Quality Matters Rubric | Center for Online Learning at Georgia Southern University. The Quality Matters Rubric is a set of 8 general standards and 41 specific standards used to evaluate the design of online and blended courses. The rubric is centered in research and is based on a review of the literature, the expertise of experienced practitioners, instructional design principles, and existing standards. Introduction to the Quality Matters Rubric This presentation explains the prominent features of the QM Rubric and its relevance to online and hybrid course design.
The Quality Matters Rubric is available with a MyQM user account. Create a MyQM account and download a copy of the QM Rubric. Quality Matters Workshops The COL will be offering QM workshops in the near future. Request for Quality Matters Rubric Workshop Schedule. Course Design & Development: A Teaching Guide. Overview Many programs at Colorado State University offer both traditional and distance courses online.
More and more, traditional courses are using online learning elements to supplement course delivery. TILT supports instructors who are working to develop courses in both learning environments. TILT's course development process favors an interactive learning environment over traditional lecture in both the traditional classroom and in the distance environment. Our process is geared at engaging student's active participation. Here you will find a basic step-by-step process that can be applied to the design and development of both traditional and distance courses.
If you are interested in developing distance courses online, take a look at TILT-DCE Supporting Distance Learning for information about online course development at CSU. More about the Process. Www.edpsycinteractive.org/topics/cognition/bloom.html. Bloom et al.'s Taxonomy of the Cognitive Domain Citation: Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from [pdf] Return to | Overview of the Cognitive System | EdPsyc Interactive: Courses | Beginning in 1948, a group of educators undertook the task of classifying education goals and objectives.
The major idea of the taxonomy is that what educators want students to know (encompassed in statements of educational objectives) can be arranged in a hierarchy from less to more complex. The original levels by Bloom et al. (1956) were ordered as follows: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
The two highest, most complex levels of Synthesis and Evaluation were reversed in the revised model, and were renamed Evaluating and Creating (Anderson & Krathwohl, 2001). References Anderson, L. Rubric for Online Instruction. Ten Best Practices for Teaching Online. J. V. Boettcher, Ph.D. Designing for Learning 2006 - 2013 Minor revisions May 2011 Our knowledge about what works well in online teaching and learning is growing rapidly and that is very good news. Here are ten best practices for anyone just getting started in the online environment. Best Practice 1: Be Present at the Course Site Liberal use of a faculty's use of communication tools such as announcements, discussion board postings, and forums communicate to the students that the faculty member cares about who they are, cares about their questions and concerns, and is generally "present" to do the mentoring and challenging that teaching is all about.
When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. We have learned to quantify what it means to "be present. " Note: Students who feel abandoned or who feel alone may even post questions, such as "Is anybody there? " References. 52 - Considerations in Online Course Design | The IDEA Center | Manhattan, KS.