Blended by Design: Designing and Developing a Blended Course
Veronica Diaz, PhD, [email protected] Jennifer Strickland, PhD, [email protected]
Academic integrity, copyright, and quality assurance
Day 4
Objectives
Understand copyright issues in blended learning environments
Consider academic integrity and online assessment
Follow quality assurance guidelines used to organize content in an online environment
Summary and closing
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Academic Integrity in Blended Learning Environments
Source: Adapted from Judy Baker, PhD, San Diego Miramar College
In the good old days…
Student Assessment
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Student AssessmentIn the networked/information age
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What’s Changed?CHANGED
Limitless cheating mechanisms
Lines have blurred
Ease of cheating
Ease of monitoring cheating
Ease of preventing cheating
NOT CHANGED
Definitions
Institution’s responsibility to inform, educate, and enforce
Honor code policiesand procedures
Student assessment quality, validity, reliability
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What does it look like today?
Having someone edit students' papers (grammar, style, spelling)
Note-taking services
Sharing password to course management systems
Submitting a paper from a term paper service
Working on a graded assignment together
Revising a paper that was found on the internet
Using a cell phone (IM) to transmit exam information
Looking at another student's work while taking an exam
Sharing computers
Public computers
Other?9
http://www.cheathouse.com/ http://www.schoolsucks.com/ http://www.researchpaper.com/ http://www.allpapers.com/intro.htm
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Pedagogical Solutions
Assign 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
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Pedagogical Solutions Require 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 content
Require students to participate in discussion groups
Keep a log and review writing styles of students
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Pedagogical Solutions
Debrief/interview a student concerning their test/quiz asking specific questions about their answers
Use alternative modes of student assessment such as portfolios, rubrics, self-assessment, peer assessment, and contracts
Use multiple methods of measuring performance
Use application-type exams (PBL, case based learning)
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Detecting Cheating in
Online Environments
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Define academic integrity as a class
Encourage students to come to you if they are confused about citation practices
Be a good role model; cite sources in your lectures
Talk about academic honesty with your students, and make sure they understand both the reasons and the tools for avoiding plagiarism
Contracts for integrity16
1. Affirm the importance of academic integrity—workplace standards.
6. Encourage student responsibility for academic integrity.
7. Clarify expectations for students.
8. Develop diverse forms of assessment.
6. Reduce opportunities to engage in academic dishonesty.
7. Challenge academic dishonesty when it occurs and make it public.
8. Help define and support campus-wide academic integrity standards.
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Alternative Means of Evaluating Student Performance
Center for Academic Integrity
Assessment and Evaluation for Online Courses
Authentic Assessment Resource Site
Alternative Assessment and Technology (ERIC Digest)
Classroom Assessment Techniques
Virtual Academic Integrity Laboratory
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Activity
Identify one academic integrity challenge you have or may experience in the future (in a blended environment)
Identify a potential solution
Share
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Blended Learning and Copyright
Blended Learning and Copyright
Copyright law applies to creative and expressive works and includes Performances Scripts Interviews musical 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
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Fair Use and Blended Learning
A “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 Overview MCLI Copyright Resource C
enter
4 factors considered in fair use cases: purpose and character of
your use; nature of the copyrighted
work; amount and substantiality
of the portion taken; and effect of the use upon the
potential market.
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Applying a Creative Commons License
Must 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: http://creativecommons.org/about/licenses/meet-the-licenses
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Find Creative Commons work: http://search.creativecommons.org/
Yahoo! : http://search.yahoo.com/search/options clearly illustrates how you can limit your search results to Creative Commons-licensed works
Google : http://www.google.com/advanced_search by limiting your search according to “Usage Rights,” this will restrict your searching to find CC-licensed materials only
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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
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Activity
Identify some content that you might use in your course that is copyright-safe
Share what you find
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Break
Quality Assurance Guidelines and the Blended Learning Environment
Quality Matters
Quality Matters Overview and Principles
The Quality Matters Rubric
Quality Matters as a Component of Quality Assurance
Feedback and Input
http://www.qualitymatters.org
Peer Course Review
Feedback
Course
Course Meets Quality Expectations
Course Revision
Instructional Designers
InstitutionsFaculty Course Developers National Standards &
Research Literature
Rubric
Faculty ReviewersTraining
Quality Matters Course Peer
Review Process
QM Certified Peer Reviewers
QM-Certified Peer Reviewers How 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 reviewers Chair 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 components
A faculty-driven, collaborative peer review process
Committed to continuous quality improvement Based in national standards of best practice, the
research literature and instructional design principles
Designed to promote student learning and success
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Quality Assurance
700+ faculty trained to review online courses using the rubric
individuals from 158 different institutions in 28 states
More than 2,500 faculty and instructional design staff participated in Quality Matters workshops
The Rubric is the Core of Quality Matters
40 specific elements across 8 broad areas (general standards) of course quality
Detailed annotations and examples of good practice for all 40 standards
http://www.qualitymatters.org/FIPSE.htm
Course Alignment
5 of the 8 general standards should align:
1. Course Overview and Introduction
2. Learning Objectives
3. Assessment and Measurement
4. Resources and Materials
5. Learner Interaction
6. Course Technology
7. Learner Support
8. ADA Compliance
Key components must align
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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 understand
Learning activities foster interaction: Instructor-student Content-student Student-student (if appropriate)
Clear standards are set for instructor response and availability
Standards
Assessment strategies should provide feedback to the student
Grading policy should be transparent and easy for the student to understand
Implemented tools and media should support learning objectives
and integrate with texts and lesson assignments
The 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%39
Maricopa Quality Matters
Maricopa/MCLI is the statewide consortium lead
Ten QM Maricopa Colleges
Other online Course Evaluation Resources
67 faculty members, instructional designers and technologists are certified peer reviewers
College-Based Steering Team
Alignment with Accrediting Best Practices
Best Practices Principles* Quality Matters PrinciplesThat education is best experienced within a community of learning where competent professionals are actively and cooperatively involved with creating, providing, and improving the instructional program;
QM is a peer review process involving faculty, instructional designers and other support staff in a cooperative effort to continuously improve online instruction.
That learning is dynamic and interactive, regardless of the setting in which it occurs;
QM treats interactivity and active learning as a critical component of every online course.
That instructional programs leading to degrees having integrity are organized around substantive and coherent curricula which define expected learning outcomes;
QM treats the alignment of expected learning outcomes with the contents, activities and assessments as a critical element in every online course.
That institutions accept the obligation to address student needs related to, and to provide the resources necessary for, their academic success;
QM expects every online course to address student access to the academic, technical, and student support services essential to student success.
hat institutions are responsible for the education provided in their name;
Adoption of QM standards reflects institutional commitment to online instructional quality, wherever an institution has endorsed the rubric standards.
hat institutions undertake the assessment and improvement of their quality, giving particular emphasis to student learning;
The QM standards are based on research and best practices to enhance student learning in online environments. Adoption of the QM review process is a clear demonstration of institutional or programmatic commitment to assessment and continuous improvement.
hat institutions voluntarily subject themselves to peer review. QM is essentially a peer review process involving both internal and external peers in the evaluation of courses.
*“Best Practices for Electronically Offered Degree and Certificate Programs” adopted in 2001 by CHEA and 8 regional accreditation bodies.
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Impact on Faculty Support
Nationally, 89% of respondents would recommend the QM review process to others
Sample comments I was too close to see what could be improved. Provides a great way to get an objective view of your
course. It made all of my online courses better. It provides a view from a more student-oriented
perspective. It provides a look into potential student problems areas
for course completion. Many elements that might contribute to a student
withdrawing can be eliminated.42
Resources
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Blended Learning Resources
Blended Learning professional organizations and associations that support or are indirectly or directly related to the blended/hybrid instructional delivery model.
Sloan-C Workshops Conferences Resources
EDUCAUSE Resources Conferences, Seminars, and
Institutes
EDUCAUSE Learning Initiative Conferences and meetings Resources
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Learner Success
Instructor Success
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Blended Pitfalls
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FPG Requirements
Complete Mapping Your Course Worksheet Part I for your entire course and select a “chunk” or module for use in the remainder of the learnshop;
Take the Is Online Teaching Right For Me? survey at http://www.onlinelearning.net/InstructorCommunity/selfevaluation.html?s=526.00201492m.0928012120; please review areas for improvement and consider ways to further develop your skills;
Read and review the Quality Matters rubric standards at http://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf (also in your binder) and describe how your course elements have been or will be designed to address each of these areas; this assignment will be about 2 pages long when completed and is due on the last day of the learnshop (required for FPG).
Complete the evaluations and assessments
Your Questions
