In the late 1980s an industrial fabricator, 3D Systems, produced three-dimensional models that became working prototypes of final products. In the world of instructional design, Rapid Prototyping has given us insights into a faster course creation process while retaining a quality instructional design methodology. By using the Quality Matters Rubric as a guide for the prototype, quality course design can be “baked-in” the end result. With the research-based practices in the course prototype, it is easier to create a quality course.
This presentation discusses phase 1 of a two-phase Mixed Methods research study focused on evaluating the effects of the APPQMR workshop. Three variables were measured: 1) knowledge of best practice in online course design (KBP), 2) instructor perception of online course quality (IPQ), and 3) willingness to use the QM rubric to redesign an online course (W). The dependent variable KBP was measured using a criterion-based instrument developed by the researcher, a certified Quality Matters peer reviewer and Instructional Design Specialist.
How effectively are you and your institution improving
educational quality? Can you do so more strategically? Join
Seven Futures of American Education author John Sener for
a highly interactive, participatory workshop that will address
these questions. This workshop will meld your ideas about
improving educational quality with the Seven Futures
framework to identify pressing challenges, develop a
rationale, identify criteria and select strategies for
improving educational quality.
Instructors who are planning to teach online for the first time are invited to participate in a series of foundational online course design workshops. The workshops integrate different taxonomies and course design models with Quality Matters standards. The goal is to help instructors deliver high quality online learning experiences by developing their own skills and designing their courses to meet or exceed an accepted quality standard. Our model also follows the philosophy of pedagogy first, technology second.
An overview of the Drexel University Online Fellows program will provide insights into methods of improving the quality of online courses, mentoring online faculty and enhancing the learning experience of online students. A description of the key role of institutional support in this effort will offer an understanding of how this program has been successful in beginning to change the culture of online teaching and learning at the University.
This paper investigated the differences between students' and QM peer reviewers’ perspectives of essential QM standards in three online courses. Rasch analysis is used to validate the instrument and nonparametric Mann-Whitney U test is used to evaluate a difference between the two. The primary goal of this study is to provide an explanation of the gaps between students’ perceptions and QM peer reviewers’ regarding the online courses reviewed by QM peer reviewers.
An online course is just a web page with information on a particular subject. NOT. An online course is a self-paced tutorial. NOT. Teaching online is the same as teaching in a face-2-face environment. NOT. We will share our keys to a successful Online Teaching Certification Course, including some conversations with instructors who are preparing to teach online, and tips from our seasoned instructors on their best practices for online teaching.
Theories of learning underpin approaches to program development, as well as course development. This roundtable will focus on the latter and will be an opportunity to discuss the learning theories in relation to the Quality Matters Rubric and peer review process. Traditional learning theories, such as behaviorism/objectivism, cognitivism, and constructivism, as well as the more recent theories, such as connectivism. We will also look at the emerging interdisciplinary field of the learning sciences.
The QM RubricTM was developed and continues to be informed by independent and QM-funded research. The QM Research Colleagues will lead an interactive session revealing the most recent research (2011-to date) that is emerging that might impact the next edition of the QM Rubric. Each RC will briefly describe a most interesting research studies and explain why she thinks it is an exciting study. A concluding general session will outline talking points about the most recent educational research.
The QM RubricTM was developed and continues to be informed by independent distance/online educational-focused research. The QM Research Colleagues (QMRC) will lead the session by providing an overview of research literature that informs the QM standards. After a brief introduction to the relationship of original research to the QM Rubric and a walkthrough of the QM research database, samples of research and talking points will be provided for each of the eight general standards.
