Archive for the ‘Research in Teaching & Learning’ Category
Date: September 30, 2016
Time: 9:30am – 11:00 am
Location: Rocket Hall Room 1530
Presented by: Matthew Pellish of the Education Advisory Board (EAB)
Hosted by: UT Online
About the Session:
Most are saying that yesterday’s hottest trend, the MOOC, is no longer in vogue. But now higher education has turned its attention to the next potential disruption: competency-based education (CBE). As with MOOCs, the hope is the CBE will lower costs, increase access, and improve outcomes – and the fear is that those who don’t adopt it will lose relevance and market share if new programs scale quickly. Higher education leaders are asking how fast and how far their institutions should venture into CBE. This presentation clarifies predominant myths about CBE, identifies lessons learned by early practitioners, and discusses what criteria to consider when deciding whether to launch CBE or another type of personalized learning program.
In this session, members will learn:
- Industry standard definitions for competency-based education and prior learning assessment
- Common misconceptions about competency-based education
- Recent trends in personalized learning
- Specific costs and risks that must be incorporated into new program implementation plans
**Please RSVP to Tyna Derhay: RESERVE YOUR SPOT HERE!**
About the Presenter: Matthew Pellish is the Senior Director of Strategic Research and Education and a national meeting speaker with the Education Advisory Board (EAB). In this capacity, he is responsible for the creation and delivery of strategic and custom research on such industry-spanning topics as higher education business models, online efficiency and effectiveness engagements, career services, social media and marketing, campus IT services, and the future of academic libraries.
APPLYING THE QUALITY MATTERS RUBRIC
Friday, February 24, 2012
9:00am – 4:00pm
Carlson Library, Room 1025
Lunch will be provided. (Please let us know if you have special dietary needs when you register.)
Are you interested in designing your online/blended courses to maximize student learning and success? If so, this workshop is for you.
Quality Matters (QM) is designed to improve the quality of online and blended courses by establishing a peer-reviewed quality assurance review process. You will become familiar with the Quality Matters standards and participate in a practice peer course review of an online course using the review tools. Participants in this hands-on workshop will be other online/blended instructors from both The University of Toledo and the surrounding area. After successfully completing this workshop, you will be eligible to move into the Online Peer Reviewer Certification. In addition, you will gain practical ideas to improve your own courses using the QM Standards.
Upon Completion of this QM training workshop, you will be able to:
- Describe the underlying principles of the Quality Matters Project
- Use the QM Rubric to evaluate and improve your own online/blended course design
- Apply the Peer Course Review Rubric
- Decide if you wish to participate as a QM peer reviewer
- Registration is free for all UT faculty and you can register online at https://www.utdl.edu/DL_training/ (bottom of the training schedule page)
- Only 15 seats are reserved for UT faculty, so please register early—registrations will be accepted in the order in which they are received. Once the 15 reserved seats are filled, additional registrants will be automatically placed on a waiting list.
- Registration/cancellation deadline is Friday, February 10, 2012.
- Please note that any cancellations must be received before 5 PM on February 10, 2012. All “no-shows” on the day of the workshop will be charged a $200 fee if cancelations are not made prior to this deadline.
Learning Ventures is proud to announce that The University of Toledo is now a member of the Ohio Learning Network’s Ohio Quality Matters Consortium. “Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses. QM is a leader in quality assurance for online education and has received national recognition for its peer-based approach and continuous improvement in online education and student learning.” (http://www.qmprogram.org) There are now over 500 higher-ed institutions affiliated with the Quality Matters program and Ohio has the largest state-wide consortium with 58 member institutions.
QM has developed a researched-based rubric for evaluating and improving online and blended courses. The rubric is designed to evaluate only course design and not course delivery or content. The rubric consists of eight broad categories broken down into 40 individual standards. These 40 standards can be used in a variety of ways ranging from providing guidelines for course development to the evaluation and certification of courses (either through an internal or external review process).
Interest in evaluating and certifying the quality of online courses and programs continues to grow as new Federal regulations on state approval for distance education go into effect on July 1, 2011. These new regulations require that any institutions providing distance and online education to students in a State in which they are not physically located will be subject to the State’s jurisdiction and must meet its requirements. Responsibility for establishing these requirements is up to the individual State. Furthermore, institutions offering online courses or programs must be able to document the individual State’s approval upon request.
While QM concentrates on providing a standard by which to compare the design quality of online courses, the nonprofit Sloan Consortium (Sloan-C) has developed a “quality scorecard” that might serve as a standardized way for administrators to compare and improve institutional support for online programs. This scorecard, developed by a panel of 43 “long-serving” online administrators, consists of 70 metrics in nine general categories ranging from support for students and faculty to technology support.
From Inside Higher Ed, this is one way in which UT faculty might pursue the “scholarship of teaching.” Sociologists can earn credit toward tenure–DPC’s willing–through engaged research and publication on teaching in the sociology classroom. Is there a similar publication in your discipline? Interested in starting one? Leave replies in comments.