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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. 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: Course Overview and Introduction Learning Objectives (Competencies)Assessment and Measurement Instructional Materials Course Activities and Learner InteractionCourse Technology Learner Support Accessibility and Usability What is Alignment? When Do I Use the Rubric? How Do I Obtain Access to the Rubric? Higher Education Program: Related:  eLearingDesigning online courses

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. How does one get started? What reservations did I have? Why did I choose one particular platform? Start small.Start free.

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. Content Contributed by:

Designing Effective E-learning/Online Training Courses | Bridge 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. First steps Identify the purpose – While much can (and will) be said about the actual presentation of information, your e-learning course should also center on the purpose of changing and improving performance. Establish the course type – Your e-learning course will most likely fall into one of these three categories: 1.

Welcome to the Rubric for Online Instruction (ROI) - Rubric for Online Instruction California State University, Chico's first strategic priority is " develop high-quality learning environments both inside and outside the classroom." The Rubric for Online Instruction (ROI) is a tool that can be used to create or evaluate the design of a fully online or blended course. The rubric is designed to answer the question, "What does high-quality online instruction look like?" The ROI can be applied to any course with online elements. It represents a developmental process for online course design rather than a guide to make curriculum or technology choices. The ROI was developed by a consortium of CSU, Chico educators who wished to build and share a tool to assist in the design and evaluation of online or blended courses. This site showcases examples of high-quality courses, each of which have received the exemplary online instruction award based on the ROI and given by the CSU, Chico Center for Excellence in Learning and Teaching (CELT).

OPAL | Open Educational Quality Initiative Understand xpLor Intro Authoring Sharing Discovery Copyright Delivery Schools are migrating their operations towards the Internet faster than ever. It’s time to take a step forward in virtual education with the first cross-platform learning object repository. Here's how xpLor will change teaching and learning as we know it today: Course materials tend to get replicated several times on a platform. With xpLor, you have the ability to create modern, content-rich course materials using the robust tool set of an LMS while remaining outside the tight parameters of the LMS to allow flexibility and collaborative authoring. Currently, you’re stuck manually exporting and importing vast amounts of course materials from one LMS to another. Share rich content with xpLor between systems inside the cloud without importing and exporting. Searching for content is difficult in traditional LMS. xpLor has a rich global search engine that can find content shared globally or in specific channels integrated with your LMS.

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. This section focuses on suggestions specific to online learning in major areas and provides examples of what others have done in their settings. Select from below to learn more: Universally-Designed Learning Goals and Objectives (the most important content you will read in this tutorial) Universally-Designed Materials Universally-Designed Assessment

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

Wikis and Podcasts and Blogs! Oh, My! What Is a Faculty Member Supposed to Do? © 2007 Patricia McGee and Veronica Diaz. The text of this article is licensed under the Creative Commons Attribution-NonCommercial 3.0 License ( EDUCAUSE Review, vol. 42, no. 5 (September/October 2007): 28–41 Patricia McGee and Veronica Diaz Patricia McGee is Associate Professor in the instructional technology and adult and higher education programs at the University of Texas at San Antonio. From the moment Kim Vega wakes up, she is thinking about or using technology. The Never-Ending Gaps The gaps between students' and faculty members' use of technology have widened. It is not surprising that today's learner brings more advanced skills and higher expectations to the college/university learning environment. The portrait of faculty members' experience with technology over the same time period is quite different. Instructional Technology Challenges Today's faculty members face several instructional technology challenges: Table 1. Table 2.

Related:  Online Course Design Guidelines