1. S TRATEGIES FOR E -L EARNING S UCCESS Aimee Guerin Northcentral University

2. P LANNING, P LANNING, P LANNING  Why plan? Planning and organization are central to all teaching, but they are especially important when teaching at a distance (Simonson, Smaldino, Albright, & Zvacek, 2012).

3. K EY E LEMENTS OF P LANNING  Instructional design  Systemic planning  Evaluation

4. I NSTRUCTIONAL D ESIGN / S YSTEMIC P LANNING  How does one effectively redesign a course for online delivery? 1. Identify the course elements / content. 2. Organize the topics into modules. 3. Create a set of measureable objectives for each module. 4. Determine what the learner and instructor will do to accomplish these objectives. 5. Select appropriate tools for delivery and interaction (student-content, student-student, student-instructor). 6. Determine the assessment tools and techniques.

5. E VALUATION  How does one effectively determine the quality of an online learning environment?  Build evaluation into the planning process by using a program such as Quality Matters.

6. E VALUATION  What is Quality Matters?  Quality Matters (QM) is a program based on research literature and national standards of best practice.  E-Learning institutions and instructors can develop courses according to QM standards.  QM provides a peer-review process for quality assurance and continuous improvement in e-learning courses.  An e-Learning course can be submitted for a formal QM peer-review.  E-Learning courses that complete this process are QM certified, assuring a high level of quality.

7. Q UALITY M ATTERS S TANDARDS  What are the Quality Matters Standards?  Standard 1: Course Overview and Introduction  Standard 2: Learning Objectives (Competencies)  Standard 3: Assessment and Measurement  Standard 4: Instructional Materials

8. Q UALITY M ATTERS S TANDARDS  Standard 5: Learner Interaction and Engagement  Standard 6: Course Technology  Standard 7: Learner Support  Standard 8: Accessibility

9. E-L EARNING C HALLENGES  Evaluating the Instructor  Knowing the Learner

10. E-L EARNING D EVELOPMENT R ESOURCES  The Sloan Consortium (http://sloanconsortium.org/)http://sloanconsortium.org/  Sloan-C effective practices  EDUCAUSE (http://www.educause.edu/)http://www.educause.edu/  Quality Matters Rubric for Online and Hybrid Courses (www.QualityMatters.org)www.QualityMatters.org  Bates 12 “Golden rules” for the use of technology in education (in Simonson, et al., 2012, p. 172)  Canvas (www.instructure.com)www.instructure.com  Punya Mishrya (http://punya.educ.msu.edu/)http://punya.educ.msu.edu/  TECH21 (www.tech21.org)www.tech21.org

11. R EFERENCES Dick, W., Carey, L., & Carey, J.O. (2009). The systematic design of instruction (7 th ed.). New York: Longman. Diez, V. & Strickland, J. (2009). Mapping your course: re(designing) a course into modules for blended delivery. [Blended learning in Mariciopa: MCLI Summer workshop]. Heinich, R. (2004). Technology and the management of instruction. Charlotte, NC: Information Age Publishing. Hofman, J. (2003, September). Creating collaboration. Learning Circuits. Retrieved from http:/ ​ / ​ www.learningcircuits.org/ ​ 2003/ ​ sep2003/ ​ hofmann.htm MarylandOnline. Quality Matters Rubric for Online and Hybrid Courses (2011). Retrieved from http://www.qmprogram.org/rubrichttp://www.qmprogram.org/rubric Moore, J. (2011). A synthesis of Sloan-C effective practices. Journal of Asynchronous Learning Networks, 16 (1), 91-115. Orellana, A., Hudgins, T., & Simonson, M. (2009). Designing the perfect online course: Best practices for designing and teaching. Charlotte, NC: Information Age Publishing. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance - Foundations of Distance Education (5th ed.) (K. Canton, Ed.). Boston: Pearson Education, Inc.