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

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 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: What types of assessments What kinds of useful feedback What resources will they need and that you can provide

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 Assessments Learning Activities Resources

13. Module Map Sequence Learning Activities Assignments Interactions Content Assessments Student Feedback One minute paper Brookfield’s 5 questions Check in

14. Course Organizer & Syllabus Calendar style List style Syllabus Include expectations Grading schedule Grading scheme

15. How This Course Works Course Walk-thru Course Orientation Quiz for verification

16. Discussion Forums Three required forums: Content questions Tech questions Ice Breaker or Intro with instructor post first

17. QM Rubric How did we do?

18. Successes and Challenges Revising Program Outcomes Time to design and develop Basic understanding of learning

19. Website www.elicbrown.com