12 Steps to Quality Online Courses: Helping Faculty Translate the Standards Jed Duggan & Miley Grandjean New Mexico State University Both Talk about the comments against checklists over the last couple of days, in a different context, but nonetheless that checklists might not be the best thing – we agree – these checklists are not to get somebody’s course meet all QM standards, this just helps get their course ready. It’s the beginning of something more. Do fun Twitter skit!

Q Why else might faculty be reluctant to apply the QM rubric to their courses?

Agenda Introductions OCIP overview Checklist overview Sample QM course activity with QM 1 Implementation Strategies for QM 8 Wrap-up Jed

Some Background on Online Course Improvement Program (OCIP) at NMSU Began the program in 2009 Developed from requests from student surveys Partnership between Distance Education, Academic Technologies, Teaching Academy, NMSU Library Funded by student technology and course delivery fees Method of providing support for online course design including mentoring, workshops, open labs Miley We have 2 man programs – New2Online for faculty who have never taught online, and 1Yr+ - for faculty who have taught at least one course online for a year (or have major circumstance of needing to be in the program bc of a new online degree program going online the following year) – so perhaps they have taught blended but not online – they have SOME experience. We mentor 16-month program, most of our mentoring comes in the first academic year, but those other months are there for their give-back to the campus/program/their department. Now offer a FastTrack option within 1Yr+ where they go through online APPQMR, facilitated in-house by Sharon, then just have to fulfill the other things like: attend open labs for LMS help, meet with mentors, attend workshops/webinars/presentations.

Developed Checklists Discovered that participants needed more guidance and support Developed the 8 checklists aligned to the 8 general standards of Quality Matters Use checklists for training, course design, and revision of online learning environments Jed

Checklist for Standard 1 Step 1: Welcome Email (1.1) Send a welcome email to students that contains the following- WELCOME to your course WHERE to find your course HOW to access the course WHAT to click first to get started Miley We tell faculty to do this a week or so out from classes starting. This is something that a lot of them are already doing, so right away faculty begin breathing again and thinking “okay, I can do this. I’m doing this already…”

Checklist for Standard 1 Step 2: What do students do first? (1.1) Students have accessed their course. What do they do now? Provide specific steps on what you want them to do to get started. Jed

Checklist for Standard 1 Step 3: The Foundation-Your Syllabus (1.2) Provide access to your syllabus - States the purpose of the course - Explains how the content is structured and carried out - Contains a course schedule - Explains delivery modalities (online or blended) - Discusses modes of communication - Describes types of learning activities - States how learning will be assessed Miley

Checklist for Standard 1 Step 4: Course Outline/Pacing Guide (1.2) A course outline or pacing guide provides an overview of your course and should include – - Times - Places - Scheduled Events - Assignments - Assessments - Due Dates Jed

Checklist for Standard 1 Step 5: Netiquette (1.3) An etiquette or "Netiquette" statement provides Expectations for communication Examples of netiquette considerations: Expectations for the tone and civility used in communication Expectations for email content “Speaking style” requirements (abbreviations, emoticons, etc) Spelling and grammar expectations Discussion board participation Miley

Checklist for Standard 1 Step 6: Student Resources (1.4) Academic support Library Writing assistance Math assistance Any specific student resource required or suggested for your course Tech Assistance Jed

Checklist for Standard 1 Step 7: Prerequisites Needed (1.6, 1.7) Information about prerequisite knowledge (i.e., passed BIO 100) Any required competencies (i.e., Native Spanish speaker, ACT score of 20 or above, BA in English) General as well as course-specific technical skills Examples of technical skills might include Using the learning management system Using email with attachments Creating and submitting files in commonly used word processing program formats Miley

Checklist for Standard 1 Step 8: Required Tech (1.5) Hardware Software Subscriptions Plugins Mics/Headsets Required downloads with links Publisher materials

Checklist for Standard 1 Step 9: Instructor Information (1.8) Initial introduction should- - Include the instructor’s name, title, field of expertise, email address, phone number, and times when the instructor is typically online or may be reached by phone. - Create a sense of connection between the instructor and the students - May include personal information such as hobbies, family, travel experiences, etc. - May include a photograph Miley

Checklist for Standard 1 Step 10: Student Introductions (1.9) Student introductions help to - Create a welcoming learning environment Establish community Open lines of communication between students and the instructor Instructions for the introduction should include- Guidance on where and how students should share their introduction May ask students to respond to specific questions. May provide an example of an introduction and/or start the process by introducing themselves Jed

Checklist for Standard 1 Steps 11 & 12: Social Café & Next Steps(1.1) Setup a discussion lounge or open chat for students to talk to each other or ask instructor questions related to course material/tech/etc. Lalla Land, G Lounge, Ask Anything Discussion What’s Next? Good course design always guides students to the next important thing.

Let’s apply what we have learned! Here is a sample of an online course Feel free to click around, but the point is to stay in getting started areas/modules Use your rubric and your Standard 1 Checklist Identify areas of strength and improvement Work with your neighbor! Share what you see Miley

Standard 8 Faculty resistance Fear of the unknown Guide the faculty through the process Easier to revise than to create Encourage planning over retrofit

Standard 8 in practice Looking at a previous sample…. How has the standard changed? How would the checklist help revise the course?