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  • Blended by Design: Designing and Developing a Blended CourseVeronica Diaz, PhD, Jennifer Strickland, PhD,

  • Academic integrity, copyright, and quality assuranceDay 4

  • Objectives Understand copyright issues in blended learning environmentsConsider academic integrity and online assessment Follow quality assurance guidelines used to organize content in an online environmentSummary and closing*

  • Academic Integrity in Blended Learning EnvironmentsSource: Adapted from Judy Baker, PhD, San Diego Miramar College

  • In the good old daysStudent Assessment*

  • Student AssessmentIn the networked/information age*

  • Whats Changed?CHANGEDLimitless cheating mechanisms Lines have blurredEase of cheatingEase of monitoring cheatingEase of preventing cheatingNOT CHANGEDDefinitionsInstitutions responsibility to inform, educate, and enforce Honor code policies and proceduresStudent assessment quality, validity, reliability*

  • *

  • What does it look like today? Having someone edit students' papers (grammar, style, spelling)Note-taking servicesSharing password to course management systemsSubmitting a paper from a term paper serviceWorking on a graded assignment togetherRevising a paper that was found on the internetUsing a cell phone (IM) to transmit exam informationLooking at another student's work while taking an examSharing computers Public computers Other?



  • Pedagogical SolutionsAssign work and tests that are due frequently throughout the semester Assign work that builds sequentially on prior submitted work, such as revisions of drafts Administer unannounced quizzes or participation Take-home tests/quizzes*

  • Pedagogical SolutionsRequire assignment and test responses to relate the subject matter to students' lived experiences or test questions on current events Meet with students individually online and test/quiz them on course contentRequire students to participate in discussion groups Keep a log and review writing styles of students*

  • Pedagogical SolutionsDebrief/interview a student concerning their test/quiz asking specific questions about their answersUse alternative modes of student assessment such as portfolios, rubrics, self-assessment, peer assessment, and contractsUse multiple methods of measuringperformanceUse application-type exams (PBL, case based learning) *

  • Detecting Cheating in Online Environments*

  • *

  • Define academic integrity as a class Encourage students to come to you if they are confused about citation practicesBe a good role model; cite sources in your lecturesTalk about academic honesty with your students, and make sure they understand both the reasons and the tools for avoiding plagiarismContracts for integrity*

  • Affirm the importance of academic integrityworkplace standards.Encourage student responsibility for academic integrity.Clarify expectations for students.Develop diverse forms of assessment.

    Reduce opportunities to engage in academic dishonesty.Challenge academic dishonesty when it occurs and make it public.Help define and support campus-wide academic integrity standards.*

  • Alternative Means of Evaluating Student PerformanceCenter for Academic IntegrityAssessment and Evaluation for Online Courses Authentic Assessment Resource SiteAlternative Assessment and Technology (ERIC Digest)Classroom Assessment Techniques Virtual Academic Integrity Laboratory *

  • ActivityIdentify one academic integrity challenge you have or may experience in the future (in a blended environment) Identify a potential solutionShare *

  • Blended Learning and Copyright

  • Blended Learning and CopyrightCopyright law applies to creative and expressive works and includesPerformancesScriptsInterviewsmusical works sound recordings

    Under current US copyright law, copyright attaches automatically to creative, expressive works once they have been fixed, i.e. written down or recorded *

  • Fair Use and Blended LearningA fair use is copying any protected material (texts, sounds, images, etc.) for a limited and transformative purpose, like criticizing, commenting, parodying, news reporting, teaching the copyrighted work.

    Stanford Fair Use OverviewMCLI Copyright Resource Center4 factors considered in fair use cases: purpose and character of your use;nature of the copyrighted work;amount and substantiality of the portion taken; andeffect of the use upon the potential market. *

  • *

  • Applying a Creative Commons LicenseMust be the creator of all of the materials or Must have the express permission of the creator or copyright owner of materials included to license their materials under a Creative Commons license

    Creative Commons License Options:*

  • Find Creative Commons work:

    Yahoo! : clearly illustrates how you can limit your search results to Creative Commons-licensed works

    Google : by limiting your search according to Usage Rights, this will restrict your searching to find CC-licensed materials only*

  • ExceptionsYou DO NOT need to secure the separate permission of the provider when:

    The material is not protected by copyright; The text was protected by copyright but is in the public domain; You are using US Government works; You are making a fair use of the work;You wish to make more than a fair use of the work and the work is under a Creative Commons license that authorizes your intended use*

  • Activity Identify some content that you might use in your course that is copyright-safe

    Share what you find*

  • Break

  • Quality Assurance Guidelines and the Blended Learning Environment

  • Quality MattersQuality Matters Overview and PrinciplesThe Quality Matters RubricQuality Matters as a Component of Quality AssuranceFeedback and Input

  • Peer Course ReviewFeedbackCourseInstructional DesignersInstitutionsFaculty Course DevelopersNational Standards & Research LiteratureRubricFaculty ReviewersTrainingQuality Matters Course Peer Review Process

  • QM Certified Peer ReviewersQM-Certified Peer ReviewersHow to interpret the standards (with examples and annotations)How to evaluate a course (hands-on with sample course)Reviews are conducted by teams of three peer reviewersChair Peer reviewer (external)Peer reviewer (SME)

  • What is it anyway?Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online and hybrid courses and online componentsA faculty-driven, collaborative peer review processCommitted to continuous quality improvementBased in national standards of best practice, the research literature and instructional design principlesDesigned to promote student learning and success *

  • Quality Assurance700+ faculty trained to review online courses using the rubric individuals from 158 different institutions in 28 statesMore than 2,500 faculty and instructional design staff participated in Quality Matters workshops

  • The Rubric is the Core of Quality Matters40 specific elements across 8 broad areas (general standards) of course quality Detailed annotations and examples of good practice for all 40 standards

  • Course Alignment5 of the 8 general standards should align: Course Overview and IntroductionLearning Objectives Assessment and MeasurementResources and MaterialsLearner InteractionCourse TechnologyLearner SupportADA Compliance*

  • Standards A statement introduces the student to the course and the structure of the student learning Navigational instructions make the organization of the course easy to understandLearning activities foster interaction:Instructor-studentContent-studentStudent-student (if appropriate) Clear standards are set for instructor response and availability

  • StandardsAssessment strategies should provide feedback to the studentGrading policy should be transparent and easy for the student to understandImplemented tools and media should support learning objectivesand integrate with texts and lesson assignmentsThe course acknowledges the importance of ADA compliance

  • Common Areas for Improvement (2006-2007, based on 95 reviews)*

    Area Identified%Purpose explained for ea. course element (IV.3)32%Navigational instructions (I.1)32%Links to academic support, student services, tutorials/resources (VII.2-VII.4) 32-33%Technology/skills/pre-req. knowledge stated (I.6) 35%

    Clear standards for instructor availability(V.3) 37%

    Alternatives to auditory/visual content (VIII.2) 39%Instructions to students on meeting learning objectives (II.4) 40%

    Self-check/practice with quick feedback (III.5) 42%

    Learning objectives at module/unit level (II.2) 45%

  • Maricopa Quality MattersMaricopa/MCLI is the statewide consortium lead Ten QM Maricopa Colleges Other online Course Evaluation Resources67 faculty members, instructional designers and technologists are certified peer reviewersCollege-Based Steering Team

  • Alignment with Accrediting Best Practices*Best Practices for Electronically Offered Degree and Certificate Programs adopted in 2001 by CHEA and 8 regional accreditation bodies.*

    Best Practices Principles*Quality Matters PrinciplesThat education is best experienced


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