mcca carla bradley

Online Course Development and Delivery Reviews: An Ongoing ProcessCarla R. BradleyOTC OnlineOzarks Technical Community Collegebradleyc@otc.eduhttps://twitter.com/carlabradley1

WordsEvaluation

Peer review

Evaluator

Problems

Rubric

Requirements

Coach

Mentor

Effective practices

Guide

Challenges

Consistency standards

Quality initiatives

Words

• Evaluation• Evaluator• Evaluator• Requirements• Problems• Rubric• Requirements• Requirements

• Peer review• Coach• Mentor• Effective practices• Challenges• Guide• Consistency standards• Quality initiatives

Goals

1. Explain how OTC Online arrived at updated online review process.

2. Address implementation strategies and feedback.

3. Share hints for reviewers

Previous Online Review Document

Checklist and comments

Review document with “yes” or “no” that combined development and delivery

Lacked extensive information on instructional content, technology, academic integrity, and accessibility.

Instructor Quality Results

Chasen, Michael. Blackboard World 2010.

Chasen, Michael. Blackboard World 2010.

3 Resources

Quality Matters

Blackboard Exemplary Course

Chico State

Results of course review process

Quality Matters

1. Course overview and introduction

2. Learning objectives

3. Assessment and measurement

4. Resources and materials

5. Learner engagement

6. Course technology

7. Learner support8. Accessibility

1. Course design2. Interaction

and collaboration

3. Assessment4. Learner

support

Blackboard Exemplary Course

1. Learner support and resources

2. Online organization and design

3. Instructional design and delivery

4. Assessment and evaluation of student learning

5. Innovative teaching with technology

6. Faculty use of student feedback

Chico State

Quality Matters

“The course review process is a collegial discussion

between faculty peers committed to Continuous quality

improvement. It is not an evaluation. Centered in

national standards of best practice, the research

literature and instructional design principles designed to

promote student learning. . . .as a diagnostic tool to

facilitate the continuous improvement of online

courses.”

QM Example

Striving for Quality in Online Courses- J.J. Johnson-Pierce College in Washington State

Quality assurance team (of six):Sensitive about academic freedomStudent feels comfortable- course layoutAnticipate questionsStudent comfort (home page)- consistent interfaceMeasure of course designComposed of instructors in diverse disciplinesMentoring and coaching provided

Goal-• Go to the next level and tie to PD sessions

Blackboard Exemplary Course

“The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses.”

Bb ECP Example

• Excellence within our Grasp: Using Blackboard’s Exemplary Course Rubric- Mark Burris- University of Arkansas Little Rock and Sue Burris- National Park Community College

• Goal 1: Promote instructional excellence across Arkansas through online student engagement principles, moving beyond “buttonology”

• Goal 2: Promote academic collaboration through local and statewide community of practice

Chico State Example

Online Course Assessment (James West)- Missouri Baptist University

Peer evaluations results from spring 2005 to spring 2010– High score has been consistent– Low score has had an upward trend– Mean has been upward– Consistent improvement over 5-year period

More with Less

• More than 200 online instructors each semester (and growing)

• Fall 2011 enrollment 15.9% since fall 2010

• Total of 4,709 students taking at least one online class

• Funding

Growth of OTC Online

Online Development Review

Online Delivery Review

Unique to College

Navigation

Online syllabus template (current)

Instructor response time

Assessment data

Accessibility and Compliance

“Creates duplicate channels of information to benefit all learners.”

Planning will have a cost-savings rather than retrofitting.

Builds awareness.

Georgia Tech Research on Accessible Distance Education (GRADE). CATEA Access E Learning. http://www.accesselearning.net/mod1/1_01.php

Pilot

1. Introduced in OTL 101 in fall 2010.

2. Fall 2010 online instructors completed.

3. Spring and summer 2011 online instructors completed (some courses reviewed).

4. Fall 2011 only online instructors reviewed completed.

Approach to Online PD

January 2010- present

427 participants (83 participated in one or more sessions)

Move away from “buttonology”

Review Document

1. Separate development and delivery2. Add pre-review comment section3. Organize by navigation4. Pilot review documents and solicit feedback5. Involve departments6. Check with DSS7. Invite feedback from OTC Online Committee8. Meet online with Online Review Task Force Team

Change is Tough

Feedback

“I really like the way the reviews are being conducted. . . . I also like that instructors are given the review sheets first: it gives us very clear guidelines and allows us to see first in which areas we can improve. On my one review, I used the review sheet as a guideline to improve, but if I had been in possession of the sheet much earlier, I would have done much better in that first class.”

Unexpected Outcome

Empathy

bradleyc@otc.eduhttps://twitter.com/carlabradley1