New Tools Ensuring Online Course Quality: Meet OSCQR!

Pre-Conference Workshop Session 2

Session Materials

Brief Abstract

Come to this workshop to meet OSCQR, the OLC Effective Practice award winning Open SUNY online course quality design rubric and process. Participants will use OSCQR to complete their own online course review. The OSCQR rubric & dashboard are openly licensed. Participants will be able to take them back to their campuses to apply to their own systematic online course quality review initiatives.

 

Register for this pre-conference workshop together with "In Search Of A Quality Online Program: Steps For Program Evaluation And Improvement" and save $65 on the combined cost. 

There is a fee for this Pre-Conference Workshop: $195 Early Bird / $225 Full Price

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Extended Abstract

Come to this workshop to meet OSCQR, the OLC Effective Practice award winning Open SUNY online course quality design rubric and process.

The Open SUNY Center for Online Teaching Excellence (COTE) has developed an online course design rubric and process that addresses both the instructional design and accessibility of an online course that is openly licensed for anyone to use and adapt. The aim of the Open SUNY Course Quality Review (OSCQR) Rubric and Process is to support continuous improvements to the quality and accessibility of online courses, while also providing a system-wide approach to collect data across campuses, institutions, departments, and programs that can be used to inform faculty development, and support large scale online course design review and refresh efforts systematically and consistently.

In this workshop we will introduce participants to the Open SUNY Course Quality Review (OSCQR) process and rubric and demonstrate how we are using it to systematically review and refresh the instructional design and accessibility of complete online degree programs on a large scale across the SUNY system. We will lead participants in a course review demonstrating how the rubric can be used in a variety of course quality assurance approaches including faculty self-assessment, instructional design review, and peer review. We will also demonstrate how the dasboard can be used to support a systematic approach to online course reviews and set participants up with their own dashboards so they can quick start their own course review initiative on their campus. Additionally, we will invite collaboration and feedback on the use of OSCQR and we will also solicit input and suggestions from the participants on the next areas of the rubric to be developed.

Participants should have a laptop computer to fully engage and participate in this 3-hour workshop.

This interactive session provides participants a chance to network and interact about online course quality before, during, and after the workshop. Participants will explore online course quality concepts and experiment with the rubric and dashboard as they complete their own course review. The OSCQR rubric and dashboard presented in this workshop are openly licensed. Participants will be able to take them back to their campuses to apply to their own systematic online course quality review initiatives.

Participants will:

  • Earn the “Friends of SUNY” badge, by joining and participating in the online community.
  • Explore concepts of online course review in a professional development non-evaluative context.
  • Apply concepts related online course reveiw by reviewing an online course, either their own or one provided. Participants will expolore each standard, the process of providing feedback for course improvements, and using recommendations and best practices to make course improvements. There is a strong focus on understanding how to prioritize and use the OSCQR action plan to implement a culture of continous online course design improvements.
  • Share their learning in the workshop.
  • Have the opportunity to continue the conversation beyond the end of the workshop with others interested in continuing to use OSCQR for online course quality review by participating in online discussions in the OSCQR User Group in the Open SUNY COTE Online Community.

Before the workshop:

  • Participants will be asked to become “Friends of SUNY
  • Participants will be asked to join the COTE Online Community and the OSCQR User Group where they can create profiles and begin to reflect and discuss their initial thoughs and questions about OSCQR and online course quality review.

During the workshop:

  • Participants will discuss online course quality issues and challenges concepts in small groups.
  • Participants will create online interactive individual OSCQR rubrics and dashboards.
  • Participants will apply the concepts and work individually and in small groups on the the review of an online course (thier own or one provided).
  • Participants can earn badges to recognize their participation in the online community and for their participation in the workshop.

After the workshop:

  • Participants will have the opportunity to continue to explore their interest, questions and reflections on online cousre quality review and the use of OSCQR in the online discussion group created for this purpose.

Resources and materials will be distributed to all participants to assist them in setting up their online quality review initiative.

The Open SUNY Center for Online Teaching Excellence (COTE) has developed an online course design rubric and process that addresses both the instructional design and accessibility of an online course that is openly licensed for anyone to use and adapt. The aim of the Open SUNY Course Quality Review (OSCQR) Rubric and Process is to assist online instructional designers and online faculty improve the quality and accessibility of their online courses, while also providing a system-wide approach to collect data that informs faculty development, and supports large scale online course design review and refresh efforts systematically and consistently. The OSCQR rubric and process are currently being used by 31 SUNY institutions.

Working with multi institutional teams of SUNY online instructional designers, librarians, distance learning directors, and technologists, Open SUNY COTE staff started with the Chico rubric, 20 years of SLN research-informed best online practices, the SUNY office of general counsel's memorandum on accessibility considerations, and conducted a gap analysis with Quality Matters, iNACOL, and Bb exemplary courses. The resulting rubric was also informed by the Community of Inquiry model (Garrison, Anderson, and Archer, 2000), The 7 Principles for Good practice in Undergraduate Education (Chickering & Gamson, 1987), The Adult Learner (Malcom Knowles, 1973, Blooms Taxonomy (Bloom et al., 1956) and How People Learn (Bransford et al., 1999) and mapped to the OS COTE fundamental competencies for online teaching.

There are two components OSCQR:

1.  The OSCQR Process provides a Framework and Dashboard that supports a campus-tailored and scalable approach to improving the instructional design of online or blended courses.

a. The Framework includes:

  • i. A Course Review that results in an action plan to improve the design of the online course.
  • ii. The Course Refresh based on the things targeted for improvement by the course review.
  • iii. A Learning Review that identifies and prioritizes then next set of improvements for continuous quality improvement.

b. The campus Dashboard is the tool from which all the rubrics at a given campus (or in a program, or department) can be generated, customized, and managed.

  • i. It provides automations for campus-level management of all course reviews, custom prioritization of the standards, and incorporation of additional standards. It can be used with any rubric and can assign different rubrics to different courses.
  • ii. Analytics are built in to aggregate and track all course review progress, identify and document course design issues and trends, and to aggregate information across courses to inform faculty development initiatives and course development planning.

2. The OSCQR Rubric has 37 online course design standards and 37 accessibility standards. Each standard is explained and supported by citations from the literature.

a. By instructors and instructional designers in faculty development and course design professional development activities to inform and influence the design of new online courses.

b. By an individual instructor to self-assess and prioritize design improvements; to continuously review, revise and improve the instructional design of their existing online courses.

c. By an instructional designer to conduct a formal course review of an online course as part of an online course quality review process at the program, department, or institutional level.

d. As a peer review process, by a team of instructors interested in a peer-review model of online course review and continuous improvement (the teams can be made up of inter or intra disciplinary teams).

e. In a collaborative team model made up of a group of at least 3 people approaching the course review process from their own various specialized perspectives, i.e., instructional designer, course author, and external reviews that might include other subject matter experts (faculty), online librarian, student, instructional technologist, multimedia designer, other faculty.

The Rubric produces an action plan that is framed from the perspective of the Community of Inquiry (CoI) model, to help reviewers assess and target opportunities to improve the course's social presence, cognitive presence, and teaching presence, in addition to the overall online course educational experience. It substantively addresses accessibility. The OSCQR Accessibility Rubric is based on the recommendations of SUNY's Office of General Counsel and has been reviewed and addresses the legal considerations required to be compliant with Section 508 of the Rehabilitation Act of 1973, New York State Enterprise IT Policy NYS-P08-005, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act.

Conceptually the rubric and process approach course review and refresh as a professional development exercise, to guide faculty in their understanding of improving course design from an effective practices perspective, rather than as a course evaluation, or quality assurance procedure. It prioritizes changes. An Action Plan is automatically generated by the course review process that presents recommendations for course design improvements based on the review, and assists in prioritization of course revisions based on the estimated time to make those improvements. The rubric also provides suggestions for course design improvements for each standard that can be selected from a menu of options by each reviewer to supplement reviewer feedback. The rubric can be customized. Standards can be added, edited, and /or eliminated. There is no license fee for use of the rubric. It is shared with a creative Creative Commons license: CC BY-NC-SA 3.0 US. Because the OSCQR Rubric is licensed under Creative Commons, and the Dashboard is licensed under LGPL, the entire process can be shared, used by anyone with no cost, and can be customized to address individual campus environments.

A video overview of the rubric and dashboard:
VIDEO: Open SUNY - OSCQR Rubric, Process, and Dashboard

Links:

OSCQR usergroup