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Higher Ed Program > Rubric

Higher Ed Program > Rubric
The Quality Matters Higher Education Rubric, Fifth Edition, 2014 is a set of 8 General Standards and 43 Specific Review Standards used to evaluate the design of online and blended courses. The Rubric is complete with Annotations that explain the application of the Standards and the relationship among them. A scoring system and set of online tools facilitate the review by a team of Peer Reviewers. Unique to the Rubric is the concept of alignment. This occurs when critical course components - Learning Objectives (2), Assessment and Measurement (3), Instructional Materials (4), Course Activities and Learner Interaction (5), and Course Technology (6) - work together to ensure students achieve desired learning outcomes. Specific Standards included in Alignment are indicated in the Rubric Annotations. Download the Standards from the QM Higher Education Rubric**. ** Please note: This document requires you to Sign In using your MyQM account credentials. The Eight General Standards:

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Designing and marketing an appealing online course on A few years ago I came across one challenging statement on a LinkedIn forum. The participants were discussing the process of online teaching – how to get started, how to scale it, what platforms to use for webinars or online lessons, etc. They went back and forth talking about the advantages and disadvantages of using Skype and other similar applications, and then somebody posted a comment that etched into my memory and made me acutely aware of where I was and where I had to be. The person said something like, “Limiting yourself to teaching only skype lessons is a dead-end street. You need to have something more if you would like to scale your business.” I know a lot of online teachers who have been entertaining the idea of designing online courses, but they may lack a bit of confidence and some practical information on whether or not this venture is worth the effort.

Designing Effective E-learning/Online Training Courses Developing effective e-learning training content isn’t only about creating a course with solid material. Managers and course authors are concerned about adapting different courses to a variety of learning styles and individual needs, and keeping learners interested and engaged. This may seem overwhelming at first, but once you get past the basics and establish some consistency, those complexities will become part of the standard course-building routine. A good place to start is to organize your thoughts, and figure out exactly what it is you want to include in your online course. Pro tip: try not to make your e-learning course more complicated than it needs to be. Simplicity is key with these first steps and best practices.

Online Course Evaluation Rubrics - GSLIS Wiki There are several different rubric-based online course evaluation programs run by individual universities, institutions, and for-profit enterprises. This page will provide information on exemplary rubrics from four such evaluation programs: Illinois Online Network's Quality Online Course Initiative's Rubric; MarylandOnline, Inc's Quality Matters Rubric; California State University Chico's Rubric for Online Instruction; and the Monterey Institute's Online Course Evaluation Project Rubric. URLs for the Rubrics: Ion Rubric: Quality Matters' Rubric: Chico Rubric: OCEP Rubric Purpose of the Rubrics: ION Rubric: This rubric is designed to be provide a common set of evaluation criteria for a diverse set of institutions and departments.

Understand xpLor Intro Authoring Sharing 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. Universal Design for Learning: Online Tutorial Presuming Competence By Design • A Tutorial for Systems, Environment, Curricular, and Materials Design in Learning Systems Requirements While there are many ideas and concepts that translate from classroom practice to online practice (yes, good objectives and multimodal presentations and flexible assessments are important in all environments), there may be some things that are different or that can be done differently in online environments.

mLearnCon 2014 · Mobile Learning Conference & Expo · Who Should Attend Thank You for Joining Us at mLearnCon 2014! Looking to register for mLearnCon 2015 in Austin, Texas, June 10 – 12? Click here! Instructional Strategies for Online Courses Instructional Strategies for Online Courses Effective online instruction depends on learning experiences appropriately designed and facilitated by knowledgeable educators. Because learners have different learning stylesor a combination of styles, online educators should design activities multiple modes of learning in order to provide significant experiences for each class participant.

Instructional Design Models Instructional Design Models Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units.