Kick off meeting_course_dev_sp2012

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<ul><li> 1. Course DevelopmentKick-Off MeetingOnline Student Experience</li></ul> <p> 2. Welcome and Introductions Agenda Big Questions in CourseDesign Course Mapping Course DevelopmentResources Quality Matters Overview Peer Review ProcessClipart from Schedule of 3. Big Questions in Course Design Where are we? Who is your audience? What skills do they already have? Where are we going? Course Learning Outcomes? What skills and knowledge? How are we going to get there? Objectives, Activities, Projects, Discussions How will we know when we get Photo by Aram Bhusal there? m 4. ECC Online Course PlanningGrid 5. Course Development Resources Video Resources Alex Curran Videographer Digital Repositories (Premadevideos)DCCCD Repository, Merlot, NSDL Echo 360: Lecture Capture (do ityourself) Jing: Quick feedback or tutorial District Resources FAST Team Website Wiki Studio C TeleCollege Courses If coursehas been created, you can have 6. Course Development Resources Teaching and Learning Center Classes: eCampus I, II, III, IV (Basics, Creating Tests, GradeCenter, Communication) Echo 360 (Lecture capture) SoftChalk (Create learning activities) Respondus (creating and/or importing test pools) Individual Sessions: You set the agenda, assistance with Instructional Strategies Help creating video or 7. Project Ideas Video Introductions Examples Glenda Easter Welcome Luke Barber Welcome Pat Spence Welcome Video Tips for Faculty Lecture Capture Orientation (Start Here) Creating test pools or importing tests Creating Thought Provoking Discussion Topics Creating Effective AssessmentsOnlineStudent 8. Quality Matters Standards Course Overview andIntroduction Learning Objectives(Competencies) Assessment &amp; Measurement Instructional Materials Learner Interaction andEngagement Course Technology Learner SupportSample QM Course Accessibility 9. Standard 1: Course Overview &amp;Intro1.1 Instructions make clear how toget started and where to find variouscourse components.1.2 Students are introduced to thepurpose and structure of the course.1.3 Etiquette expectations(netiquette) for online discussions,email, and other forms ofcommunication are stated clearly.1.4 Course /institutional policies withwhich the student is expected to complyare clearly stated, or a link to policies isprovided. 10. Standard 2: Learning Objectives(LOs)2.1 Course LOs describe outcomesthat are measurable. *Alignment*2.2 Module LOs describe outcomesthat are measurable &amp; consistentw/CLOs. *Alignment*2.3 All learning objs are stated clearlyand written from students perspective.2.4 Instructions to students on how tomeet the learning objectives areadaquate and stated clearly.2.5 The learning objectives areappropriately designed for the level ofthe course. 11. Standard 3: Assessment andMeasurement3.1 Types of assessments selectedmeasure stated LOs &amp; are consistentwith course activities &amp; resources.*Alignment*3.2 Course grading policy is statedclearly.3.3 Specific &amp; descriptive criteria areprovided for evaluation of studentswork &amp; participation &amp; are tied to coursegrading policy.3.4 Assessment instruments selectedare sequenced, varied, &amp; appropriate tostudent work being assessed.3.5 Students have multipleopportunities to measure their ownlearning progress. 12. Standard 4: Instructional Materials 4.1 Instructional materials contribute to achievement of stated course *Alignment* 4.2 Purpose of instructional materials and how materials are to be used for learning activities are clearly explained. 4.3 All resources and materials used in the course are appropriately cited. 4.4 The instructional materials are current. 13. Standard 5: Learner Interaction &amp;Engagement 5.1 Learning activities promote achievement of stated learning objectives. *Alignment* 5.2 Students are introduced to purpose and structure of course. 5.3 Instructors plan for classroom response time &amp; feedback on assignments is clearly stated. 5.4 Requirements for student interaction are clearly articulated. 14. Standard 6: Course Technology6.1 Tools and media support thecourse learning objectives. *Alignment*6.2 Course tools and media supportstudent engagement &amp; guide the studentto become an active learner6.3 Navigation throughout the onlinecomponents of the course is logical,consistent, and efficient.6.4 Students can readily access thetechnologies required in the course. 15. Standard 7: Learner Support7.1 Course instructions articulate orlink to a clear description of technicalsupport offered &amp; how to access it.7.2 Course instructions articulate orlink to institutions accessibilitypolicies and services.7.3 Course instructions articulate orlink to an explanation of howinstitutions academic support services&amp; resources can help students succeedin course &amp; how students can accessthe services. 16. Standard 8: Accessibility 8.1 Course employs accessible technologies and provides guidance on how to obtain accommodation. 8.2 Course contains equivalent alternatives to auditory and visual content. 8.3 Course design facilitates readability &amp; minimizes distractions. 8.4 Course design accommodates the use of asistive technologies. 17. Quality Matters Rubric GoalsBe able to answer Yes to all 3 pointquestionsEarn 81+points overallUse the Instructor Worksheet to planactivities and elements of yourcourse and how they relate to QualityMatters 18. Peer Review of Online Courses When: August November Who: Peer Reviewswith access to onlineclass to review How: Apply QM rubricto course and sharewhere improvementscan be made in course Fill out ConfidentialityForm 19. Schedule of Events May: Start Development, meet w/Mentor July: Call for Peer Reviewers, meet w/Mentor Aug - Nov: Peer review of online course and revisions if needed Revisions can go into Spring semester if needed Complete payment will be made after successful completion of peer review 20. How can we help? Mentor Meetings Summer: May, June, July, August I would like to learn moreabout? Creating videos: Intro, Short Lectures, Tutorials Using Softchalk to develop class activities Quality Matters ? How else? </p>