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What is your BU VIP IQq?

Spring Campus Meeting, 2013

Kimberly Greene, Ed.D.

on 21 February 2013

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Transcript of What is your BU VIP IQq?

0 + - = 9 8 7 1 2 3 4 5 6 c Learning Objectives Our Goals Today:
(1) To better understand HOW iDEAL and Quality Matters work together to ensure that we, as instructors, are creating the greatest opportunities for personally meaningful, transferable learning for each individual student.

(2) To learn about a new initiative that empowers each one of us to become even more effective Valued Instructional Professionals through engaging in "Realistic Research". Definitions: What is your
BU *VIP **IQq? Instructional Materials Interaction & Engagement Course Technology QM 2+ iDEAL = A VIP who... ENSURES that the CLOs make it clear to the student what he/she will be able to do at the end of the course.

REVIEWS all assignments to make sure each one connects to the intended CLO.

INTERNALIZES the connections between the CLOs and the assessments in the course in order to explicitly communicate them to the student when introducing assignments. The learning objectives establish a foundation upon which the whole of the course is based (activities, content, questions,...). Assessment allows the instructor a broad perspective on the students' mastery of the content, AND empowers students to measure their own learning throughout the course. 3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. 3.2 The course grading policy is stated clearly. 3.3 Specific and descriptive criteria are provided for the evaluation of students' work and participation and are tied to the course grading policy. 3.4 The assessment instruments selected are sequenced, varied, and appropriate to the student work being assessed. 3.5 Students have multiple opportunities to measure their own learning progress. The focus of this standard is on supporting the course
objectives and competencies,
rather than on qualitative judgments about the materials. 4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives.

4.2 The purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.

4.3 All resources and materials used in the course are appropriately cited.

4.4 The instructional materials are current.

4.5 The instructional materials present a variety of perspectives on the course content.

4.6 The distinction between required and optional materials is clearly explained. CHECKS that all materials are organized and inside the appropriate weeks so students don't have to hunt and peck.

CAN CLARIFY course resource connections to the CLOs and Major Study Units for students.

ENSURES that any additional or "optional" resources, are clearly identified as such.

UNDERSTANDS that we should be presenting information offering a variety of perspectives and augments with links to relevant real-world content when appropriate. 5.1 The learning activities promote the achievement of the stated learning objectives. 5.2 Learning activities provide opportunities for interaction that support active learning. 5.3 The instructor's plan for classroom response time and feedback on assignments is clearly stated. 5.4 The requirements for student interaction are clearly articulated. Engaging students to become active learners contributes to the learning process and to student perspective. The technology enabling
the various course components
the student's learning experience
and is easy to use,
rather than impeding
the student's progress. 6.1 The tools and media support the course learning objectives. 6.2 Course tools and media support student engagement
and guide the student to
become an active learner. 6.3 Navigation throughout the online components of
the course is logical, consistent, and efficient. 6.4 Students can readily access the technologies required in the course. 6.5 The course technologies
are current. ENSURES that the videos, PPTs, and media are usable and support the CLOs in the course.
CHECKS the links in the course to make sure they are functioning.
FACILITATES the use of technology for course assignments to support student engagement in the learning process.
SEEKS support (start at www.brandman.edu/cii) if the technology in the course is not familiar or comfortable to them.
Brandman University *Valued Instructional Professional **iDEAL/Quality Matters quotient 2.1 The course learning objectives describe outcomes that are measurable. 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives.

2.3 All learning objectives are stated clearly and written from the student's perspective. 2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly. 2.5 The learning objectives are appropriately designed for the level of the course.
QM Non-profit/best practices/research based
BU is a member institution
8 general standards
41 specific standards used to guide and evaluate the design of online and blended courses Student is a partner in the learning process
Communities of Practice
Social Learning Theory/Constructivism
Instructor as facilitator
Best practices for Adult Learners (Andragogy)

The ability of an instructor to harness all the affordances of QM design with iDEAL facilitation to create learning environments that foster independent, critical, and collaborative thinkers who "own" their learning and can fluidly use it in the "real world"
iDEAL iQq + = Section 2 of the QM rubric
Assessment & Measurement Section 3 of the QM rubric QM 3 + iDEAL = A VIP who... Quality Matters Section 4 of the QM rubric Section 5 of the QM rubric Section 6 of the QM rubric QM 4 + iDEAL = A VIP who... instructional Design for Engaged Adult Learning iDEAL + Quality Matters quotient QM 5 + iDEAL = A VIP who... QM 6 + iDEAL = A VIP who... And now (drum roll, please)... The Center for Instructional Innovation
is proud to announce the launch of a new initiative: ENSURES that all information/resources are present in the course for the student to successfully complete all assignments.
CHECKS that all deadlines are clear and communicates a policy for late work or missed meetings.
REVIEWS all rubrics/expectations and makes certain that the communicate clear criterion for EVERY assignment in the course.
PREPARES to give multiple kinds of feedback consistently throughout the course. REVIEWS all assignments in the course and ensures that there is required interaction on at least 40% of them (pair/group work, discussion boards, Adobe Connect etc.).
CHECKS that the requirements for student interaction are clearly articulated.
MAKES CLEAR how long response time will be ("I will respond to emails within 48 hours", "you need to participate in the discussion board on three different days") and how best to communicate ("email me", "text only for emergencies", ...) . Please enjoy this 5 minute
intro video with the sound
"ON". Let's dig into sections
2 - 6 of the QM rubric
and elevate our combined
IQq with a discussion of
the correlations
between "best design"
and "best iDEAL practices"
for instructors. And again, please always remember... Thus we come to the end of our exploration of goal #1, but before we move on to goal #2, one last reminder for all VIPs: PLEASE,
upon completion of your course,
always complete the
10 Minute Feedback Survey
posted inside the "hidden Instructor Resource folder". This information is gathered and shared with both Instructional Designers
Course Custodians/Maintainers
(aka: the "appropriate person*). With goal #1 covered, we turn our attention to goal #2. Note: If you need captions,
please, print out this presentation in pdf form as the next click is a transcript that will print well, but looks awful online. Please click through to go directly to the video. Thank you!
Brandman's Center for Instructional Innovation
Full transcript