QM Template User Guide (Online and Hybrid Courses)

Introduction Welcome to the QM Template User Guide. This document will provide guidance for adapting pre-existing course material from the traditional Blackboard shell to the QM Blackboard shell. Any additional questions and concerns surrounding course redesign can be directed to the Center for Transformative Learning (CTL) by posting a message at http://ctl.forsythtech.edu/voices/innovate/ Before using the QM template, attendance at an Applying the Quality Matters Rubric (APPQMR) workshop is strongly recommended. To register for an APPQMR workshop, access the CTL website for APPQMR workshop and select a date. APPQMR will provide foundational information on the template and answer a few initial questions. There are multiple ways to meet the QM standards. Annotations for each of the standards gives suggestions for how that standard can be met. Adjustments to the content of the QM template or methods for how to meet the standard can be made. However, any adjustments must remain in compliance with QM Standards. Viewing the QM Template Video Walk-Through located on the Instructors Only page of the template is also recommended.

Template Structure The QM Template is organized into four (4) major content areas.

• MY COURSE • QUICK LINKS

• ONLINE SUPPORT

• COURSE RESOURCES

Learners will primarily work from MY COURSE, where most of the instructional materials will be housed. QUICK LINKS allows easy access to areas of Blackboard that learners visit regularly without the need to visit the course materials, such as checking grades. ONLINE SUPPORT gives learners clear and immediate access to Forsyth Tech’s IT department and a video playlist of Blackboard user guides. COURSE RESOURCES is for instructor use only. Students will not see this section.

MY COURSE MY COURSE is divided into the following sub-sections: Start Here, Syllabus, Course Schedule and Policies, Coursework, and Campus Resources.

Start Here The purpose of the Start Here tab is to meet General Standard 1: Course Overview and Introduction in the QM Rubric. There are multiple ways to meet the standard. Choose a method that fits best with the material and learners enrolled in a course. Start Here tab addresses many of the requirements for General Standard 1 of the QM rubric. Below is a screen shot of suggestions for a State Here page. Next to each item in the Start Here section, is the abbreviation for the Specific Review Standard (SRS) that the item addresses.

Instructor Introduction

Add a statement, photo, and/or video introducing yourself. Provide a general course overview. Instruct learners to complete all content in the “Start Here” section. Although a video introduction is not required, it is highly recommended as research shows that a video helps learners connect more with the instructor and, therefore, the material by making the course more personal.

Course Entry Assignment (Sample) The Course Entry Assignment is not a requirement of Quality Matters. However, it is a requirement of on-line courses at Forsyth Technical Community College for the purpose of confirming course enrollment. To make the best use of the Course Entry Assignment, a sample assignment has been built that prompts learners to engage in learner-learner interaction and to become familiar with the Discussion Board feature. The sample Course Entry Assignment explained below satisfies Specific Review Standard QM 1.9: “Learners are asked to introduce themselves to the class” (QM Rubric, 5th ed.).

Syllabus Assignment The Syllabus Assignment is based off the following QM Rubric Annotation for Specific Review Standard 1.1: “A “scavenger hunt” or “syllabus quiz” assignment that leads learners through an exploration of the different parts of the course.”

Other methods of introducing learners to the course besides the scavenger hunt or the syllabus quiz may be used. However, the QM standard must still be met. Syllabus A link to the syllabus may be provided here. Linking to the Syllabus in the Start Here section is OPTIONAL. If you include the link in your course, label the link for ADA compliance by stating, “This link will take you to the Syllabus for the course.”

If a link to the syllabus is added here, use the same format as listed under the Syllabus tab on the menu.

Course Navigation Statement or Video Add a statement or video tour explaining how the course is organized in Blackboard. Statement or videos can be made using a variety of methods. For assistance with the creation, contact CTL. Some software is free and other is available through CTL.

How to Succeed in An Online Course Consider adding resources that will help learners thrive in an online course. Resources such as time management, communication techniques and metacognition can be helpful. Resources can be found by search the internet or contact CTL for suggestions.

What Next? Consider adding a What Next? Section that directs learners to complete items. When items are completed learners can be directed to the section of the course that contains the first assignment (contained in the Coursework tab).

Syllabus Upload a syllabus for the course to the Syllabus tab. Housing the syllabus in its own content area is a visual reminder to learners that they can (and should) access it anytime they have questions or concerns. Click on the Syllabus tab to find information about the Course Specific Syllabus and the Forsyth Tech Universal Course Policies and Procedures. This is to serve as a reminder that Forsyth Tech requires certain elements be present in ALL syllabi, but it is also provided to offer suggestions for additional items you may want to include in your syllabus in order to align closely with the QM Rubric.

The Forsyth Tech Universal Course Policies and Procedures are required to be present in all courses. Do not delete the link even if the policies and procedures are a repeat of what is in the Course Specific Syllabus.

Course Schedule and Policies Many of the guidelines and policies that appear in a course level syllabus will be reiterated in the Course Schedule and Policies sections, based on best practices of redundancy. The simplest way to approach the Course Schedule and Policies tab is to simply copy/paste the information from a syllabus. Use this as an opportunity to expand on items in the syllabus more fully. The Course Schedule and Policies section keeps a syllabus from being overwhelming and makes it easier for learners to digest the information since it is presented in chunks.

Course Schedule A course schedule is required in the syllabus for the course. However, an additional schedule could be posted here, if desired. However, make sure that any changes to the syllabus schedule are also reflected in this section. The syllabus schedule is the official schedule that learners and instructors are required to follow.

Course Participation and Interaction Policies A syllabus will include basic information surrounding course participation requirements. However, Course Participation and Interaction Policies tab can be used to give examples of appropriate vs. inappropriate discussion board comments, clearly lay out expectations for email communication (the form and tone emails should take), and explain how participation / discussions will be assessed or graded, among other things.

Grading Rubrics Consider adding the rubrics for all major assignments, assessments, and discussions in one location as well as attaching them to individual assignment within your learning modules/units. Including the rubrics in this section allows learners easy access to all rubrics.

Privacy Policies for Course Tools REQUIRED. Privacy policies for all external tools used in the course that require learners to create an account with a username and password are required to be posted.

The privacy policies for Blackboard and Lynda.com have been listed here as examples. Click on the Privacy Policies and Course Tools title in order to see the examples. Click on the Lynda.com Privacy Policy to directly access Lynda.com and see the privacy policy. The link should be set to open in a new window.

Accessibility Statements for Course Tools

REQUIRED. Add link to Blackboard accessibility statement and accessibility statements for any additional course tools. The accessibility statements for Blackboard and Lynda.com have been added as examples.

The accessibility statements for Blackboard and Lynda.com have been added as examples. Click on the Accessibility Statements for Course Tools title in order to see the examples. Click on the Accessibility Statement for Lynda.com to directly access Lynda.com and see the accessibility statement. The link should be set to open in a new window.

Coursework The coursework section addresses Course Publisher Information (which is optional); and the general layout of the course into modules, units, projects, etc.

Course Publisher Information (Optional)

Modules 1/Unit 1/Week 1 The general layout of the Module 1/Unit 1/Week 1 section is to break courses into discreet modules / units / weeks / projects, etc., whatever works for individual courses. All materials required for the learner to successful complete a module / unit / project, etc. should be included in the content folder for that modules / unit / week / project. Please note that the QM Rubric does not mandate that courses be divided into explicit modules or units, although that is the language that is used by QM. Courses can be organized by weeks, dates or projects. Choose the organizational structure that works for the learner in a course.

However, once an organizational strategy for a course has been chosen and the course has been separated these into clear and distinct sections, there are additional elements that should be communicated to learners.

Introduction The first thing to be communicated is an Introduction. The QM Rubric (4.2) asks that “[b]oth the purpose of instructional materials and how materials are to be used for learning activities are clearly explained.” A good way to is to introduce learners to the content, materials, and assignments that are to be completed in the unit and explain “how each will help them achieve the stated learning objectives” (Annotation 4.2). Although it is not required, a video or audio introduction has been found to be more engaging for learners. There are several methods that can be used to create an audio or video introduction, such as, Camtasia, Screen-CastOMatic, or Powerpoint voice over. Contact CTL for assistance in accomplishing this requirement.

Module 1 Learning Objectives QM also requires that the module or unit level Learning Objectives be stated (QM 2.2) at the beginning of each module or unit. A quick summative statement of how the module/unit level objectives connects back to the larger course-level objectives (QM 2.4) is also helpful to learners. A graphic of the relationship between the Module/Unit Level Objectives and Course Level Objectives through a chart or grid of also of value to the learner.

The rest of the content within the Learning Modules/Units folder is optional. A few suggestions have been provided, but the most important thing is to make sure that assessments and learning activities are in compliance with QM General Standards 3 and 4. Please reference these regularly tests, quizzes, and other assignments and activities are being built and modified. Module 1 Assignment Schedule (Optional) QM does not require that a separate Assignment Schedule be included within each module/unit, but learners may find it beneficial, especially if the unit is spaced over an irregular period of time (two weeks vs. three weeks).

Module 1 Grading Rubrics (Optional) QM does not require that a separate section for Grading Rubrics be included within each module/unit, but learners may find it beneficial to have the specific rubric listed for a specific assignment or assessment.

Key Terms and Concepts (Optional) QM does not require that key terms and concepts by included that specific assist the learners in successfully completing the module/unit. However, learner may find easy access to this information helpful to learning the material.

Readings (Optional) QM does not require that readings from a module/unit be listed separately. However, learner may find easy access to this information helpful to learning the material.

Videos (Optional)

QM does not require that videos from a module/unit be listed separately. However, learner may find easy access to this information helpful to learning the material.

Module 1 Labs (Optional) QM does not require that labs from a module/unit be listed separately. However, learners may find easy access to this information helpful to learning the material.

Module 1 Quiz or Test (Optional) QM does not require that quizzes and tests from a module/unit be listed separately. However, learners may find easy access to this information helpful to learning the material.

Module 1: Writing Assignment/Paper (Optional) QM does not require that writing assignment and papers from a module/unit be listed separately. However, learner may find easy access to this information helpful to learning the material.

Project 1 (Optional) QM does not require that projects from a module/unit be listed separately. However, learner may find easy access to this information helpful to learning the material.

Any questions about how to build tests, quizzes, discussion board links, etc., can be addressed to CTL for assistance. Also, assistance in building more engaging learning activities and providing guidance for assignment creation is available. Campus Resources The Campus Resources content area was created to comply with QM Specific Review Standards 7.3 and 7.4. SRS 7.3 mandates that links to academic support services are provided, and SRS 7.4 mandates that links to student services are made available as well. The link to Forsyth Tech’s Student Services page, which encompasses both academic and student support services and provides navigation to all areas, has been provided. If students would be better served by more specific links, consider creating links for individual services (ex. one link for The Learning Center, one link for Career Services, etc.). The link to the Student Handbook, which serves as a catch-all for student services and information, has also been provided.

QUICK LINKS The QUICK LINKS section was designed to direct learners to several of the most highly trafficked content areas within Blackboard: Announcements, Discussion Board, My Grades, Instructor Contact and Blackboard Tools.

Announcements The Announcement tab gives learners a one click method to access announcements. Click on the link to create any announcements. An option to send an email to learners enrolled in the class is available. Instructor Contact Contact information is set up as a Quick Link so learners can log on to Blackboard and quickly find the instructor contact information. Easy access is especially helpful to learners who have never taken an online or hybrid course. Include personal information, such as a photo, so learners can connect more easily to the instructor and, therefore, the materials. Also, consider including credentials that show why the instructor has the expertise to be teaching the materials. Expertise can be demonstrated not only through college degrees, but also through credentials in a particular area and/or several years of practice in the field.

Blackboard Tools Blackboard Tools provides quick access to materials that learners may need to successfully complete the course. Some of these links may be repeated in other areas of the course menu.

The Blackboard Tools section contains several buttons for quick access to tools that are important to learners. Discussion Board Since learner-learner and learner-instructor interaction in online courses rely heavily on the Discussion Board, a Quick Links tab has been added to easily access the Discussion Board. As mentioned in the “Learning Modules/Units” section, it is also recommended that links to specific discussion board prompts within the corresponding module or unit be posted.

My Grades Through the My Grades link, learners can quickly access grades. Make sure that grades for all assignments are posted in the Blackboard Grade Center. For more assistance setting up Grade Center and / or additional tips on online grading best practices, contact CTL.

ONLINE SUPPORT

Technical Support The Technical Support tab is a vital component of the QM Shell and complies with QM SRS 7.1. The Technical Support tab will take learners directly to the IT support page. Please ensure that the link is active. Blackboard Tutorials Blackboard Tutorial videos provide clear and accessible audio/visual support for a variety of common Blackboard questions such as how to submit assignments, how to check grades, and how to use the discussion board. Making learners aware of these videos can save you time and email queries throughout the semester. Consider alerting learners to the Blackboard Tutorials in the Syllabus or Course Policies. COURSE RESOURCES

Purchase Course Materials Purchase Course Materials is a direct link to Barnes and Noble for learners to access materials required to be purchased for class. Instructor Only QM Template Video Walk-Through is available for faculty to walk through the tutorial through the use of a video.

QM Rubric, Edition 6 lists the guidelines for QM that is being used by Forsyth Tech Community College. The QM Rubric is NOT FOR CIRCULATION, but only for instructors who have attended an APPQMR workshop.

QM Template User Guide A link to this user’s guide. CONCLUSION Thank you for joining us on the journey to becoming a Quality Matters Institution! We are here to support you and answer any questions you may have, so please contact us anytime at http://ctl.forsythtech.edu/voices/innovate/ Sincerely, The CTL Team