quality matters! using the quality matters rubric to improve online course design susan bussmann,...
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Quality Matters!
Using the Quality Matters Rubric to Improve Online Course Design
Susan Bussmann, PhD
RETA/[email protected]
Sandy Johnson, MS MA
RETA/[email protected]
Quality does matter to…
Students Faculty Administrators Institutions Accrediting agencies Legislators Tax Payers
How do we…
Identify & recognize it?
Motivate & instill it? Assess & measure it? Insure it? Assure it?
Quality Matters
ContinuousThe Quality Matters process is designed to
ensure that all reviewed courses will eventually meet expectations.
The process is integral to a continuous quality improvement process
The QM Rubric Processes are
The QM Rubric Processes are
CenteredOn research - the development of the rubric
is based in national standards of best practice, the research literature, and instructional design principles.
On student learning - the rubric and process are designed to promote student learning.
On quality - the review sets a quality goal at the 85% level or better (courses do not have to be perfect but better than good enough).
The QM Rubric Processes are
CollegialA Quality Matters review is part of a faculty-
driven, peer review process. The review process is intended to be
diagnostic and collegial, not evaluative and judgemental.
The QM Rubric and Processes are
CollaborativeThe review is based on collaboratively
identified evidence found in the course rather than the personal preference of an individual reviewer.
The review is flexible and not prescriptive (many ways to meet each standard).
The review team consists of three experienced online instructors as reviewers along with the course faculty developer.
Factors Effecting Course Quality
QM Reviews Course Design
Other components to online instruction include-
• Course delivery (i.e. teaching, faculty performance)• Course content• Course management system• Institutional infrastructure• Faculty training and readiness• Student engagement and readiness
Quality is….
• More than average; more than “good enough”
• An attempt to capture what’s expected in an effective online course at about an 85% level
• Based on research and widely accepted standards
85 %
The Rubric
Eight General Standards:
1. Course Overview and Introduction2. Learning Objectives 3. Assessment and Measurement 4. Resources and Materials5. Learner Interaction6. Course Technology7. Learner Support8. Accessibility
Key components must align.
Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes.
Rubric Scoring
Standards Points Relative Value
17 3 Essential
11 2 Very Important
12 1 Important
TOTALS
40 85
• Team of 3 reviewers initially score individually• One score per standard based on team majority• Pre-assigned point value• Yes/No decision; All/None points• Consensus is NOT required
To Meet Expectations…
A course must achieve:
“Yes” on all 17 of the 3-point “essential” standards
A minimum of 72 out of 85 points
72/85 = 85%
YOU WILL NEED YOUR ANNOTATED QUALITY MATTERS REVIEW RUBRIC TO
PARTICIPATE.
EVERYONE READY?
Let’s Practice
Let’s PracticeStandard 2.4: Instructions to students on how to meet the learning objectives are adequate and stated clearly.
Does this scenario meet Standard 2.4?
YES or NO
Indicate your decision in the chat box and explain your rationale for your decision.
In a course you are reviewing, you find no module or unit-level objectives. You do see (reprinted below) a course description and course-level goals on the syllabus.
Course DescriptionDuring this course we will be intensely involved in reading and discussing readings from the modern era (that is, from the 1600’s on), from around the world. We will consider the common themes that bind us together as human beings on this planet, as well as recognizing and acknowledging cultural differences. We will also consider what it means to be “modern,” and the relation of art to life and culture. There is one major research paper.
Course GoalsThis course will contribute to the development of the following General Education Objectives: 1. oral and written communication 2. reading with comprehension 3. critical thinking4. abstract reasoning5. appreciation of cultural diversity6. use of bibliographic sources 7. life-long learning
Let’s PracticeStandard 6.1:
The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course.
Does this scenario meet Standard 6.1:
YES or NO
Please explain how you would improve this scenario in accordance with Standard 6.1.
On the homepage of a course you
are reviewing is a button entitled "Notes on Course Topics." This links to a commercial website that contains a huge amount of material: outlines, PowerPoint, animations, exercises, self-test, charts and graphs, and text, all related in some way to the subject of the course.
Assignment directions in the online
course say to click on the link, peruse the commercial website, and find material related to the weekly topic.
Let’s PracticeStandard 3.1:
The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.
Does this scenario meet Standard 3.1 ?
YES or NO
Please explain your rationale for your decision.
The Early Childhood Education course you are reviewing has listed the following course level learning objective:
Design your ideal classroom using features that meet the space, safety, and comfort needs of very young children.
Students are to produce a model of their ideal classroom, take pictures of the model, post them on the course website, and also write and post an essay explaining how the model represents the ideal. Both the models and the essays will be evaluated according to a grading rubric distributed along with the class assignment.
