UofM Online Program Coordinator Meeting

UM3D: Instructional ImpactCenter for Innovative Teaching and Learning

University of Memphis

June 4, 2015

blogs.memphis.edu/um3d | um3d@memphis.edu | 678-2783

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Your Voice

Success Rates + Student Demographics + Retention + Compare 410, M50, F2F

Variable Fully Online Students Fully On-ground Students

Hours Earned (avg.) 3.3 / 4.5 hrs 10.3 / 11.7 hrs

Gender 68% (female), 32% (male) 57% (female), 43% (male)

Age 67% (25-45), 12% (45-65) 25% (25-45), 3% (45-65)

Part-time Status 83% part-time 26% part-time

1 Year Retention 78% 91%

(Spring 2014) Course Success - C or Better

M50/U50 - 81% Main Campus - 89%

● Complete the SREB Database survey (see email)● On your website ensure you have posted the most up-to-

date information for your online program● Check the UofM Online Program Page for updates

Your Voice

● Check status of any courses not yet developed● Ensure department has access to course content● Follow-up with UM3D on status of course development

or replacement

Your Voice

Your Voice

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Your Voice

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Webinar

Webinar

UM3D Ignite Series

 

 901-678-8900 | Learn More: memphis.edu/umonline

   ANYTIME, ANYWHERE LEARNING.  UofM Online brings learning to you at your home and workplace. Courses are designed and taught entirely online by the same faculty who teach on campus. Most online students complete their entire degree without coming to campus and have access to online services such as registration, financial aid, and advising. To learn more about UofM Online programs, visit memphis.edu/umonline.  Graduate Programs  Certificate in Applied Lean Leadership Certificate in Autism Studies Certificate in Community College Teaching & Leadership Certificate in K-12 Instructional Computing Applications Certificate in Literacy, Leadership, and Coaching Certificate in Local Government Management Certificate in Philanthropy and Nonprofit Leadership Certificate in Teaching English as a Second/Foreign Language EdD Higher & Adult Education Education - Traditional Licensure* Education - Occupational Licensure* Education- Add-On Endorsements* MA Criminal Justice MA English - ESL MA History

MA Journalism MALS Master of Liberal Studies MAT Special Education MAT Teaching Secondary Education MBA Master of Business Administration MPH Master of Public Health MLS Master of Liberal Studies* MPS Master of Professional Studies* MS Educational Psychology MS Environmental Nutrition MS Health Promotion MS Instruction & Curriculum Leadership MS Instructional Design and Technology MS Leadership MS Nursing - Executive MSN* MS School Library Information Specialist MS Sport Commerce Nursing Post Master’s Certificate* Professional Real Estate Certificate and more…

Undergraduate Programs BA African and African-American Studies BA Communication BA Criminology and Criminal Justice BA English - African-American Literature BA English - Professional Writing BA History BA Journalism BA Philosophy BA Psychology BA Sociology

BBA Accountancy BBA Finance - Business Finance BBA Finance - Real Estate BBA Management BBA Management Information Systems BBA Marketing Management BPS Bachelor of Professional Studies* BLS Bachelor of Liberal Studies* RN to BSN and more…  

*RODP Programs (Regents Online Degree Programs)

UM3D GOLD Course Review Checklist

>> PREPARING YOUR COURSE To effectively prepare for your course, your course plan should include:

❏ measurable learning objectives and outcomes ❏ assessments aligned directly to learning objectives ❏ activities structured in an online asynchronous (anytime/anyplace) format

>> COMMUNICATING EXPECTATIONS To effectively communicate expectations to students, the course syllabus should include:

❏ course objectives and outcomes ❏ required materials ❏ technical requirements ❏ instructor contact information ❏ communication requirements ❏ methods for students to ask for and receive assistance ❏ instructor’s plan for providing feedback ❏ assessment strategies and grading policies ❏ requirements for student participation and assignment completion ❏ academic integrity policies ❏ information for students with disabilities ❏ standards for appropriate online student behavior ❏ additional information as pertinent to the course and program

>> PREPARING YOUR STUDENTS To prepare your students for successful participation upon entering the course, the course welcome/home page should include:

❏ a welcome message from the instructor ❏ instructor contact information ❏ an introduction to the course structure and purpose ❏ communication guidelines for the course ❏ instructions for accessing course content ❏ resources for help and technical support

To prepare your students for successful engagement throughout the course, the course should include an orientation module with the following components:

❏ a course description ❏ the course syllabus and a clearly identified schedule (i.e. Week 1, Week 2, etc.) ❏ instructor contact information ❏ guidance for successfully completing the course material and assignments ❏ information about being an online learner and links to support resources ❏ an introductory discussion

 

>> PROVIDING CLEAR AND ACCESSIBLE INSTRUCTION To ensure your students can successfully navigate and access course content, instructional modules should include:

❏ manageable segments or “chunks” of instruction (for example: Modules, Weeks or Chapters) ❏ properly formatted text (uses the menu to format headings/lists and insert links/graphics) ❏ numbered lists for ordered content and bulleted lists for unordered content ❏ descriptive tags for all instructional and non­instructional graphics ❏ descriptive text for hyperlinks (and not “click here”) ❏ underlining only to indicate hyperlinks ❏ links set to open in a new window (eCourseware requirement) ❏ captions for all video content and transcriptions of audio content ❏ easy­to­read text in Sans Serif fonts (i.e. Calibri, Arial or Tahoma) ❏ instructions provided in HTML format 

 

>> FACILITATING LEARNER ENGAGEMENT AND PROVIDING INSTRUCTIONAL SUPPORT To facilitate learner engagement and maximize instructional support in the course, instructional modules should include:

❏ a statement of learning goals and objectives in each module ❏ instructional materials and resources consistent with learning objectives ❏ activities and assessments consistent with learning objectives ❏ sample assignments to illustrate instructor expectations ❏ evidence of instructor presence and learner support ❏ instructions that are clear, easy to understand, and consistent throughout the course ❏ opportunities for student collaboration and active learning ❏ an online learning community and opportunities for discussion ❏ differentiated modes of instruction (i.e. text, audio, and video) to support a variety of learners

To maximize the grades tool as a means of providing feedback, each assessment item should include:

❏ a corresponding gradebook item that parallels the course syllabus ❏ an assigned weight that does not exceed 50% of the final average ❏ a means for students to measure their progress (i.e. rubric, checklist, practice quiz,

self-assessment, etc.)

These standards were adapted from the original UM Online Course Review Checklist, as well as the Quality Matters Rubric, and the Online Learning Consortium Quality Scorecard.

 

Your Voice

PROFESSIONAL DEVELOPMENT NEEDS

1. What are the perceived professional development and training needs of your program faculty?

2. What would you like to learn more about?

3. What issues are important to your department and program?

PROGRAM MAINTENANCE NEEDS

1. How can we assist you in maintaining information about your online program and ensuring your students are ready to enroll as an online student?

2. Once all courses are launched, how can we support you in program maintenance?

3. Do you have a method in place for tracking or measuring online course success or determining redesign needs?

Your Voice

COURSE DEVELOPMENT AND DESIGN NEEDS

1. How can we assist you in overseeing the course development process?

2. What course development activities or goals would be the most helpful to your faculty?

3. What areas of the course review checklist are unclear?

4. Is there anything missing from the checklist that would be helpful?

5. How can we improve communication about course revisions and reviews?