1. Indicators of Quality in the Design and Evaluation of Blended and Online Courses November 2006 Renee Welch, External Education – Part I Nancy Pogue, Regional Nursing Program UIC – Part II

2. evaluating What do you look for in evaluating a blended or online course?

3. QUALITY “Define QUALITY”

4. Quality Assurance Institutional http://lor.gvtc.org/asplearningobjects/uploads/SEA108/Quality%20Assurance%20Manual%20_06.htm Faculty Student

5. Standards Administrative Leadership and Support Ongoing Program Concerns Course Development Faculty Support Evaluation Results Lee, J., & Dziuban, C. (2002). Using quality assurance strategies for online programs. Educational Technology Review, [Online serial], 10(2), 69-78.

6. Evaluation vs. Assessment vs. Peer Review Faculty performance evaluation should not be confused with the assessment of student learning.

7. Evaluation vs. Assessment vs. Peer Review “Peer review “Peer review is the structure by which faculty conduct peer reviews of technology mediated courses in order to assure the course meets standards of best practices”.-QM

8. What are commonly recognized indictors of quality in a technology- enhanced, blended, or online learning environment?

9. Sloan-C Quality Framework: The Five Pillars http://www.sloan-c.org/publications/books/qualityframework.pdf

10. ION and the Illinois Virtual Campus have developed a quality online course rubric and evaluation system in the state of Illinois. http://www.ion.illinois.edu/initiatives/qoci/rubric.asp

13. Instruction Design Tips for Online Learning External Education Used with written consent. Adapted from Instructional Design Tips for Online Learning: Joan Van Duzer of Humbolt State University, to be used in conjunction with the Rubric for Online Instruction developed by CSU, Chico, c2002

14. 1.Learner Support and Resources 2.Online Organization and Design 3.Instructional Design and Delivery 4.Assessment & Evaluation of Student Learning 5.Appropriate and Effective Use of Technology 6.Faculty use of Student Feedback Categories

15. Categories to Evaluate Your ONLINE Course You can self-assess your own tech-enhanced, blended and online using the Rubric for Online Instruction from our colleagues at CSU Chico If you would like to be enrolled in our Intro to Teaching Online Bb course site Contact Karin Riggs to enroll: Kriggs@uic.edu 312.996.5085

17. Quality Matters Based on national standards of best practice, the research literature and instructional design principles Design to promote student learning Integral to continuous quality improvement Part of an inter-institutional, faculty-driven, collegial peer review process www.QualityMatters.org

18. QM Process Course Review Key Players Benefits Scoring Recognition

19. The Rubric Course Overview & Introduction Learning Objectives (Competencies) Assessment & Measurement Resources & Materials Learner Interaction Course Technology Learner Support Accessibility

20. For more information: Renee Welch, PhD Assistant Director, ExEd 312.355.1767 Rwelch1@uic.edu

21. Physiologic Basis of Nursing Practice (NUSC 530)