Setting the Tone in a Brightspace Course with QM Standard One
October 25, 2016
Agenda
• Overview of QM• Why Standard One?
• Cognitive Theory & Multimedia Learning
• Decoding Netiquette• Highlight of a Course Example
What is Quality Matters?
What?
• Quality Matters (QM) is a set of standards and a peer review process to ensure quality in the design of online and hybrid courses.
Why? • Supplement and improve Quality Assurance to support students first.
How?• QM offers
several learning opportunities to get you started.
Standards & Rubric
Course Overview
Learning Outcome
s
Assessment
Instructional Material
Course Activities
Course Technology
Learner Support
Accessibility
*Fifth Edition, 2014 is a set of 8 General Standards and 43 Specific Review Standards
What is Standard One?
QM Rubric 5th Edition
The overall design of
the course is made clear.
Learners are
introduced at the
beginning.
General Standard One
Course Overview and Introduction
Sub-standards within Standard One?Standard 1.1- Instructions on how to begin and navigational instruction.
Standard 1.2- Help students understand course process.
Standard 1.8- Appropriate self-introduction from the instructor.
Why Standard One?Course introduction sets the
tone for the course.
EXPECTATIONS
GUIDE
Cognitive Theory of Multimedia Learning
Instructional Goals
Learner-Centered vs. Technology-Centered
How can we adapt multimedia to aid human cognition?
Text>Images>Audio>Video
Types of Memory
Design Principles
Cognitive Load Theory
•When information is presented using both the visual and auditory channels, working memory can handle more information overall.
•If information is delivered in an ineffective manner, it can interfere with the brain’s ability to integrate information into long-term memory.
•Do not overload any one sensory channel.
Design Principles
Multimedia PrinciplePresent words and images together
rather than words alone.
Spatial Contiguity PrinciplePosition critical terms next to
images.
Temporal Contiguity PrinciplePresent related concepts
simultaneously.
Modality PrincipleUse images and spoken words rather
than images and written words.
Redundancy PrincipleExplain visuals with audio or text,
but not both.
Coherence PrincipleAvoid extraneous words, sounds, and
images.
Personalization PrincipleUse conversational speech with a
human voice.
Image Principle The presenter’s image is not
necessary with instructional material.
Pre-TrainingProvide an overview of critical
components to be taught.
Signaling PrinciplePreview and highlight important
terms and concepts.
Segmenting PrincipleUse brief, user-paced segments
rather than one long, continuous unit.
Design Principles
The Goals of Netiquette
• Civility• Academic Community of Practice• Professional Community of Practice• Workplace Writing• Diversity & Cultural Understanding• Networking
Civility
Academic & Professional Writing
• Address persons by name, title • Reply when thoughts are directly
related or start new thread • Hungry, Angry, Lonely, Tired• Consider audience, tone• Ask clarifying questions
Academic & Professional Writing
• Read to thoroughly understand post• Reflect on its meaning• Use appropriate tone, vocabulary• Use complete sentences• Use conventional spelling, grammar• Use normal fonts, color • Proofread out loud
Academic & Professional Writing
• Keep post concise and on topic• Summarize, add information, cite• Refer to course concepts, terminology• Integrate outside sources, research,
real-life application• Relate content to one’s development
National Commission on Writing
• Gateway Skill• Business Opportunities or Costs• Advancement Opportunities
Diversity and Cultural Understanding
• Use clear, concise language• Avoid slang, idioms, acronyms• Recognize date formats, measurements• Be careful with humor• Respect other norms, diverse opinions
Networking
Professional Persona
Thoughtful Reflection
Skills & Talents
Meeting Peers and Mentors
Business Etiquette
Highlight of a Course Example
Practical Importance of Standard 1
Issue:• Online students can
feel isolated, disconnected• ˅ motivation• ˄ attrition
Solution:• Create “people
focused” or humanized learning environment
Payoff:• Students feel like
part of a learning community• ˄ motivation,
satisfaction, success
“Humanizing” the online classroom
Based on Jones, Kolloff, & Kolloff, 2008
Instructional Presence
Social Presence
Supportive Learning Community
Setting the Tone: Social Presence
What is “Social Presence?”
• Frequent, regular, meaningful interaction with students (Al Zumor, 2015).
Course Example
LIBS 150: Introduction to Research
http://www.virtuallibrary.info/year-7-information-literacy.html
Standard 1.1: Provide Course Overview
Class Tour Video Audio Capture
Standard 1.2: Introduce Course Structure
Course CalendarWelcome Email
Standard 1.8: Instructor Self-Introduction
User Profile &
Introductions Discussion
Thank you!
ReferencesAl Zumor, A. Q. (2015). Quality Matters Rubric Potential for Enhancing Online Foreign Language Education. International Education Studies, 8(4), 173-178. ttp://www.ccsenet.org/journal/index.php/es Barab, S. A., MaKinster, J. G., & Scheckler, R. (2003). Designing system dualities: Characterizing a web-supported professional development community. The Information Society, 19, 237-256. http://dx.doi.org/10.1080/01972240309466
Bolliger, D., & Inan, F. (2012). Development and Validation of the Online Student Connectedness Survey(OSCS). The International Review of Research in Open and Distance Learning, 13(3), 41-65. Retrievedfrom http://www.irrodl.org/index.php/irrodl/article/view/1171/2206
DuCharme-Hansen, B. A., & Dupin-Bryant, P. A. (2005). Distance Education Plans: Course Planning for Online Adult Learners. TechTrends, 49(2), 31-39. http://dx.doi.org/10.1007/BF02773969 Jones, P., Kolloff, M., & Kolloff, F. (2008). Students’ Perspectives on Humanizing and Establishing Teacher Presence in an Online Course. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 460-465). Chesapeake, VA: AACE.
Picciano, A. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an onlinecourse. Journal of Asynchronous Learning Networks, 6(1), 21-40. Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88. Rovai, A. P., & Barnum, K. T. (2003). On-Line course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Learning, 18(1), 57-73. Retrieved from http://topshare.che.nl/downloadattachment/177224/ Artikel%20over%20eff%20van%20online%20studeren.Pdf