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Measuring Online Course
Design Quality with Open
Resource Metrics
Melissa A. Venable, PhD - @Melissa_Venable
Amy J. Hilbelink, PhD - @Ahilbelink
TCC Online Conference - April 2014 - #2014TCC
What are the
components of a
high-quality course?
How can we know
our courses are
high-quality?
Instructional Technologist
Dean of Curriculum &Online Programs
Director of Academic Strategies
&Development
Instructional Designer
Subject Matter Expert
Adjunct Online Instructor
Curriculum/Project Manager
Measuring Online Course Design Quality with Open Resource Metrics
Importance of Quality
• According to the Babson Survey Research Group's
2012 survey of more than 2800 academic leaders,
"the proportion of [those] who say online learning is
critical to their long-term strategy is at a new high
of 69.1%."
• As higher education institutions increase their online
learning offerings, the process of creating an online
course can be underestimated.
• Open Access (OA), Open Educational Resources
(OER) can be resource-savers.
Familiar Restrictions & Challenges?
• We need it now, or next week at the latest, last
week would have been better.
• We don’t have a budget for this.
• Students are already enrolled!?
• Resistance to online delivery, rubrics, etc.
• Unfamiliar with instructional design process.
• Standardized course design process and
products.
• SMEs “on staff” vs. contracted “from the
outside.”
“The greatest concerns about e-learning are the
adequacy of staff and the technological
know-how of faculty.” – EDUCAUSE: ECAR
State of E-Learning in Higher Education, June
2013
“Faculty Concerns in Adopting Online Teaching”
include Professional Development, Workload,
Recognition, Change, Support from
Department. – Hwu and Talab, April 2013
Concerns About Quality
How do others describe and measure
quality in online course design?
• “The goal of accreditation is to ensure that education
provided by institutions of higher education meets
acceptable levels of quality.” – U.S. Dept. of Education
• Observations from around the Web … quality metrics
as:“Common sense checklists” | Emphasis on what can
be easily documented and observed | Needing
benchmark data – online and on-campus sections | A
general starting point, a framework
• Quality Matters Rubric (QM), Quality Scorecard
(QS), Open Access …
Link Sponsor/Aut
hor
Structure Availability
http://www.csuchico.ed
u/roi/
California State
University - Chico
6 categories, all
available online
CC: BY
http://www.ion.uillinois.
edu/initiatives/qoci/rubr
ic.asp
Illinois Online
Network (ION)
6 categories, all
available online
CC: BY-NC-SA
https://elearn.usu.edu/
courses/online-rubric-
form.pdf
Utah State
University
9 categories, all
available online
Online access
http://www.westga.edu
/~distance/webct1/Rub
ric/
University of West
Georgia
6 categories, all
available online
Online access
http://teach.ucf.edu/pe
dagogy/design-of-an-
online-
course/evaluation/
University of
Central Florida
7 categories, all
available online
CC: BY-NC-SA
Cal State -
Chico
ION Utah State West
Georgia
Central
Florida
Learner Support and
Resources
Learner Support &
Resources
Resources and
Materials | Learner
Support
Learning Materials
and Content
Administration/Student
Support
Online Organization
and Design
Web Design Course
Organizations |
Course Intro and
Syllabus
Course
Introduction and
Information
Course/Instructor
Introduction
Instructional Design
and Delivery
Instructional Design Learning Objectives Instructional
Design and
Interaction
Course/Module Objectives
Assessment and
Evaluation of Student
Learning
Student Evaluation
and Assessment
Assessment and
Activities
Assessment and
Evaluation Assessment Strategy
Innovative Teaching
with Technology
Communication,
Interaction, &
Collaboration
Course Technology
| Interaction and
Learner
Engagement
Course
Technology,
Innovation and
Accessibility
Course
Activities/Interaction
Faculty Use of
Student Feedback
Course Evaluation Additional
Resources
Course Tools
Accessibility Accessibility/Copyright/FE
RPA
Focus awareness on course as part of program
curriculum
Develop task lists, requirements, deadlines for
project
Set expectations for what should be developed
Provide a starting point, framework for online
course design projects
Open access metrics can help you ...
Serve as “ third-party experts” in the design
process (research-based instruments)
Organize participation of contributing members
of a lean team using a project management
approach
Encourage you to experiment within a
framework focused on quality
Open access metrics can help ...
How do YOU define & measure quality in
online course design?
Who is involved in discussions and decisions
about quality?
What is involved in your online course
quality efforts?
• QM/QSare popular options … but with costs
associated.
• Adapting rubrics is possible:customize for context!
• Transition possible: begin with QM, move to open or
in-house, or vice versa
• Common concerns: Time, Buy-in
• Need to stay flexible: keep needs, goals in mind
• Some faculty members skeptical of third-party
resources
• Existing guidelines don’t address delivery/teaching
Feedback from Sloan-C and PASSHE
Thanks for contributing to the discussion!
Keep it going …
Melissa A. Venable, PhD
– OnlineColleges.net
– melissa.a.venable@gmail.com
– www.linkedin.com/in/melissavenable/
Amy J. Hilbelink, PhD
– Laureate Education
– ahilbelink@gmail.com
– www.linkedin.com/in/amyhilbelink/
… and enjoy the conference!
References
Creative Commons Licenses https://creativecommons.org/licenses/ (CC)
Changing course: Ten Years of Tracking Online Education in the United States
http://sloanconsortium.org/publications/survey/changing_course_2012
(Babson)
Overview of Accreditation (U.S. Department of Education)
http://www2.ed.gov/admins/finaid/accred/accreditation.html
The State of E-Learning in Higher Education: An Eye toward Growth and
Increased Access (EDUCAUSE)
http://net.educause.edu/ir/library/pdf/ers1304/ERS1304.pdf
Assessing Faculty Concerns in Adopting Online Teaching: Lessons Learned at
the University of Alaska Fairbanks (Hwu & Talab)
http://sloanconsortium.org/conference/2013/et4online/assessing-faculty-
concerns-adopting-online-teaching-lessons-learned-univer
Concurrent Instructional Design: How to Produce Online Courses Using a
Lean Team Approach http://itforum.coe.uga.edu/paper56/paper56.htm
Creating Quality Online Course Design Through a Peer-Reviewed Assessment
http://www.naspaa.org/jpaemessenger/Article/VOL18-
1/12_gibsondunning.pdf
Accreditation and Assuring Quality in Distance Learning - CHEA
http://www.chea.org/Research/Accred-Distance-5-9-02.pdf
Resources
Examples
UW-La Crosse Online Course Evaluation Guidelines
http://www.uwlax.edu/online/guidelines.pdf
Monterey Institute for Technology and Education - Online Course Evaluation
Project
http://www.montereyinstitute.org/pdf/OCEP%20Evaluation%20Categories.p
df
Michigan Community College Association Virtual Learning Collaborative -
Online Course Development Guidelines and Rubric
http://www.mccvlc.org/~staff/content.cfm?ID=108
Image Credits – Flickr, CC:BY
Slide 3: David Lofnik,wetwebworks, KB35,
Kristina Alexanderson

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Measuring Online Course Design Quality with Open Resource Metrics

  • 1. Measuring Online Course Design Quality with Open Resource Metrics Melissa A. Venable, PhD - @Melissa_Venable Amy J. Hilbelink, PhD - @Ahilbelink TCC Online Conference - April 2014 - #2014TCC
  • 2. What are the components of a high-quality course? How can we know our courses are high-quality? Instructional Technologist Dean of Curriculum &Online Programs Director of Academic Strategies &Development Instructional Designer Subject Matter Expert Adjunct Online Instructor Curriculum/Project Manager
  • 4. Importance of Quality • According to the Babson Survey Research Group's 2012 survey of more than 2800 academic leaders, "the proportion of [those] who say online learning is critical to their long-term strategy is at a new high of 69.1%." • As higher education institutions increase their online learning offerings, the process of creating an online course can be underestimated. • Open Access (OA), Open Educational Resources (OER) can be resource-savers.
  • 5. Familiar Restrictions & Challenges? • We need it now, or next week at the latest, last week would have been better. • We don’t have a budget for this. • Students are already enrolled!? • Resistance to online delivery, rubrics, etc. • Unfamiliar with instructional design process. • Standardized course design process and products. • SMEs “on staff” vs. contracted “from the outside.”
  • 6. “The greatest concerns about e-learning are the adequacy of staff and the technological know-how of faculty.” – EDUCAUSE: ECAR State of E-Learning in Higher Education, June 2013 “Faculty Concerns in Adopting Online Teaching” include Professional Development, Workload, Recognition, Change, Support from Department. – Hwu and Talab, April 2013 Concerns About Quality
  • 7. How do others describe and measure quality in online course design? • “The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality.” – U.S. Dept. of Education • Observations from around the Web … quality metrics as:“Common sense checklists” | Emphasis on what can be easily documented and observed | Needing benchmark data – online and on-campus sections | A general starting point, a framework • Quality Matters Rubric (QM), Quality Scorecard (QS), Open Access …
  • 8. Link Sponsor/Aut hor Structure Availability http://www.csuchico.ed u/roi/ California State University - Chico 6 categories, all available online CC: BY http://www.ion.uillinois. edu/initiatives/qoci/rubr ic.asp Illinois Online Network (ION) 6 categories, all available online CC: BY-NC-SA https://elearn.usu.edu/ courses/online-rubric- form.pdf Utah State University 9 categories, all available online Online access http://www.westga.edu /~distance/webct1/Rub ric/ University of West Georgia 6 categories, all available online Online access http://teach.ucf.edu/pe dagogy/design-of-an- online- course/evaluation/ University of Central Florida 7 categories, all available online CC: BY-NC-SA
  • 9. Cal State - Chico ION Utah State West Georgia Central Florida Learner Support and Resources Learner Support & Resources Resources and Materials | Learner Support Learning Materials and Content Administration/Student Support Online Organization and Design Web Design Course Organizations | Course Intro and Syllabus Course Introduction and Information Course/Instructor Introduction Instructional Design and Delivery Instructional Design Learning Objectives Instructional Design and Interaction Course/Module Objectives Assessment and Evaluation of Student Learning Student Evaluation and Assessment Assessment and Activities Assessment and Evaluation Assessment Strategy Innovative Teaching with Technology Communication, Interaction, & Collaboration Course Technology | Interaction and Learner Engagement Course Technology, Innovation and Accessibility Course Activities/Interaction Faculty Use of Student Feedback Course Evaluation Additional Resources Course Tools Accessibility Accessibility/Copyright/FE RPA
  • 10. Focus awareness on course as part of program curriculum Develop task lists, requirements, deadlines for project Set expectations for what should be developed Provide a starting point, framework for online course design projects Open access metrics can help you ...
  • 11. Serve as “ third-party experts” in the design process (research-based instruments) Organize participation of contributing members of a lean team using a project management approach Encourage you to experiment within a framework focused on quality Open access metrics can help ...
  • 12. How do YOU define & measure quality in online course design? Who is involved in discussions and decisions about quality? What is involved in your online course quality efforts?
  • 13. • QM/QSare popular options … but with costs associated. • Adapting rubrics is possible:customize for context! • Transition possible: begin with QM, move to open or in-house, or vice versa • Common concerns: Time, Buy-in • Need to stay flexible: keep needs, goals in mind • Some faculty members skeptical of third-party resources • Existing guidelines don’t address delivery/teaching Feedback from Sloan-C and PASSHE
  • 14. Thanks for contributing to the discussion! Keep it going … Melissa A. Venable, PhD – OnlineColleges.net – melissa.a.venable@gmail.com – www.linkedin.com/in/melissavenable/ Amy J. Hilbelink, PhD – Laureate Education – ahilbelink@gmail.com – www.linkedin.com/in/amyhilbelink/ … and enjoy the conference!
  • 15. References Creative Commons Licenses https://creativecommons.org/licenses/ (CC) Changing course: Ten Years of Tracking Online Education in the United States http://sloanconsortium.org/publications/survey/changing_course_2012 (Babson) Overview of Accreditation (U.S. Department of Education) http://www2.ed.gov/admins/finaid/accred/accreditation.html The State of E-Learning in Higher Education: An Eye toward Growth and Increased Access (EDUCAUSE) http://net.educause.edu/ir/library/pdf/ers1304/ERS1304.pdf Assessing Faculty Concerns in Adopting Online Teaching: Lessons Learned at the University of Alaska Fairbanks (Hwu & Talab) http://sloanconsortium.org/conference/2013/et4online/assessing-faculty- concerns-adopting-online-teaching-lessons-learned-univer
  • 16. Concurrent Instructional Design: How to Produce Online Courses Using a Lean Team Approach http://itforum.coe.uga.edu/paper56/paper56.htm Creating Quality Online Course Design Through a Peer-Reviewed Assessment http://www.naspaa.org/jpaemessenger/Article/VOL18- 1/12_gibsondunning.pdf Accreditation and Assuring Quality in Distance Learning - CHEA http://www.chea.org/Research/Accred-Distance-5-9-02.pdf Resources Examples UW-La Crosse Online Course Evaluation Guidelines http://www.uwlax.edu/online/guidelines.pdf Monterey Institute for Technology and Education - Online Course Evaluation Project http://www.montereyinstitute.org/pdf/OCEP%20Evaluation%20Categories.p df Michigan Community College Association Virtual Learning Collaborative - Online Course Development Guidelines and Rubric http://www.mccvlc.org/~staff/content.cfm?ID=108
  • 17. Image Credits – Flickr, CC:BY Slide 3: David Lofnik,wetwebworks, KB35, Kristina Alexanderson