Blackboard world 2012 qm and bb catalyst exemplary course award its a perfect fit

• 1. Quality Matters and the BlackboardCatalyst Exemplary Course Program: Its a Perfect FitLeslie Koberna, RDH, BSDH, MPH/HSA, PhD Texas Womans UniversityDental Hygiene Program College of Health Sciences Dental Hygiene Program Denton, Texas .

2. This Presentation What are Quality Matters Certification and theBlackboard Catalyst Exemplary CourseAwards? What criteria is used to evaluate courses? What does feed back look like? What do quality courses look like? 3. What are ?and the? 4. Faculty-centered, peer Leader in qualityreview assurance for onlineCertifies qualityeducationComponents:Received nationalRubric recognition for peer-Peer review processbased approach,QM ProfessionalcontinuousDevelopmentimprovement in online education and student learning 5. Goal: identifying anddisseminating best practicesUses a rubricEvaluates course based on bestpractices 6. ScoringMetIndividual standards Meets 85% of rubric Exemplary-model of bestincluding all required practicestandardsAccomplished: excellent 41 standardsPromising: good Score 81 of 95 points implementation Meet all 21 essential Incomplete: partialstandardsOverall evaluation Meets 85% of eachstandardNot Met 7. The Rubric 8. The Rubric 9. Recommendations 10. Recommendations 11. Areas of Content8 areas; 41 standards 4 areas; 17 standardsCourse design Learner supportLearning objectives Course designAssessmentAssessmentInstructional Materials Interaction andInteraction collaborationNavigation andTechnologyLerner supportAccessibility 12. Learner Support Orientation to Course and CMSStart Here Page Navigation tutorialsNavigation instructions AudioStudent introductionVisualText 13. Where to start 14. What to do first Start Here Introductory Assignment Start Here: Course Tour This folder contains instructions for introducing yourself to the class. Course TourGo to the Syllabus & Course Information This folder contains information on how to navigate the Highlights from the the course is located inbutton. course menu, how syllabus arethe folders on this page. Locate the link titled organized, and how to post to the Discussion Board.Printable Syllabus. Pull it up, print a copy of thesyllabus and read it carefully. Everything you needStart Here: Introduction Assignment except for the weekly modules is located in thesyllabus. Make sure you understand the syllabusand what is required of you. Bring your questionsI would like everyone to introduce themselves and post their picture onto class.the class roster. Please post your picture and the answers to the followingthe questions to the class roster portion of Blackboard to the Assignment Before 1st Day of ClassGo (information onhow to do this will be provided later). button. Under this button are the reading materialsand assignment you will need to do before the 1st1. What experiences do you bring to this class?day of class. In this section you will find the lesson2. What do you expect to learn from this class? reading assignment, textbook, quizzes, andplan,video clips related this assignment.3. What was your favorite class? Why4. What was your favorite assignment? Why? 15. Practice Blackboard Tasks 16. Learner Support Instructor Role and InformationInstructor introduction Accessible contact(instructor name, title,information, multiplefield of expertise, email formsaddress, phone, times Response timeswhen accessible online or Instructors roleby phone) including aself-introduction Methods of collecting andExpectations andreturning workcommunication styleInstructors roleInstructor response andfeedback time 17. Instructor Information 18. Learner Support Course Institutional Polices and SupportAcademic supportInstitutional policiesStudent support accessibleservicesPolicy & support linksreturn to courseCourse policies clearand accessibleInstitutional supportservices accessible 19. Institutional Policies & Resources 20. Course Policies 21. Learner Support Technical AccessibilityNavigation is logical,Materials in standardconsistent, and efficient formatTechnology is accessibleAlternative file typesTechnology is current Large files identifiedChunking when neededVideos streamedGraphics optimized 22. Navigation 23. Learner SupportAccommodations for DisabilitiesAccessible to studentsSupportive mechanismswith disabilities Alternative resources orAlternatives to visualenable assistiveand auditory contentprocessesFacilitates readability Accessible links toAccommodates use of institutional ADAassistive technologiespolicies and contact infoDesign meets ADA 24. Accessibility 25. Course DesignGoals and ObjectivesCourse and moduleEasily locatedobjectives are Clearly writtenmeasurable MeasureableClearly stated Available in severalInstructions on how to areas (syllabus andmeet learningmodules)objectivesDesigned for courselevel 26. Measurable Objectiveshttp://www.oucom.ohiou.edu/fd/writingobjectives.pdf 27. Course Design Learner EngagementModule objectives areInstructionalconsistent with course- materials align withlevel objectivesgoals and objectivesLearning activitiesGuidance foraccomplish objectives learners to work withTools and media content insupport objectivesmeaningful waysTools and mediaHigher ordersupport student thinkingengagement and activeAdvanced learninglearningactivitiesInteraction supportslearning 28. Alignment of objectives 29. Alignment of Objective and Activity 30. Assessment ExpectationsAssessments measureAssessments alignobjectiveswith goals andGrading policy clearlyobjectivesstated Learners directed toGrading criteria andobjectives for eachstudent interaction assessmentrequirements clearly Rubrics orstateddescriptive criteriaInstructor response and for outcomes,feedback time statedinstructions writtenclearly/detailed 31. Assessments Measure Objectives 32. Grading 33. AssessmentAssessment DesignAssessment sequenced, Measure performancevaried, appropriate Higher order thinkingrequiredMimic authenticenvironments tofacilitate transferActivities occurfrequentlyMultiple types used 34. Assessments http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html 35. AssessmentSelf-AssessmentSelf-checking Self-assessmentopportunities opportunitiesConstructive,meaningful feedback 36. Self-Assessments Quizlet.com 37. Self-Assessments 38. Interaction and Collaboration Communication StrategiesInteraction supports Multiple opportunitylearning interactions Communication promotes critical reflection or higher order thinking aligned with objectives Rapid response communication 39. Interaction 40. Interaction and CollaborationInteraction LogisticsStudent interactionQuantity expectationsrequirements clearly Quality expectationsstated Grading document explains evaluation criteria Instructor actively participates and provides feedback Course updates, reminders, special announcements provided 41. Expectations 42. Feedback 43. Recap&Its a perfect fit Purpose of rubrics Key areas of focus Learner support Course design Interaction and collaboration Assessment Purpose of presentation