Webinar: Setting The Tone In A Brightspace Course With QM Standard One

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