SESSION FIVE: TIPS FOR IMPLEMENTATION AND EVALUATION Patricia McGee, PhD and Veronica Diaz, PhD SESSION FIVE: TIPS FOR IMPLEMENTATION AND EVALUATION

Themes

Poll My institution/department/unit has some sort of process for ensuring quality in online course design and delivery (peer review, other type of course review process) Yes No Thinking about implementing something like this in the near future

Introduction Revisiting the module Overview of necessary components that should be present in an online course Course review rubrics and guides Supporting the learner in the online course Supporting the faculty member in the online course

Online Quality Assurance A quality assurance rubric option Step-by-step guide for development Checklist for developed courses Ensure alignment Student perspective

The Quality Matters Frame 1) Learning Objectives 2) Learner Engagement Course Module Clear, student’s perspective Measurable Instructions to students on how to meet them **Alignment to objectives Sufficient to support objectives Diverse 3 types of interaction Response time Requirements, rubrics, and samples **Alignment to objectives Go to handout

The Quality Matters Frame 3) Resources/Materials 4) Assessment/Measurement Materials support objectives Relationship between materials and objectives is clear to students Breadth, depth, currency Diversity Citation and copyright **Alignment to objectives Measure progress toward objectives Grading policy Specific, descriptive criteria for evaluating students work and participation Tools appropriate for content Self-checks **Alignment to objectives

The Quality Matters Frame 5) Course Technology Appropriate selection Skills and access of the learner Instructor expertise required Both what faculty and learner will be expected to do with technology Pedagogical objectives of the technology Don’t OD on IT Student engagement and active learning Integration into the learning experience

Non-Aligning QM Parts Learner support Accessibility Student services Library Technology Accessibility ADA standards Alternatives Course overview/introduction Getting started Course purpose and components Online format introduction Etiquette Introductions Prerequisites Technology skills

Chat Take a few minutes to review the Quality Matters handout from Day 1 (on course site) What areas do you think you may still need to improve What areas are most challenging to meet the rubric criteria

Area Identified % Purpose explained for ea. course element (IV.3) 32% Navigational instructions (I.1) Links to academic support, student services, tutorials/resources (VII.2-VII.4) 32-33% Technology/skills/pre-req. knowledge stated (I.6) 35% Clear standards for instructor availability(V.3) 37% Alternatives to auditory/visual content (VIII.2) 39% Instructions to students on meeting learning objectives (II.4) 40% Self-check/practice with quick feedback (III.5) 42% Learning objectives at module/unit level (II.2) 45%

Applying the Rubric Activity Download the Online Course Review Rubric handout on the course wiki Identify 1 rubric area (i.e., technology, learning objectives, assessment) Go to http://online-course-design.pbworks.com/Online-Course-Examples Review 1 course to identify a best practice or strategy Share 15 minutes

2. SUPPORTING THE LEARNER IN THE ONLINE COURSE

Support in the online course? Identify the top 2 areas that students would need help in a online course http://answers.polldaddy.com/poll/293690/ Screenshare here

Students are most successful when they have the following characteristics: Informed self selection Responsible for their own learning An access plan for taking the course Know how they learn (metacognition) Have necessary technical skills Know how to build a support system Respond favorably to technological uncertainties One of the things, very important, that other institutions’ data has shown is the characteristics of successful online students Again, this is an example of something you can modify for your own use This information can be passed on to students so they are aware of what it takes to be successful This, of course is also useful for you in knowing some of the things that can be done to support online instruction

Readiness Assessment Strategies eLearning website Screening surveys Pre and post enrollment with feedback Debunking incorrect impressions Advisor meeting Website Welcome materials FAQs Examples Pros/Cons Testimonials

Assess… Skills (reading) Learning styles Work and study habits Technical requirements (hardware, software, connectivity) Need and immediacy for course Feedback preferences Ability to self-help (when things are difficult) Attitude toward the nature of learning online

Readiness Means… Determining who is ready Ready now = start course Not ready now = Tutorials Support Advisor meeting UCF Learning Online

Are you ready for MY course? Chat Planning Template for Assessing and Addressing Student Readiness Download Template from Session 5 Presentation Materials Considering the earlier 2 areas that you identified, what strategy might you employ to support student success or prevent a poor experience in your course Report out in chat Want to prevent a crisis, but ok to have students experience some bumps in the road Screenshare Planning Template for Assessing and Addressing Student Readiness 10 minutes with 5 minutes of report out

3. SUPPORTING THE FACULTY MEMBER IN THE ONLINE COURSE

Online Course Crisis Point Causes What is the most likely cause of a crisis point in your course? http://answers.polldaddy.com/poll/293696/ V

What are they? Moments during your course when students or faculty are most likely to need support and assistance Example: The first time a student goes to your course web site and cannot successfully login with their username and password? Identify crisis points in advance to mitigate student problems and avoid frustration for all

How do you identify them? Review the sequence of learning activities and course modules you have planned Pre course First day Mid course Last week(s) What student skills will be required to be successful

Preempting Crisis Points Breakout Activity Planning Template to Prepare for, Identify, and Preempt Crisis Points Download Template from Session 5 Presentation Materials Pick one time period in the template and describe how you will address, support, or prevent a potential crisis point during your course? Report out by breakout room Screenshare template 15 minutes

Where do we go from here? In Chat What areas still need more exploration? What is your next step? What is most critical to ensuring a successful design for you?

QUESTIONS, COMMENTS, CONCERNS

Contact Information Patricia McGee, PhD Patricia.McGee@utsa.edu Veronica M. Diaz, PhD drvdiaz@gmail.com http://www.mcli.dist.maricopa.edu/diaz/ Copyright Patricia McGee and Veronica Diaz, 2009. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.