Standard 6: Course Technology This standard focuses on making sure course technologies and tools enhance various course components rather than disrupt the learning process. Standard 6 and the Syllabus: While no specific tool needs to be used to meet this standard, clear and detailed instructions need to be included for any and all tools used.
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Specific Review Standards. 2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable. 2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives and competencies. 2.3 Learning objectives or competencies are stated ...
4.2 The relationship between the use of instructional materials in the course and completing learning activities is clearly explained. 4.3 The course models the academic integrity expected of learners by providing both source references and permissions for use of instructional materials. 4.4 The instructional materials represent up-to-date ...
The QM rubrics are research-based tools. The Quality Matters Higher Education Rubric (Sixth Edition) consists of 8 general standards and 42 specific criteria that describe best practices in online and blended course design. The QM process is designed to be continuous, collegial, and collaborative.
23 Essential StandardsIn order to meet Quality Matters review expectations, a course must meet each of the 23 Essential Standards and achieve an overall score of at least 85 (85% of 100 possible points).
A QM-Certified Course is an online or blended course that has met QM Standards for a QM Rubric in an Official Course Review. Once certified, organizations can display the QM Certification Mark to demonstrate their commitment to quality and continuous improvement.
The eight general standards that constitute the Quality Matters rubric are:Course Overview and Introduction.Learning Objectives.Assessment and Measurement.Instructional Materials.Learner Activities and Interaction.Course Technology.Learner Support.Accessibility and Usability.
Description: A set of eight General Standards and 42 Specific Review Standards used to evaluate the design of online and blended courses.
Quality Matters is the global organization leading quality assurance in online and innovative digital teaching and learning environments.
The National Standards for Quality Online Courses provide a framework for schools, districts, state agencies, statewide online programs and other interested educational organizations to improve online learning courses. The standards are intended to provide guidance while providing maximum flexibility for the users.
As a result, we expanded QM's quality assurance tools and professional development to include organizations outside of the Higher Education sector, including K-12, continuing and professional education, course publishers, and education service providers.
QM Rubric reflects current research finding and national standards of best practice in online learning. The rubric consists of a set of 8 general standards with 4 specific standards used to evaluate the design of online and blended courses.
Alignment refers to the interdependence among the critical course components that ensures students achieve the desired learning objectives for the course.
K-12FeeFee with MembershipFull Review - One Semester Course (K-12 Official Review)$1400$1000Template Review (K-12 Official Review)$1600$1200Content Review - One Semester Course (K-12 Official Review)$1300$900Alternate Version Full Review - One Semester Course (K-12 Official Review)$900$5005 more rows
Therefore, in the following, we shall explore the biggest challenges facing online education today.Lack of Motivation in Students. ... Infrastructural Problems. ... Digital Literacy and Technical Issues. ... Lack of In-person Interaction. ... Lack of EdTech and Online Learning Options for Special Needs of Students.More items...•
The Rubric has a scoring system used by the Review Team to determine whether a course meets Standards. Essential Standards (3-point Specific Review Standards) must be met during the review and an overall score of 85% of the points possible are required for a course to attain QM certification.
Unique to the QM Rubric is the concept of Alignment. This occurs when critical course components — Learning Objectives (Competencies) (2.1, 2.2), Assessment and Measurement (3.1), Instructional Materials (4.1), Learning Activities and Learner Interaction (5.1), and Course Technology (6.1) — work together to ensure students achieve desired learning outcomes. Specific Review Standards included in Alignment are indicated in the Rubric Annotations.
The eight General Standards of this Rubric are:
Course Designers use the Rubric to aid in the creation of courses designed to meet Standards from the outset. The Rubric is also used to assess the level to which a course meets Standards and highlight areas for improvement.
QM Rubrics and Standards were created to help course developers, teachers, faculty, entire organizations, and — most importantly — students. The General Standards and Specific Review Standards in each Rubric are intended to guide you through the development, evaluation, and improvement of your online and blended courses. Meeting these quality expectations at or above the 85% level is key to certifying the quality of your courses.
QM periodically examines and updates the Rubrics—typically every three years— to reflect new findings in ongoing literature reviews and to ensure each Rubric is supported by research from the field.
QM defines course formats within the context of applying a QM Rubric during an official course review. Maintaining consistent definitions ensures that courses receiving QM Certification are reviewed in a replicable manner.
Only instructional materials, activities, support materials, etc., included or referenced in the online course are considered in the QM review.
The syllabus, readings, assignments, and grade book may be in the LMS; however, the course is conducted in regularly scheduled face-to-face meetings on campus or in a real-time setting mediated by technology.
Learners can gain an understanding of the overall structure and requirements of the course online.
Approximately 25-75% of the course takes place in a face-to-face (or online synchronous environment). Seat time is reduced proportionately to the percentage of the course delivered online.
76% or more of the content and instruction is provided in an asynchronous online format and is mediated by technology.
While principles of the QM Rubric Standards can be applied to face-to-face, remote learning, and web-enhanced courses, due to the nature of the course review, it is not possible to have face-to-face, remote learning and web-enhanced courses QM Certified.
Standard 1: Course Overview and Introduction. This standard focuses on making sure students understand course expectations and how to navigate the course and creates a positive and intuitive environment for learning. Standard 1 and the Syllabus: The syllabus is usually the first piece of the course students see.
Standard 2 and the Syllabus: Including course-level learning objectives is an essential quality standard. Course-level learning objectives provide the basic framework for all of the weekly learning objectives, instructional materials, learning activities, assessments, assignments, and course technologies and tools. Alignment among these course elements, stemming from the course learning objectives, ensures the course content is sequenced and harmonious.
The syllabus is a powerful tool in any classroom that can communicate essential information to students. For more information about applying Quality Matters Standards to your, talk to your Learning Designer or contact the Distance Learning team: distanceeducation@northwestern.edu. You can also visit the Quality Matters website to review the rubric standards.
Academic support and services: orientations, library, testing and tutoring services, writing/math centers. Student services and support: advising, registration, financial aid, campus life, counseling, career services. The syllabus is a powerful tool in any classroom that can communicate essential information to students.
This standard focuses on making sure the instructional materials help students achieve the stated learning objectives and successfully complete the learning activities and assessments/assignments.
At first glance, a syllabus should accomplish the following: Who is teaching and how do you connect. What will students learn. Support contacts. How to succeed in the course. By applying QM, the syllabus can help us meet many important and essential quality standards that span across 6 of the 8 general standards.
Distance Learning team member Jessica Mansbach wrote a wonderful blog post about the importance of a syllabus. At first glance, a syllabus should accomplish the following: 1 Who is teaching and how do you connect 2 What will students learn 3 Support contacts 4 How to succeed in the course
An Internal Review is also informal, but it is a planned, ongoing, and collaborative peer review process that enables organizations to get specific and constructive feedback that can be used to inform improvement of course design. This process allows organizations to prepare their courses for an Official Course Review—in the hopes of meeting QM Standards and achieving QM Certification.
Based on the type of review, a QM staff member or the QMC is responsible for reviewing and approving the application. When the application is approved, the Course Representative (instructor) is notified by email that the Course Worksheet is available in the system for completion. The Course Representative uses the Course Worksheet to provide general information about the course for the review team to use as they're reviewing a course. Several Rubric Standards also contain annotations that direct reviewers to look for information supplied on this Worksheet.
Following the Pre-Review call, the review team uses the Course Review Management System (the fully automated rubric tool) to complete their independent reviews. The feedback provided in a course review is collegial in tone and language; however, the reviews are rigorous and even courses that meet Standards will benefit from the detailed, specific, and relevant feedback that is provided.
A K-12 Secondary review team needs two Subject Matter Experts and a Team Chair who is a Master Reviewer.
K-12 Publisher review teams need two K-12 Publisher Course Reviewers who are Subject Matter Experts and a Team Chair who is a Master Reviewer.