Online Teaching Resources

UNE's instructional designers base their effort on scholarship and best practices for online teaching and learning. Below are a few resources you may find of interest

What is Quality Matters?

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. QM subscribers include community and technical colleges, colleges and universities, K-12 schools and systems, and other academic institutions.
There are three primary components in the Quality Matters Program: The QM Rubric, the Peer Review Process and QM Professional Development.

Quality Matters Website - http://www.qmprogram.org/

The Quality Matters Rubric:

The Quality Matters Rubric is a set of 8 general standards and 41 specific standards used to evaluate the design of online and blended courses. The Rubric is complete with annotations that explain the application of the standards and the relationship among them. A scoring system and set of online tools facilitate the evaluation by a team of reviewers.

Unique to the Quality Matters Rubric is the concept of alignment. This occurs when critical course components - Learning Objectives (2), Assessment and Measurement (3), Instructional Materials (4), Learner Interaction and Engagement (5), and Course Technology (6) - work together to ensure students achieve desired learning outcomes. Specific standards included in Alignment are indicated in the rubric annotations.

Quality Matters Rubric - http://www.qmprogram.org/files/QM_Standards_2011-2013.pdf

Online Teaching and Learning Resources:

Designing for Learning: 10 Best Practices for Teaching Online - http://www.designingforlearning.info/services/writing/ecoach/tenbest.html

  1. Be present in the course. 
  2. Create a supportive online course community.
  3. Share a set of very clear expectations for your students and for yourself for communication and time.
  4. Use a variety of large group, small group, and individual work experiences/activities.
  5. Use both synchronous and asynchronous activities.
  6. Early in term, ask for informal feedback about "How the course is going?'
  7. Prepare discussion posts that invite questions, discourse, reflection and discussion.
  8. Focus on content resources, applications and links to current events and examples that are easily accessed by learners.
  9. Combine core concept learning with customized/personalized learning.
  10. Plan a good closing and wrap up activity for the course.

"Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Like any other instrument, a model assumes a specific intention of its user. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity."
 -Martin Ryder
                                                                                                                                                                                                                    University of Colorado



Subpages (1): Goal Setting