1. Teaching Excellence: Sharing Online Teaching Best Practices through Peer Review
Presented by:
Julie Dilling
Amy Harmsen
Julie start and then hand off to Amy - Our goal is to share our model/philosophy of learning and the best practices for implementing it particularly in an online environment focusing on the student and technology tools used to promote learning and comprehension and the effort to enhance student success.

2. Amy
Three campuses that serve our district located in Beaver Dam, Fond du Lac, and West Bend. Primary population is non-traditional learners.
We have noticed a trend that more students are enrolling in online courses. In addition to that, we have programs on three separate campuses, if enrollment is low in a traditional class, it may be canceled with students transitioning to the online modality.

3. Amy
Online education has been an integral (essential) delivery mode for MPTC since 2002
MPTC learning management system (Canvas) is also used extensively to offer courses in a blended format – providing the flexibility of online learning and the benefit of face to face, hands on learning for students.
Blended learning at MPTC is defined as a minimum of 50% face to face hours.
Students are selecting online learning for its convenience and flexibility. It is important to understand and implement best practices to engage and motivate students regardless of learner characteristics.
ONLINE EDUCATION is quickly becoming a prominent and important piece of the education pie in the United States. (Surprising Facts, 2012)

4. Sharing the Peer Review
Our Vision for Today
Sharing the Peer Review
Process
Julie
Peer Review Process has been in place for two years at MPTC.
Program is voluntary and participants are recommended from the Associate Dean based on interested and/or need to meet an FQAS Standard.

5. Curriculum Online Team
Academics
Curriculum Online Team
Curriculum Cross Functional Team
Julie
Online education has been an integral delivery mode for MPTC since 2002
MPTC learning management system is also used extensively to offer courses in a blended format – providing the flexibility of online learning and the benefit of face to face, hands on learning for students. Blended learning at MPTC is defined as a minimum of 50% face to face hours.
DISCUSSION - What role does online education play in your organization?
Advancing Online Education
Sub-Committee

6. ONLINE ENVIRONMENTAL STRATEGIC PLAN
Consistent User Interface
Develop a style guide for LMS to include standard web conventions and usability principles. Identify standards to minimize learning curve for students in different courses/programs.
Data Driven Decisions
Utilize data to establish benchmarks and promote student success/retention. Provide access to accurate data for key decision makers (faculty and management).
Curriculum Quality
Focus on quality not quantity in curriculum design to meet the needs of each delivery modality. Develop a learning activities to promote comprehension of content. Ensure competencies, scoring standards and assessments align with approved curriculum.
Julie
Strategic initiatives of the AOE committee
Professional Development for Online Learning and Teaching
Develop innovative professional development opportunities for faculty and management concentrated on the management, development and facilitation of online courses and programs. Integrate the peer review program to promote online quality standards and identify best practices.

7. (Kilpatrick, Barret, & Jones, 2003)
Today’s Student
Hopeful
Fearful
opportunity
Unsure
Full Plate
Committed to learning
Engaged
Anxiety
Responsible
Julie
Today’s student at Moraine Park is a mixture of traditional and non-traditional students who possess all of these characteristics.
As an instructor, my role is to be a partner in their education – collaborating with them for success – as the student defines it.
Quality in online learning regardless of learner characteristics
Individual learning is the foundation for the learning that occurs within a learning community (OECD, 2001), and the core business of learning communities is the sharing of knowledge through collaboration.
(Kilpatrick, Barret, & Jones, 2003)

8. FQAS Competency – Teaching Methods & Technology
Tell me and I forget. Teach me and I remember. Involve me and I learn.
~Benjamin Franklin
Explore instructional strategies
Analyze learning theories & models/cycles
Create a plan for learning
Facilitate learning
Revise teaching practice
STRATEGIC INITIATIVES:
To build a supportive culture to become an employer of choice and to improve student success through innovative programming, delivery and services.
FQAS Competency – Teaching Methods & Technology
Julie
Technology is a driving force behind the mission and goals of institutions in higher education (Warford, 2013).

9. Julie

10. The Seven Principles for Good Practice in Undergraduate Education
Encourages contact between students and faculty
Develops reciprocity and cooperation among students
Encourages active learning
Gives prompt feedback
Emphasizes time on task
Communicates high expectations
Respects diverse talents and ways of learning.
Chickering, A. & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin (39 )7.
Julie

11. Online Quality Standards Team Curriculum Committee
Literature Review
Standard Development
Online Quality Standards Team
Curriculum Committee
Advancing Online Education Committee
Deans/Associate Deans
Implementation
Evaluation
Julie
Higher education bears the responsibility of providing learners with the support necessary to achieve their goals (Li, 2004).

12. Learning is not a spectator sport. ~Anonymous
Peer Review
Pre-Workshop
Workshop
Rubrics (Course Design & Faculty)
Evidence
Strengths
Areas for Improvement
Best Practice Identified
Debrief
Survey
Learning is not a spectator sport. ~Anonymous
Amy
During the pre-workshop we were asked to respond to Discussions pertaining to each rubric
We were to share insights and
Provide feedback on the criteria included on the rubric
Following are four rubrics that were used within the peer review process

13. Amy
Student Success and Administrative rubrics not yet used (because there was not pilot group); hoping to implement soon
Student Success rubric was designed for students to evaluate themselves on readiness, if they had the resources they needed and if knew the time commitment for an online course
Administrative rubric was designed for Deans and Associate Deans to determine program or course viability in an online environment

14. Amy

15. Amy

16. Amy
One of the rubrics used during process; peers would evaluate our courses based on this rubric

17. Amy - Canvas recently added an accessibility option.

18. Amy
One of the rubrics used during process; peers would evaluate our courses based on this rubric

19. Amy
Feedback from session…
Value found in pre-workshop
Work was adequate
Goals were developed
Respond to Discussions pertaining to each rubric
Share insights about each rubric specific to course design, faculty, administrative
Provide feedback on criteria included in rubric

20. Amy
Most liked format of pre-workshop
Team assignments were random which allowed you to work with people outside your normal work team
Offered new perspectives and were able to see what they did that was different from your own

21. Amy
Many would participate again and found the process valuable
I went through the process twice; and had peer review a different course each time

22. Amy
Most achieved goals set in the beginning
Things people enjoyed the most:
Interaction and communication with other peers
Meeting face-to-face
Gain new ideas

23. Questions

24. Thank You Julie L. Dilling 920-924-3336 jdilling@morainepark.edu
Amy M. Harmsen