not a win/lost or pass/fail test the rubric in the review process functions as a diagnostic tool to facilitate the continuous improvement of online courses.
11. Quality Matters
Course overview and introduction
Learning objectives
Assessment and measurement
Resources and materials
Learner engagement
Course technology
Learner support
12. QM Example
Striving for Quality in Online Courses-J.J. Johnson-Pierce College in Washington State
Quality assurance team (of six):
Sensitive about academic freedom
Student feels comfortable- course layout
Anticipate questions
Student comfort (home page)- consistent interface
Measure of course design
Composed of instructors in diverse disciplines
Provide mentoring and coaching
Go to the next level and tie to PD sessions
13. Blackboard Exemplary Course
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses.
Course design
Interaction and collaboration
Learner support
14. Bb ECP Example
Excellence within our Grasp: Using Blackboards Exemplary Course Rubric- Mark Burris- University of Arkansas Little Rock and Sue Burris- National Park Community College
Goal 1: Promote instructional excellence across Arkansas through online student engagement principles, moving beyond buttonology
Goal 2: Promote academic collaboration through local and statewide community of practice
15. Chico State
Learner support and resources
Online organization and design
Instructional design and delivery
Assessment and evaluation of student learning
Innovative teaching with technology
Faculty use of student feedback
16. Chico State Example
Online Course Assessment (James West)- Missouri Baptist University
Peer evaluations results from spring 2005 to spring 2010
High score has been consistent
Low score has had an upward trend
Mean has been upward
Consistent improvement over 5-year period
17. 18. Previous Online Review Document
Checklist and comments
Review document with yes or no that combined development and delivery
Lacked extensive information on instructional content, technology, academic integrity, and accessibility.
19. Unique to College
Online syllabus template (current)
Instructor response time
Assessment data
20. Pilot
Introduced in OTL 101 in fall 2011
Fall 2011 online instructors complete
Spring and summer 2011 online instructors complete (some courses reviewed)
Fall 2011 only online instructors reviewed complete
21. Approach to Online PD
22. Review Document
Engage department and begin research
Separate development and delivery
Add pre-review comment section
Organize by navigation
Pilot review documents and solicit feedback
Create team approach
Involve departments
Check with DSS
Invite feedback from OTC Online Committee
Meet online with Online Review Task Force Team
23. Accessibility and Compliance
Creates duplicate channels of information to benefit all learners.
Planning will have a cost-savings rather than retrofitting.
Builds awareness.
Georgia Tech Research on Accessible Distance Education (GRADE). CATEA Access E Learning. http://www.accesselearning.net/mod1/1_01.php
24. 25. Reminders
Not a judgment of instructor (but of coursedevelopment and delivery)
26. bradleyc@otc.edu