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Quality Matters Certification and Blackboard Catalyst Awards
- 1. Quality Matters and the Blackboard Catalyst Exemplary Course Program: Itâs a Perfect Fit Leslie Koberna, RDH, BSDH, MPH/HSA, PhD Texas Womanâs University Dental Hygiene Program College of Health Sciences Dental Hygiene Program Denton, Texas .
- 2. This Presentation âą What are Quality Matters Certification and the Blackboard Catalyst Exemplary Course Awards? âą What criteria is used to evaluate courses? âą What does feed back look like? âą What do quality courses look like?
- 3. What are ? and the ?
- 4. Faculty-centered, peer Leader in quality review assurance for online Certifies quality education Components: Received national Rubric recognition for peer- Peer review process based approach, QM Professional continuous Development improvement in online education and student learning
- 5. Goal: identifying and disseminating best practices Uses a rubric Evaluates course based on best practices
- 6. Scoring Met Individual standards Meets 85% of rubric Exemplary-model of best including all required practice standards Accomplished: excellent 41 standards Promising: good Score 81 of 95 points implementation Meet all 21 essential Incomplete: partial standards Overall evaluation Meets 85% of each standard Not Met
- 7. The Rubric
- 8. The Rubric
- 10. Recommendations
- 11. Areas of Content 8 areas; 41 standards 4 areas; 17 standards Course design Learner support Learning objectives Course design Assessment Assessment Instructional Materials Interaction and Interaction collaboration Navigation and Technology Lerner support Accessibility
- 12. Learner Support Orientation to Course and CMS Start Here Page Navigation tutorials Navigation instructions Audio Student introduction Visual Text
- 13. Where to start
- 14. What to do first Start Here Introductory Assignment Start Here: Course Tour This folder contains instructions for introducing yourself to the class. Course Tour Go to the âSyllabus & Course Informationâ This folder contains information on how to navigate the Highlights from the the course is located in button. course menu, how syllabus are the folders on this page. Locate the link titled organized, and how to post to the Discussion Board. Printable Syllabus. Pull it up, print a copy of the syllabus and read it carefully. Everything you need Start Here: Introduction Assignment except for the weekly modules is located in the syllabus. Make sure you understand the syllabus and what is required of you. Bring your questions I would like everyone to introduce themselves and post their picture on to class. the class roster. Please post your picture and the answers to the following the questions to the class roster portion of Blackboard to the âAssignment Before 1st Day of Classâ Go (information on how to do this will be provided later). button. Under this button are the reading materials and assignment you will need to do before the 1st 1. What experiences do you bring to this class? day of class. In this section you will find the lesson 2. What do you expect to learn from this class? reading assignment, textbook, quizzes, and plan, video clips related this assignment. 3. What was your favorite class? Why 4. What was your favorite assignment? Why?
- 16. Learner Support Instructor Role and Information Instructor introduction Accessible contact (instructor name, title, information, multiple field of expertise, email forms address, phone, times Response times when accessible online or Instructorâs role by phone) including a self-introduction Methods of collecting and Expectations and returning work communication style Instructorâs role Instructor response and feedback time
- 18. Learner Support Course Institutional Polices and Support Academic support Institutional policies Student support accessible services Policy & support links return to course Course policies clear and accessible Institutional support services accessible
- 19. Institutional Policies & Resources
- 20. Course Policies
- 21. Learner Support Technical Accessibility Navigation is logical, Materials in standard consistent, and efficient format Technology is accessible Alternative file types Technology is current Large files identified Chunking when needed Videos streamed Graphics optimized
- 22. Navigation
- 23. Learner Support Accommodations for Disabilities Accessible to students Supportive mechanisms with disabilities Alternative resources or Alternatives to visual enable assistive and auditory content processes Facilitates readability Accessible links to Accommodates use of institutional ADA assistive technologies policies and contact info Design meets ADA
- 24. Accessibility
- 25. Course Design Goals and Objectives Course and module Easily located objectives are Clearly written measurable Measureable Clearly stated Available in several Instructions on how to areas (syllabus and meet learning modules) objectives Designed for course level
- 27. Course Design Learner Engagement Module objectives are Instructional consistent with course- materials align with level objectives goals and objectives Learning activities Guidance for accomplish objectives learners to work with Tools and media content in support objectives meaningful ways Tools and media Higher order support student thinking engagement and active Advanced learning learning activities Interaction supports learning
- 29. Alignment of Objective and Activity
- 30. Assessment Expectations Assessments measure Assessments align objectives with goals and Grading policy clearly objectives stated Learners directed to Grading criteria and objectives for each student interaction assessment requirements clearly Rubrics or stated descriptive criteria Instructor response and for outcomes, feedback time stated instructions written clearly/detailed
- 32. Grading
- 33. Assessment Assessment Design Assessment sequenced, Measure performance varied, appropriate Higher order thinking required Mimic authentic environments to facilitate transfer Activities occur frequently Multiple types used
- 35. Assessment Self-Assessment Self-checking Self-assessment opportunities opportunities Constructive, meaningful feedback
- 37. Self-Assessments
- 38. Interaction and Collaboration Communication Strategies Interaction supports Multiple opportunity learning interactions Communication promotes critical reflection or higher order thinking aligned with objectives Rapid response communication
- 39. Interaction
- 40. Interaction and Collaboration Interaction Logistics Student interaction Quantity expectations requirements clearly Quality expectations stated Grading document explains evaluation criteria Instructor actively participates and provides feedback Course updates, reminders, special announcements provided
- 41. Expectations
- 42. Feedback
- 43. Recap & Itâs a perfect fit âą Purpose of rubrics âą Key areas of focus Learner support Course design Interaction and collaboration Assessment âą Purpose of presentation
Hinweis der Redaktion
- Hi, Welcome to my presentation on âQuality Matters and the Blackboard Catalyst Exemplary Course Program: Itâs a Perfect Fitâ. I am Dr. Leslie Koberna. I teach dental hygiene at Texas Womanâs University. I have been teaching on-line since the 90âs. I received certification from QM as a course reviewer in 2007, my course received QM certification in 2008. I became a certified as a QM Master Reviewer in 2012 and as a QM Publisher Reviewer in 2012. My course received the Blackboard Catalyst Exemplary Course Award in 2011 and I became an Bb Exemplary Course Reviewer in 2012. When I learned that Blackboard and QM would be working together I was excited. I had been using both the QM and Bb rubrics to improve my courses. I am a firm believer in using the QM and Bb rubrics to improve course quality. It is my hope that after this presentation you will have learned about using QM and Bb rubrics in designing and improving your courses and hopefully, submit to have your courses evaluated.
- Today, we are going to look at what Quality Matters Certification is and what the Blackboard Exemplary Course Program is, the criteria used to evaluate the courses, the type of feedback you will receive if you submit for the reviews, and examples showing what these best practices look like.
- What are the Quality Matters and the Blackboard Catalyst Exemplary Course Awards? Both programs evaluate the quality of online and blended courses. Their rubrics are based on best practices. In this session, you will learn how to use the QualityMatters and the Blackboard Catalyst Exemplary Course Program rubrics toprovide a better student learning experience. You will beshown examples of how to implement best practices found within the rubrics.We will not be able to look at every criteria in the rubrics.
- First, letâs look at QMQM is faculty centered and peer reviewed. Each evaluation team consists of three faculty, the chair who is certified as a master reviewer, a content expert, an external evaluator, and the faculty developer. The faculty developer attends a pre-review conference call with the team and is available during the review to answer questions. Each reviewer reviews the course independently and then meets again for a post conference call. The purpose of the review is to certify the quality of the course based on best practices.The components of the QM review consist of the rubric, the peer review process, and professional development. Each of the evaluators are experienced online faculty, have taught online within the past 18 months, and have certified as QM evaluators through extensive professional development courses.QM is becoming recognized as a leader in assessing quality in online and blended courses and has received national recognition. A QM course review takes each reviewer 10-20 hours.
- The Blackboard Catalyst Award for Exemplary Courses goal is to âidentify and disseminate courses that use best practicesâ. Reviewers consist of faculty and instructional designers who volunteer to review the courses using a rubric. The evaluators meet together for a tutorial session and learn what is expected of a reviewer and how to conduct the review. A Bb review takes each reviewer 3-7 hours.
- I will be using the QM sign for QM and the Bb Catalyst logo for Bb to differentiate between the two.QM and Bb evaluate courses for different purposes. QM evaluates a course with the intention of bringing all courses to meet the standards. Bb evaluates courses to select the courses that meet the highest standards. Scoring for each of the reviews differs in the following ways.QM evaluates each course using the 85% rule. First each standard must be met by 85%. For example, if a standard requires that the course objectives must be measurable, then 9 of 10 objectives must be measurable. Second 85% of the entire rubric must be met including all of the required standards. There are 41 standards for a total of 95 points. There are 1, 2, & 3 point standards. All 21 of the 3 point standards must be met. 81 of the 95 points must be met. Each standard is scored either as met or not met. Two of the three reviewers must indicate that a standard has been met in order for the standard to be met.For Bb, 2-5 reviewers evaluate the course. Each reviewer works independently and does not know the other reviewers. The course is evaluated on 4 categories with a total of 17 standards. Each standard is given an individual evaluation and the course is given an overall evaluation. The evaluation scale is: exemplary, accomplished, promising, and incomplete. The scores are submitted to Bb. If a course receives 1 or more exemplary ratings, it is evaluated by a Bb catalyst award team to determine if it should receive an exemplary course award.The purpose of this presentation is not to compare QM to Bb but to show you how using both rubrics will improve the quality of your courses. There is some overlap, but there are also some differences between the two that compliment and will add to the quality of your courses.
- Here is an example of the QM rubric. You can search online by typing in Quality Matters rubric 2011-2013. You will find a copy of the rubric, but not the annotations. Online institutions registered with QM have access to the annotations. Each standard has a rubric. The annotations details what is expected for the standard to be met. Each annotation also includes examples. For instance this annotation provides examples of self-assessment
- Here is an example of the Bb rubric. Each category contains a description. This is an example of the rubric on self-assessment. There are some standards that give examples of what is expected, but not all.
- Here is an example of recommendations written from QMEach review contains recommendations from all three reviewers. QM reviewers are paid and have agreed to participate as a member of the team. All three recommendations are presented with the standard. There are five parts to a recommendation: constructive, specific, measurable sensitive, and balanced. Constructive Try to offer solutions, not just identify problems.Specific Include a specific example of what is beingrecommended.Measurable How will you or the ID/instructor know when therecommendation has been implemented?Sensitive Avoid negative language. KeepRecommendations & comments on a positivenote.Balanced Point out strengths as well as weaknesses.
- Blackboard recommendations include Rating, positive feedback (comments), recommendations, and constructive feedback. Individual recommendations are kept separate. Anonymous.
- QM evaluates 8 areas with 41 standardsBb evaluates 4 areas with 17 standardsThere is a lot of overlap between the two programs. There are also areas that differ between the two rubrics. Today we will be looking at some of the different categories and will look at examples of what the standards look like.
- We will be looking at both the Blackboard criteria and QM criteria based on the Bb rubric.We will begin with learner support. QM requires a clear point for the students to begin, navigation instructions, and a student introduction. Bb requires navigation tutorials which are audio, visual, and text based.
- Here are examples for getting the students started in the course. QM suggests a main button that tells the students where to start. You could label it âstart hereâ, âgetting startedâ, etc. We will look at what is behind the start here button on the next slide. An additional way to orient students to the course is the welcome letter. The welcome letter is emailed to the students several weeks before the start of class to help them become oriented to the course. It even explains how to access Bb and how to access the course. It also introduces the students to the course and tells them how to navigate the course and where to start.
- Here are examples of the information found behind the Start Here Button.The first item is the introductory assignment. Behind the introductory assignment link are the posting instructions for the students. Students are asked to introduce themselves to each other. Students can either be guided in the introduction by having to answer specific questions or introductions could be free form. The course tour link on the Start Here page explains to the student how to navigate the course. There is also a link to the course tour tutorial.
- Although not required, having the students practice blackboard tasks assures the students are all on the same page regarding how to complete the Bb tasks. I didnât have the Bb tasks requirement for my senior class because they had been in our program for two years. Part way through the course, one student used as her excuse for not participating in the DB that she didnât know how to use the DB. The sending email tutorial is an example of the many tutorials that Bb has available. This is an interactive tutorial. http://ondemand.blackboard.com/r91/movies/bb91_student_sending_email.htm
- The Instructor Role and Information is another area required by Bb and QM.QM requires the instructor to introduce themselves, both BB and QM require the instructor to provide contact information in multiple forms. Response times is also required. QM requires the instructor to discuss expectations, Bb requires clarification on how work will be collected and when it will be returned.
- Here are examples. It is recommended that the instructor information be readily accessible.The instructor information page should provide information about the instructor to make the instructor more personable to the student, contact information: several ways the instructor can be contacted, communications policies included how and when to contact the instructor and instructor response times. It is recommended by QM that a picture of the instructor be included.
- Both BB and QM requires the students receive information on academic support and student services.
- It is best to have a link to the policies from the course homepage. Here institutional and support services are found under student resources. This section should include access to the student handbook, academic resources such as the library, distance education, and the registrarâs office, and student resources such as career services, tutoring, and the counseling center.There should also be access to a link for information regarding plagiarism. TWU has a nice tutorial available at http://www.twu.edu/library/tutorial/plagiarism/player.html
- Course policies should also be easily accessible. These are often found in the course syllabus and under an associated link.
- QM evaluates whether tools and media support objectives, student engagement and active learning, is it logical, accessible, and currentBb evaluates ease of use and accessibility. Students should have access to pdf files or several additions of word files. Be sure to include Adobe Acrabat Reader download if you are using pdf files and a movie player download if you are using video files.
- Here is an example of chunkingThe module button is located to the left and accesses all of the modules.Each level is chunked. Within the each module the material is separated into accessible areas.Notice that everywhere there is a video, there is a link to download Real Player.
- Learner support also includes accessibility issuesBoth QM and BB are concerned that the course meets ADA standards and is accessible to both visually and hearing impaired students.
- Students should have access to the institutionâs Disability Support Services and should post the institutionâs disability policy. Bb also requires that the course post the Bb LMS Accessibility Statement. Bb evaluates the LMS continually to ensure accessibility for all users. To meet this standard, the course must also include close captioning of videos and power point presentations. If you are new to this, it is recommended that you type out a script and read the script when video casting or podcasting.
- Course design evaluates the goals and objectives of the course.QM and Bb both evaluate if they measureable, clearly stated, and accessible.QM also evaluates alignment
- Measureable: can you tell when the goal and/or objective has been met? Here are examples of measurable objectives based on the levels of Blooms taxonomy. Descriptors such as Define, memorize, repeat (level 1), discuss, identify (level 3), evaluate, revise (level 6) can be measured. It is easy to tell when this has been met. Yes they memorized it, no, they did not. Terms like understand, know, learn, be familiar are difficult to measure.
- Evaluators for QM look at each activity and make sure they support that learning objectives and that they are just not additional interesting activities. If the information learned from the activity is important and there is not an objective related to it, then an objective needs to be added. In addition, the course objectives might need adjusting also.Students need to know when assignments are due and when to expect grades for the assignmentsStudents also should be provided with details on what is expected.Blackboard looks for higher order thinking and advanced activities
- Here are two examples showing how to indicate to students that the course objectives, module objectives and activities all align. The table also help the course developer quickly assess if there is adequate coverage in both activities and assessments for the different objectives.
- Here is an example of the tools and media supporting the objectives, student engagement, and active learning. The objective is to illustrate the placement of the film, film holder, PID and central ray. One of the activities requires the students to watch the vide on film placement. Notice the Real Player download at the site of the video.
- Assessments are supposed to measure (align with) the objectives, grading criteria is to be clearly stated, instructor response time should be indicated. Rubric or descriptive criteria should be indicated.
- Here are two examples showing alignment of assessments with learning objectives. All assessments must measure the objectives and vs. versa
- Students should be provided with information on due dates and times for assignments and also when the assignments will be graded. This should be included in the syllabus.Rubrics are an example of providing clearly stated grading criteria. They tell the students what is expected and the grade weights. It does make grading easier and less subjective.
- The assessments should be varied and occur frequently. Gone are the days of the midterm and final exam. Assessments should occur throughout the semester. It is best if assessments mimic the âreal worldâ.
- Here are some examples of different assessments that you can do. You can Google assessments to find many different assessment ideas. The site listed had a number of ideas and included examples and links to other sites that explained how these assessments were used.
- Students should have opportunities to assess their own work. Self-assessment is also important in developing critical thinking skills.
- Two self-assessments methods that I use include 3 five question self-check quizzes per chapter and a worksheet over the reading material. Instead of marking the errors on the worksheet I put the answers in Quizlet.com. Respondus has something similar. Quizlet has flashcards and games that the students can use to access the answers and test their knowledge of the material.
- Here are examples of self-assessment activities. Below are web sites where I found some of the activities. I Googled self-assessment activities and educationhttp://www.journeytoexcellence.org/practice/assessment/self/ (student self-evaluation, self-reflection, portfolio assessmentSelf evaluation http://www.evergreen.edu/washcenter/resources/acl/e3.htmlSelf-assessment and critical thinking http://www.criticalthinking.org/pages/structures-for-student-self-assessment/458http://www.eduplace.com/rdg/res/assess/index.htmlhttp://www.ehow.co.uk/list_6105275_esl-class-role-play-ideas.html
- Student-content, student-student, and student-instructor interaction are all important in the online environment. The amount of interaction depends upon the content and purpose of the course. There should be multiple opportunities using different types of activities available for the students. The instructor needs to be actively engaged with the students.
- Here are examples of different types of interaction activities.
- Interaction expectations should be provided. QM wants to see expectations regarding the quality of the interactions defined. Bb wants to see the expectations for both the quality and quantity of the interactions. One drawback to quality expectations is that some students may provide exactly was is required, meaning exactly 2 posts-no more and exactly 300 words, no more. The instructor needs to actively participate and provide feedback to the students.The instructor should provide frequent course updates and information that would help the students during the course. One suggestion is to provide an introduction announcement for each module letting the students know it is available and what is expected that week.
- Here is an example of a discussion board rubric. The rubric lets the students know what is required in both the initial entry and the replies. Providing examples for the students of good and poor initial entries and reply is also beneficial to the students.
- Here is an example of instructor feedback during the discussion board. The instructor doesnât have to reply to each of the posts, but should reply to the initial post for each student.Here is also and example of the announcements.
- TheQM & Blackboard Exemplary Course rubrics are based on best practices for quality in online and hybrid courses. The purpose of the rubrics is to improve course quality and improve student learning. The purpose of the presentation is to introduce you to the QM and Bb rubrics and to encourage you to use the rubrics to improve your courses and to submit to QM and Bb. It also my hope that if your institution is not using QM that you will suggest to them to look into QM.Using the rubrics to evaluate and make changes to your courses will improve the quality of your courses, make them more user friendly for the students, and will increase student learning. The rubrics can be accessed online. You can access the QM rubric but not the annotations by Googling Quality Matters Rubric 2011-2013. The annotations to the QM rubric are only available to institutions using QM.You can access the Bb rubric by Googling Blackboard Exemplary Course Rubric 2012. The 2013 rubric will be posted Nov./Dec., but will be similar to the current rubric. If you submit your course for review you will receive helpful recommendations for improving your course. You may even receive a BB Catalyst Award. Course submissions are usually in January or February.