twelve step program to meeting quality matters standard one susan bussmann, phd sandra johnson, ms,...
TRANSCRIPT
Twelve Step Program to
Meeting Quality Matters
Standard One
Susan Bussmann, PhDSandra Johnson, MS, MA
New Mexico State University
Materials for this session
Handout- Twelve Step Checklist Handout- Quality Matters Rubric Weblink- https://nmtiepresentation.pbworks Weblink- https://ocip.pbworks.com Weblink- http://www.qmprogram.org
What is Quality Matters?QM is centered-
On research - the development of the rubric based on national standards of best practice, research literature, and instructional design principles
On student learning - rubric and process are designed to promote student learning
On quality - reviews set a quality goal at the 85% level or better (courses do not have to be perfect but better than good enough)
QM Standard OneCourse Overview and Introduction 1.1 Instructions make clear how to get started and where to
find various course components.
1.2 Students are introduced to the purpose and structure of the course.
1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly.
1.4 Course and/or institutional policies with which the student is expected to comply are clearly stated, or a link to current policies is provided.
QM Standard OneCourse Overview and Introduction
1.5 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.
1.6 Minimum technical skills expected of the student are clearly stated.
1.7 The self-introduction by the instructor is appropriate and available online.
1.8 Students are asked to introduce themselves to the class.
Step One (1.1)Welcome Email
Send a welcome email to students that contains the following-
WELCOME to your course WHERE to find your course HOW to access the course WHAT to click first when they log in
Step Two (1.1)What do I do first?
Students have accessed their course. What do they do now? Provide specific steps on what you want them to do to get started.
Step Three (1.2)The Foundation-
Your Syllabus States the purpose of the course Explains how the content is structured and
carried out Contains a course schedule Explains delivery modalities (online or
blended) Discusses modes of communication Describes types of learning activities States how learning will be assessed
Step Four (1.2)Course Outline/Pacing Guide
A course outline or pacing guide provides an overview of your course and should include –
Times Places Scheduled Events Assignments Assessments Due Dates
Step Five (1.3)Netiquette
An etiquette or "Netiquette" statement provides-
o Expectations for communication
o Examples of netiquette considerations:
o Expectations for the tone and civility used in communication
o Expectations for email content
o “Speaking style” requirements (abbreviations, emoticons, etc)
o Spelling and grammar expectations
o Discussion board participation
Step Six (1.4)Student Resources
o Academic support
o Library
o Writing assistance
o Math assistance
o Any specific student resource required or suggested for your course
o Tech assistance
Step Seven (1.5)Prerequisites Needed
o Information about prerequisite knowledge (i.e., passed BIO 100)
o Any required competencies (i.e., Native Spanish speaker, ACT score of 20 or above, BA in English)
o Information should be found within the course in documents linked to the course
o Supporting material provided to the student
Step Eight (1.6)Tech Skills Needed
o General as well as course-specific technical skills
o Examples of technical skills might include
o Using the learning management system
o Using email with attachments
o Creating and submitting files in commonly used word processing program formats
o Downloading and installing software
Step Nine (1.7)Instructor Information
o Initial introduction should-
o Include the instructor’s name, title, field of expertise, email address, phone number, and times when the instructor is typically online or may be reached by phone.
o Create a sense of connection between the instructor and the students
o May include personal information such as hobbies, family, travel experiences, etc.
o May include a photograph
Step Ten (1.8)Student Introductions
Student introductions help to -
o Create a welcoming learning environment
o Establish community
Instructions for the introduction should include-
o Guidance on where and how students should share their introduction
o May ask students to respond to specific questions.
o May provide an example of an introduction and/or start the process by introducing her/himself
Step Eleven (1.1)Social Café and Tech Help Area
Social Cafe- Provides students an inviting, safe place to question,
discuss, document, share thoughts, and experiences for your course.
Tech Help – Provide directions or links for help with technical issues.
Strive to create a learning environment where students can focus on learning and not be troubled with technical problems.
Step Twelve (1.1)What do I do next?
Provide specific directions on what you want your students to do next. For example-
o Click on Module 1 and begin your lessons.o Navigate to Unit 0 and begin!
Websites for Help with Best Practice
o Online Course Improvement Program-NMSU
o Las Positas Collegeo Teaching Online-University of South Florida
oInstructional, Communication, and Information Technology
Resources Images from
http://office.microsoft.com/en-us/images/ Online Course Improvement Program Resource
Wiki https://ocip.pbworks.com Quality Matters http://www.qmprogram.org/
Thank you for attending!
College of Extended LearningOnline Course Improvement Program
New Mexico State University