Mining a QuARRy of Open Access Online-Blended-Flipped Teaching Exemplars

Concurrent Session 6
Streamed Session

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Session Materials

Brief Abstract

This session features ways in which the CSU Quality Learning and Teaching (QLT) program supports effective design and delivery of online-blended-flipped courses. An open access Quality Assurance Resource Repository (QuARRy) features standards-indexed exemplars from peer-reviewed and certified courses. All resources from the QLT program are available via Creative Commons.

Presenters

Prior to my current position with California State University, Academic Technology Services, I worked as Director of Faculty Development at Sonoma State University for 7 years, bringing over 20 years teaching experience in Educational Technology, Teacher Education and Kinesiology. In addition to teaching, I have served in leadership roles in multiple state and national projects, such as EnACT (U.S. DoE), Access by Design (NSF), Light Bridge, and Building the Digital Bridge. The primary focus of these projects has been on faculty development opportunities, effective and innovative uses of instructional technology, and supporting students with disabilities. I also served as Coordinator of the Accessible Technology Initiative for Sonoma State University, and am Past-President of the California State University, Faculty Development Council. Most recently, I have been involved in faculty development leadership efforts related to Universal Design for Learning, Quality Online Learning and Teaching, Supplemental Instruction, and Transforming Course Design. Many of these projects have involved the use of Faculty Learning Communities toward a more effective teaching and learning relationship between instructors and students. In relation to these efforts, I have personally developed, and overseen the development of, multimedia online resources with a high degree of usability and sustainability. Finally, I am actively engaged in research and dissemination related to faculty development and instructional technology. This includes a broad range of pedagogical topics, educational uses of technology, as well as developing effective online resources for broader implementation.  Related presentations and consultations have been at the national and international level, including North America, South America, Europe, Middle East, and Asia.

Extended Abstract

In the last 10 years there has been significant growth in fully online courses and programs in our large public university system of 479,000 students and over 26,000 faculty. Our California State University (CSU) system program of Quality Assurance resources, services, and support provides a culture of quality and continuous improvement through cross-campus collaboration and recognition of online courses that successfully meet QA standards. To date, over 2,000 CSU faculty and staff have completed at least one Quality Assurance training, with 250 certified as formal peer-reviewers of online courses, and over 100 fully online courses meeting rigorous course certification standards.

 

There are many unique aspects to our QA efforts, including the development of our CSU Quality Learning and Teaching (QLT) instrument and resulting faculty/staff training, resources, and exemplars. While other instruments focus on course design, we have added significant focus on course delivery, knowing that learning engagement and community is critical. This includes numerous components from both Universal Design for Learning (UDL) and Community of Inquiry (CoI). Also unique to our instrument is a section of four objectives related to Mobile Platform Readiness. This is important to raising faculty and staff awareness regarding elements of course design-delivery and increased student use of mobile platform devices to access and engage.

An innovation that has resulted from our CSU QLT efforts is the development of a Quality Assurance Resource Repository (QuARRy), a growing collection of over 100 online teaching-learning exemplars collected from participants across our 23-campus program. The exemplars are indexed according to the CSU Quality Learning and Teaching (QLT) instrument objectives for course design and delivery, as well as Quality Matters (QM). This allows faculty and instructional staff to view multiple ways a particular objective may be effectively met, whether making changes to one’s own course or assisting someone else to do so. QuARRy users can search by author, type of resource, keywords, or drill down into a specific QLT/QM section and view specific objective numbers (I.e., QLT 1.1, QM 1.3,). QuARRy will continue to grow in number and quality of exemplars and this session will present the opportunity for faculty or staff from outside the CSU to submit exemplars for publication into QuARRy. All exemplars are published with Creative Commons, Attribution-NonCommercial-ShareAlike license, and are free for faculty to adopt or adapt to their own course.

This session will inform and engage participants throughout and will lead them to a wealth of open access resources across our CSU Quality Learning and Teaching (QLT) program. Once presented with context around our efforts and key instruments and resources, the presenter will engage participants through a round of clarifying questions that will provide a clear understanding of the QLT program compared to their own or others, reminding participants that everything they see through the session is available online and open access. The session will then dive deeper into the way that the program has yielded a large set of exemplars that continually model and inform best practice. We have developed sets of playing cards, with each deck containing the 57 QLT objectives. Participants will be engaged in activities that we use to create a dialog and familiarity with the objectives and related Quality Assurance Resource Repository (QuARRy) resources through the playing cards. This will involve peer-to-peer discussion, as well as individual exploration of QuARRy and respective exemplars. We have found this to be a particularly effective audience engagement strategy. Participants will share their experience across the group and provide feedback regarding the activities and resources, as well as how they may adopt to related efforts at their campus. Participants will also have multiple opportunities to ask questions regarding how we successfully developed and implemented our program and drove it toward creating a wealth of resources and outcomes.

Finally, given that the CSU Quality Assurance program has been in place and progressively growing since 2011, the presenter will be able to share evidence of how the program has impacted teaching-learning outcomes. This includes our Student Quality Assurance Impact Research (SQuAIR) effort, through which we have analyzed the impact of QA professional development and course certification on the satisfaction and performance of faculty, as well as the performance of students in their courses compared to comparable courses/sections not QA-enhanced (e.g., course GPA, grades distributions, course completion rates, closing of equity gaps). The presenter can discuss how institutional data were used and resulting findings, as well as share open access resources from this related aspect of our program, such as a 25-item student course satisfaction survey and a coding table used to analyze impact of related professional development experiences. These and all other program resources are open access and may be adopted to a wide range of institution types and scale. For example, within our system, the program is implemented in campuses ranging from 800 to over 40,000 students. These campuses are also quite diverse, with a majority of them federally designated as Hispanic-serving institutions (HSI).