Spring 2016 QM Workshops Sponsored by MOQI

Here is a partial listing of the Quality Matters workshops available this spring for MnSCU faculty and staff.  These workshops are sponsored by the Minnesota Online Quality Initiative. Please share this information with those who might be interested in attending. Check the MOQI calendar frequently as additional sessions will be added throughout the spring semester.

If your campus is interested in hosting a QM workshop, please complete this interest form.

Applying the Quality Matters Rubric Workshop

Are you curious what Quality Matters is all about?  This workshop provides an overview of Quality Matters and describes strategies and techniques for assuring quality in the design and development of online courses. As described by QM, the Applying the QM Rubric (APPQMR) workshop is QM’s flagship workshop on the QM Rubric and the process of using the QM Rubric to review online courses. It is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and adjunct instructors who wish to understand more about the QM Rubric and process of course review. The APPQMR is the pre-requisite for the Peer Reviewer Course, which is the required course to become a QM Peer Reviewer.

All full-time and part-time instructors are welcome to participate in either the online or face-to-face work-shops. Quality Matters most directly applies to online and blended courses, but is also applicable to web-enhanced and face-to-face courses.

Dates

Location

Cost

Register

January 26 – February 9 ONLINE
This is a 2-week facilitated online workshop with no class meetings.
Pre-requisites: None.
$40 Workshop Registration Form
(Registration closes January 19)
March 4 Anoka Technical College

This is a 7.5-hour face-to-face session.

Pre-requisites: None.

 

Cost: $40
(lunch on your own)
Workshop Registration Form
(Registration closes February 26)
March 22 – April 5 ONLINE
This is a 2-week facilitated online workshop with no class meetings.
Pre-requisites: None.
$40 Workshop Registration Form
(Registration closes March 15)
March 25 Rochester Community and Technical College

This is a 7.5-hour face-to-face session.

Pre-requisites: None.

 

Cost: $40
(additional fee for lunch)
Workshop Registration Form
(Registration closes March 18)

Improving Your Online Course Workshop

Are you looking for ideas for improving your online or blended course? Faculty who’ve completed this workshop tell us that they came away with many ideas for course improvement from this session.

The “Improve Your Online Course” workshop explores the QM Rubric and provides a framework to improve the quality of online and blended courses. Participants use the QM Rubric to review their own online or blended course and develop a course improvement plan. The content is based on the eight general standards of the Quality Matters Rubric.  Participants should have an online course ready to improve. This workshop is not for building a course from scratch.

Date/s

Location

Cost

Register

February 2 – February 16 ONLINE
This is a 2-week facilitated online workshop with no class meetings.Pre-requisites: You must have an online or blended course to work on during the workshop. 
$30 Workshop Registration Form
(Registration closes January 26)
April 19 – May 3 ONLINE
This is a 2-week facilitated online workshop with no class meetings.
Pre-requisites: You must have an online or blended course to work on during the workshop.
$30 Workshop Registration Form
(Registration closes April 12)
April 22 Rochester Community and Technical College

This is a 4-hour face-to-face session.
Pre-requisites: You must have an online or blended course to work on during the workshop.

 

Cost: $35 + additional fee for lunch

 

Workshop Registration Form
(Registration closes April 15)

Contact us with questions. (Elizabeth McMahon or Robin O’Callaghan)

Information about other workshop opportunities and information about Quality Matters in Minnesota can be found here: http://minnesota.qualitymatters.org

 

Using Quality Matters to Improve Face-to-Face Classes

Today’s guest author is Dr. Aurea K. Osgood from Winona State University.  Dr. Osgood  was recently certified by QM as a Peer Reviewer.Dr. Aurea Osgood

In preparation for my first online course, I attended the Applying the Quality Matters (QM) Rubric workshop and met with our local technology gurus to discussion how to work within our local Learning Management System (LMS). Each of these components added to my understanding of the online classroom and online course delivery. What struck me as wonderfully exciting was that nearly everything that I learned in preparation for my online course I could apply to my face-to-face classes as well. While QM is not designed to evaluate face-to-face courses, I believe that the approach QM takes in online courses can apply to much of the course design of face-to-face classes. Let me explain.

While I have always considered my student learning outcomes (SLOs) in course design, the focus of the QM Rubric on alignment really hit home for me. Often, I forget to consciously think about how each piece of my course fits together. In fact, I realized that I had a favorite assignment that did not connect back to any of the student learning outcomes. I also had some SLOs that got much more attention than others. Considering alignment in the design of my online course made me review each of my courses and ponder the alignment between student learning outcomes, assessments, learning activities, engagement, and (when appropriate) technology.

To think about alignment more carefully, I drew an “alignment map” for each of my courses – both online and face-to-face. Okay, I actually used Post-Its on my kitchen table – what can I say, I am a visual learner. I first outlined the learning outcomes I had for the class (I put each on a single color of Post-It). Then (using another color), I identified my learning activities (for example, lectures, videos, discussions). I moved these individual activities to be close to the appropriate learning outcomes (some fit in multiple SLOs, of course). I started to see where some SLOs had more activities than others, and one SLOs did not have any activities. I immediately saw the mis-alignment for this course. As I made corrections, these pieces fit together better, and they came into alignment. Then, I did the same process for assessments (for example exams, papers, presentations) and resources (for example, readings, websites, practice worksheets) and for any appropriate technology. It looked a little something like this:

Colored Sticky Notes

Seeing this physical alignment between each of the components of the course allowed me to rethink some activities and assessments for my course.

Now, as I prepare to create a new course for the spring, I am able to think about alignment from the initial conception. I am able to start developing this new course by first thinking about the SLOs and activities and assessments that I know I want to include, and build my course by filling in gaps and making adjustments to this “alignment map”. This mapping also allows me to see how activities, assessments, and SLOs connect together. Some activities build on one another, while others require students to apply the skills from a previous activity. I found that by the time the mapping was done, I had a nearly complete reading schedule, lecture outline, and assessment calendar. For me, this has become an organized way to develop (or revise) any course, online, hybrid, or face-to-face.

The QM Rubric drives home the focus on alignment between learning activities, assessments, and student learning outcomes. This alignment makes for a better overall course and curriculum. This simple practice of aligning the pieces of the course makes course design and execution more effective for student learning.