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CAPTURING THE MAGIC OF ONLINE LEARNINGIs it Just an Illusion?
by Nisha Patel
Photo source: http://buildingmarkets.org/blogs/blog/tag/peacebuilding-evaluation-project-evidence-summit/
Evaluation Strategy
3 Keys to Success
1. Distance Education (DE) Committee
2. DE Faculty and Lecturers
3. DE Students
Photo:www.starbrandstudio.com
Standing Committee of the Faculty Senate.
Created, Revised and Approved the Guidelines.
Aligned Evaluations with DE Guidelines.
1. Created and revised DE Peer Evaluation form.
2. Created and revised Innovative Online Teaching Award (IOTA), application and rubric.
3. Chooses IOTA winner using award rubric.
4. Provides feedback to each non-winning IOTA applicant using award rubric.
5. Chose/created recommended questions for eCafe DE course evaluations.
6. Revised end of semester DE Student Satisfaction Survey.
7. Creating recommended interview questions for hiring DE faculty and lecturers.
DE Guidelines
1. Assessment
2. Interaction & Collaboration
3. Course Design Guidelines
4. Learner Support Services
Recommendations
Mandatory Control
Assessment Guidelines
1. The types of assessments used measure achievement of stated course SLOs and are aligned with course activities.
2. Rubrics and evaluation criteria are available to students for activities being assessed.
3. The evaluation of student performance includes a variety of assessment methods to measure course SLOs. These can include (but are not limited to) evaluation and rating of student projects, student interaction, assignments and activities, performance on quizzes and tests, and other assessment techniques.
4. The course grading policy is clearly stated.5. The instructor provides constructive and timely feedback to students.
Interaction & Collaboration Guidelines
Instructor-to-Student
• The requirements for student interaction are clearly articulated.
• The instructor provides meaningful and regular interaction.
Student-to-Student:
• The instructor provides opportunities for students to interact with each other.
• The requirements for student-to-student interaction are clearly articulated.
Course Design Guidelines
Course Design Guidelines
1. The instructional materials are presented in a clear and organized manner and were easy to navigate.
2. The instructional materials are relevant to the course SLOs.
3. The module/unit learning objectives describe and reflect specific desired outcomes that are measurable and consistent with the course SLOs.
4. The learning activities promote the achievement of stated module/unit learning objectives.
5. Appropriate tools and media are used to deliver the course content.
6. The tools and media enhance student interactivity and guide the student to be an active learner.
7. The instructional strategies enable students to engage with the course content.
8. The course information is easily identifiable within the course and policies are clearly stated.
9. Interactive activities promote student-to-content, student-to-student, and student-to-instructor interaction contained in each instructional module.
10. All learning objectives are stated clearly and written from the students’ perspective.
Learner Support Services Guidelines
Course instructions articulate and/or link to the institution’s learner support policies and services.
Photo by: online.fiu.edu
DE Faculty and Lecturers
1. Peer Evaluation
2. Innovative Online Teaching Award (IOTA)
3. eCafe course evaluations.
DE Peer Evaluation (Approved by all Divisions)
1. Instructor provides constructive and timely feedback
Assessment Guideline: The instructor provides constructive and timely feedback to students.
2. Course design and methods used to present subject matter.
Course Design Guidelines
3. Interaction and collaboration- instructor to student, student to instructor, student to content, student to student.
Interaction & Collaboration Guidelines
Design Guidelines: Interactive activities promote student-to-content, student-to-student, and student-to-instructor interaction contained in each instructional module.
4. Instructor’s interest in instructional improvement.
Applies to all the Guidelines
5. Are the course objectives clear and the instructor follows the course outline.
Course Design Guidelines
All learning objectives are stated clearly and written from the students’ perspective.
The module/unit learning objectives describe and reflect specific desired outcomes that are measurable and consistent with the course SLOs.
DE Peer Evaluation Rubric http://goo.gl/NbI3XA
Evaluation Rubric is also used for the Innovation in Teaching Award (IOTA).
1. Student Engagement and Community Building
• Interaction & Collaboration Guidelines
2. Communication
• Interaction & Collaboration Guidelines
3. Learning Materials and Strategies
• Course Design Guidelines
4. Learning Outcomes and Assessment
• Assessment Guidelines
• Course Design Guidelines
5. Learner Support
• Learner Support Servicescheckboxes
Innovative Online Teaching Award (IOTA)
• Applicants record a 10-minute video of their course demonstrating and describing meets or exceeds criteria in the Leeward CC Innovative Online Teaching Award 2014 Rubric.
• All applicants are showcased on the Innovative Online Teaching Award website.
• Winner $500
OPEN
http://emedia.leeward.hawaii.edu/emc/innovative-online-teaching-award
Innovative Online Teaching Award (IOTA) Rubric
1. Student Engagement and Community Building
• Interaction & Collaboration Guidelines
2. Communication
• Interaction & Collaboration Guidelines
3. Learning Materials and Strategies
• Course Design Guidelines
4. Learning Outcomes and Assessment
• Assessment Guidelines
• Course Design Guidelines
5. Learner Support
• Learner Support Services
http://goo.gl/iMZ5tk
Provide evidence to support your rating
DE Students
• eCafe Evaluations
• DE Student Satisfaction Survey
Cartoon by Roger Lewis
eCafe- Recommended Questions for DE Courses
1. The instructor was willing to help and respond to questions in a timely manner. (Course Design)
2. Work requirements, course objectives, and grading system were clear from the beginning. (Course Design)
3. The materials provided by the instructor were relevant to the course objectives. (Course Design)
4. The course workload was well-distributed throughout the semester. (Course Design)
5. The activities & assessments in this course were reflective of course objectives. (Assessment)
6. I learned to apply principles from this course to new situations. (Course Design)
7. The amount of work required is appropriate for the credit received. (Course Design)
8. Assignments are returned promptly. (Assessment)
9. Online communication with class members and the instructor helped me to learn course materials in an effective manner. (Interaction & Collaboration)
10. What did you like least about your online course experience? open
11. What did you like most about your online course experience? open
12. Global appraisal: Considering everything how would you rate this COURSE? open
eCafe- Global Appraisal Results
N-Size Very Poor (1) Poor (2) Average (3) Good (4) Excellent (5)
Fall 2014 3135 35 (1%) 52 (2%) 241 (8%) 910 (29%) 1831 (58%
Spring 2014 3130 33 (1%) 54 (2%) 241 (8%) 935 (30%) 1796 (57%)
Fall 2013 2794 19 (1%) 42 (2%) 256 (9%) 816 (29%) 1600 (57%)
Spring 2013 2496 24 (1%) 37 (1%) 206 (8%) 736 (29%) 1430 (57%)
Fall 2012 2975 24 (1%) 47 (2%) 241 (8%) 960 (32%) 1641 (55%)
Spring 2012 2296 24 (1%) 44 (2%) 204 (9%) 673 (29%) 1315 (57%)
Considering everything how would you rate this COURSE
OPEN
DE Student Satisfaction Survey
OPEN
http://blogs.leeward.hawaii.edu/iteach/
DE Student Satisfaction Survey- Assessment
DE Guidelines Student-friendly DE GuidelinesThe types of assessments used measure achievement of stated
course SLOs and are aligned with course activities.
Readings, lectures, and class activities relate to assignments,
quizzes, tests, and learning objectives of the course.
The material on which you are tested on is the same material
studied in the course.
Rubrics and evaluation criteria are available to students for activities
being assessed.
Expectations for assignments, quizzes, tests, as well as what you
will be graded on and how they will be scored, are clear and
available.
The evaluation of student performance includes a variety of
assessment methods to measure course SLOs. These can include
(but are not limited to) evaluation and rating of student projects,
student interaction, assignments and activities, performance on
quizzes and tests, and other assessment techniques.
The instructor uses a variety of assessment techniques and
methods to determine whether students meet the course goals.
The course grading policy is clearly stated. The course grading policy is clearly stated.
The instructor provides constructive and timely feedback to students. The instructor provides constructive and timely feedback.
DE Student Satisfaction Survey- Interaction & Collaboration
DE Guidelines Student-friendly DE Guidelines
The requirements for student interaction with the
instructor are clearly articulated.
The requirements for students interacting with the
instructor are clear.
The instructor provides meaningful and regular
interaction.
The instructor provides meaningful and regular
interaction.
The requirements for student-to-student interaction
are clearly articulated.
The requirements for students interacting with each
other are clear.
The instructor provides opportunities for students to
interact with each other.
The instructor provides opportunities for students to
interact with each other.
The requirements for student-to-student interaction
are clearly articulated.
The requirements for students interacting with each
other are clear.
DE Student Satisfaction Survey- Course Design
DE Guidelines Student-friendly DE Guidelines
The instructional materials are presented in a clear and organized
manner and were easy to navigate.
The instructional materials are clear, well organized, and easy to to
navigate.
The instructional materials are relevant to the course SLOs. The instructional materials are relevant to the course goals.
The module/unit learning objectives describe and reflect specific desired
outcomes that are measurable and consistent with the course SLOs.
The weekly learning objectives are consistent with the course goals and
measured success.
The learning activities promote the achievement of stated module/unit
learning objectives.
The learning activities help to achieve the stated course goals.
Appropriate tools and media are used to deliver the course content. Appropriate tools and media are used to deliver the course content.
The tools and media enhance student interactivity and guide the student
to be an active learner.
The tools and media used encourage students to participate.
The instructional strategies enable students to engage with the course
content.
The learning activities help students to learn the course content.
The course information is easily identifiable within the course and
policies are clearly stated.
The course information is easy to find and course policies are clearly
stated.
Interactive activities promote student-to-content, student-to-student, and
student-to-instructor interaction in each instructional module.
Activities help students interact with each other, with course materials,
and with the instructor.
All learning objectives are stated clearly and written from the students’
perspective.
All learning objectives are stated clearly and written from the students’
perspective.
DE Student Satisfaction Survey- Support Services
DE Guidelines Student-friendly DE Guidelines
Course instructions articulate and/or link
to the institution’s learner support
policies and services.
Course instructions describe and/or link
to the school’s learner support policies
and services websites.
DE Student Satisfaction Survey- Results
DE Student Satisfaction Survey- Results
DE Student Satisfaction Survey- Results
DE Student Satisfaction Survey- Results
DE Student Satisfaction Survey- Results
DE Student Satisfaction Survey- Results
DE Student Satisfaction Survey- Results
THE MASTER KEY TO SUCCESS IS AN OPEN MIND
Questions?