1. Blended by Design: Designing and Developing a Blended Course Veronica Diaz, PhD, [email_address] Jennifer Strickland, PhD, [email_address] Laura Ballard, [email_address]

4. Academic Integrity in Blended Learning Environments Source: Adapted from Judy Baker, PhD, San Diego Miramar College

5. Student Assessment In the good old days…

17. Detecting Cheating in Online Environments Blackboard and SafeAssign

23. Blended Learning and Copyright

31. Break

32. Quality Assurance Guidelines and the Blended Learning Environment

35. Course Peer Review Process

36. Alignment with Accrediting Best Practices *“Best Practices for Electronically Offered Degree and Certificate Programs” adopted in 2001 by CHEA and 8 regional accreditation bodies. Best Practices Principles* Quality Matters Principles That education is best experienced within a community of learning where competent professionals are actively and cooperatively involved with creating, providing, and improving the instructional program; QM is a peer review process involving faculty, instructional designers and other support staff in a cooperative effort to continuously improve online instruction. That learning is dynamic and interactive, regardless of the setting in which it occurs; QM treats interactivity and active learning as a critical component of every online course. That instructional programs leading to degrees having integrity are organized around substantive and coherent curricula which define expected learning outcomes; QM treats the alignment of expected learning outcomes with the contents, activities and assessments as a critical element in every online course. That institutions accept the obligation to address student needs related to, and to provide the resources necessary for, their academic success; QM expects every online course to address student access to the academic, technical, and student support services essential to student success.  hat institutions are responsible for the education provided in their name; Adoption of QM standards reflects institutional commitment to online instructional quality, wherever an institution has endorsed the rubric standards.  hat institutions undertake the assessment and improvement of their quality, giving particular emphasis to student learning; The QM standards are based on research and best practices to enhance student learning in online environments. Adoption of the QM review process is a clear demonstration of institutional or programmatic commitment to assessment and continuous improvement.  hat institutions voluntarily subject themselves to peer review. QM is essentially a peer review process involving both internal and external peers in the evaluation of courses.

37. Quality Matters Rubric

44. Common Areas for Improvement (2006-2007, based on 95 reviews) Area Identified % Purpose explained for ea. course element (IV.3) 32% Navigational instructions (I.1) 32% Links to academic support, student services, tutorials/resources (VII.2-VII.4) 32-33% Technology/skills/pre-req. knowledge stated (I.6) 35% Clear standards for instructor availability(V.3) 37% Alternatives to auditory/visual content (VIII.2) 39% Instructions to students on meeting learning objectives (II.4) 40% Self-check/practice with quick feedback (III.5) 42% Learning objectives at module/unit level (II.2) 45%

47. Resources

49. Learner Success

50. Instructor Success

51. Blended Pitfalls

53. Your Questions