1. 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!

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

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

4. 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.

5. 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

6. Checklist for Standard 1 Step 1: Welcome Email (1.1)
Send a welcome 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…”

7. 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

8. 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

9. 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

10. 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 content
“Speaking style” requirements (abbreviations, emoticons, etc)
Spelling and grammar expectations
Discussion board participation
Miley

11. 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

12. 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 with attachments
Creating and submitting files in commonly used word processing program formats
Miley

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

14. Checklist for Standard 1 Step 9: Instructor Information (1.8)
Initial introduction should-
- Include the instructor’s name, title, field of expertise, 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

15. 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

16. 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.

17. 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

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

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