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

2. Themes

3. 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

4. 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

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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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%

12. 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
Review 1 course to identify a best practice or strategy
Share
15 minutes

13. 2. SUPPORTING THE LEARNER IN THE ONLINE COURSE

14. Support in the online course?
Identify the top 2 areas that students would need help in a online course
Screenshare here

15. 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

16. 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

17. 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

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

19. 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

20. 3. SUPPORTING THE FACULTY MEMBER IN THE ONLINE COURSE

21. Online Course Crisis Point Causes
What is the most likely cause of a
crisis point in your course? V

22. 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

23. 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

24. 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

25. 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?

26. QUESTIONS, COMMENTS, CONCERNS

27. Contact Information
Patricia McGee, PhD
Veronica M. Diaz, PhD
Copyright Patricia McGee and Veronica Diaz, 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.