Vickie Booth Georgia Webbsit Vickie Gawebbsit Org Larry-Books Pdf

Vickie Booth Georgia WebBSIT Vickie GAWebBSIT org Larry
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writing of course outcomes See Appendix A, Initially WebBSIT courses were developed and offered using WebCT Vista version 3 In the summer of 2009 courses were migrated to WebCT Blackboard. Vista version 8 Vista 8 provides a Goals tool that allows program outcomes goals to be recorded The Goals tool can record program outcomes and. associated course objectives course outcomes A sample from one course has been provided See Appendix B Within this structure content files. assessments and assignments can be associated with one or more goals As part of the migration to Vista 8 Course Architects embedded the program. outcome course outcome assessment hierarchy into each course As a result assessment data can now be collected and used to evaluate the curriculum A. sample from one course has been provided See Appendix C. Change Management System, The WebBSIT is using roles and business rules to enforce a change management system for the collaborative Booth Booth Hartfield 2009 The WebBSIT. Operating Board is responsible for oversight of the curriculum modification of program outcomes and approval of course learning objectives that support. program outcomes, The Executive Directors role is that of project manager for course development The Instructional Designer helps to ensure that courses map properly to. online pedagogy The Course Section Instructor role is that of content expert with online teaching expertise. The Course Architect collaborates with the Operating Board and Executive Director to implement continuous course improvement The Course Architect. incorporates feedback from a variety of sources to initiate change Minor updates and improvements to courses new or updated content modules. assignments or assessments are the purview of the Course Architect Changes that impact course outcomes or program outcomes must be referred to the. Operating Board, Critical Checkpoints, In any system where improvement depends on critical analysis of data checkpoints should be designed into the process A checkpoint serves a quality control. function where the activities of various roles intersect New perspectives are brought to bear and differences worked out. A checkpoint is a decision nexus Data about past performance is analyzed and decisions about change for the future are made In a change management. system checkpoints document change In most education environments organizational boundaries where oversight normally occurs provide natural. checkpoints For example individual teaching faculty evaluate student performance in courses and initiate instructional change At the departmental level. individual courses are evaluated in light of the curriculum as a whole At the college or school level departmental performance is evaluated from the. perspective of the college or schools contribution to the community and university. From the standpoint of a change management system designed to improve curriculum and instruction work must occur at several critical checkpoints. Work at the College Level, Develop college outcomes in line with university outcomes.
Establish goals objectives and guidelines an overall plan for achieving college outcomes. Develop a feedback loop that takes into account departmental performance faculty feedback and departmental evaluation of program effectiveness Revise. college outcomes goals objectives and guidelines as necessary Changes should be documented so that the college can verify continuous improvement. In the WebBSIT work at the college level is coordinated by the Governing Board The Governing board members represent the Information Technology. Deans of the several participating institutions At this level data from the WebBSIT program is evaluated based on the individual standards of each. participating institution Measures include number of graduates number of majors number of enrollments placement of graduates retention and attrition. rates faculty to student ratios and faculty work load. Work at the Department Level, Develop program outcomes in line with college outcomes. Map program outcomes to courses Establish acceptable performance criteria. For each course develop core course objectives that support each program outcome mapped to the course This is a departmental level top down design. exercise because courses and their prerequisites flow together to create the curriculum as a whole Courses do not exist in isolation. Develop a feedback loop that takes into account course performance data student feedback and faculty evaluations of courses Revise program outcomes. course outcomes and acceptable performance criteria as necessary Changes should be documented so that the department can verify continuous program. improvement, In the WebBSIT work at the department level is coordinated by the Operating Board A spreadsheet tool was developed to collate data collected across all. courses and sections to provide an overall picture of student success in meeting program outcomes Measures include For each program outcome a. comparison of student performance with established performance criteria student evaluations of courses section instructor evaluation of courses Course. Architect recommendations, Work at the Faculty Level. Develop additional course objectives This secondary set of course objectives encourages bottom up evolution of the curriculum For both core course. objectives and secondary course objectives develop instructional components designed to teach course objectives. Develop assessments and corresponding rubrics for each course objective. Create a spreadsheet for recording student performance based on assessments and rubrics Note be as discrete as possible For example if a test covers two. or more objectives the spreadsheet elements for recording the test should have a column for each objective This is the most difficult part of the task. because it will likely require each faculty member to critically evaluate their assessment procedures Also some assessments may not lend themselves well. to discrete analysis, A separate section of the grading spreadsheet should contain roll up formulas that summarize overall student performance that can be compared to. established performance criteria While each faculty member may have individual and creative instructional components assessments and rubrics the. roll up should be standardized so that departmental summaries of course objectives and program outcomes are easy to achieve. Develop a feedback loop that takes into account student performance student feedback and peer evaluations of teaching effectiveness Revise instructional. components assessments and rubrics as necessary Changes should be documented so that faculty can verify continuous course improvement Proposed. changes to program outcomes and or core course objectives should be submitted to the Department for consideration by the faculty. In the WebBSIT work at the faculty level is coordinated by the Course Architect The Course Architect relies on feedback from students and section. instructors Constant Contact was used to create a survey tool to document student feedback on courses and instruction See Appendix D Section. instructors embed notes to the Course Architect in the course itself A spreadsheet tool was developed to help Course Architects extract and assemble. assessment data for each course objective See Appendix C. Conclusions, It s all well and good to have in place a continuous improvement plan Ideally such a plan would include checkpoints where changes supported by data are.
routinely recorded Faculty are generally evaluated on teaching effectiveness yearly Typical measures include student grade analysis student feedback via. end of semester evaluations of courses and instruction peer evaluations of teaching and so on A more effective measure would be an examination of what. teaching faculty do with this data to improve instruction and courses If faculty recorded the changes made to each course along with the supporting data a. yearly record of continuous improvement would accrue. Significant changes to curriculum are generally approved by departmental college or school curriculum committees Usually a rationale for change is. included in any proposal Such rationale may be driven by outside influences such as accrediting bodies professional standards or community requirements. But when applicable changes driven by analysis of data collected should be included Again a yearly record of continuous improvement would accrue. University wide curriculum committees could have a positive impact on the collection of relevant data by simply requiring analysis of collected data in. support of any proposal, Closing the loop on closing the loop requires concerted effort to collect and analyze relevant data at pre defined checkpoints Just saying that continuous. improvement is observed is not enough Checkpoints create the habit of collecting and then using data to make informed decisions about the evolution of. courses and curriculum Checkpoints provide the documentation necessary to verify the effectiveness of continuous program improvement. References, Bloom B S 1956 Taxonomy of Educational Objectives Handbook 1 Cognitive domain New York Longman Green Company. Booth L Booth V Hartfield F 2009 Continuous course improvement enhancements modifications Control Tracking Online Journal Distance. Learning Administration Summer 2009, Rothwell W J Kazanas H C 2008 Mastering the instructional design process A systematic approach 4 ed San Francisco John Wiley Sons. WebBSIT 2010 Home Page Retrieved February 12 2010 from http www webbsit org. Appendix A Writing Course Objectives, Developing Level of Mastery Demonstrates an emerging level of knowledge and skills can perform beginning skills and. shows potential to perform independently, Mature Level of Mastery Demonstrates a refined level of comprehension is able to apply appropriate skills and perform.
both independently and as a team member, Proficient Level of Mastery Demonstrates a superior level of knowledge and understanding integrates and applies skills. across multiple areas both independently and as a team member. Sample Action Verbs to Use When Writing Measurable Course Objectives. Adapted rom Rothwell and Kazanas 2008 page 181, Developing Mature Proficient. Knowledge Comprehension Application Analysis Synthesis Evaluation. define translate interpret distinguish compose judge. repeat restate apply analyze plan appraise, record discuss employ differentiate propose evaluate. list describe use appraise design rate, label recognize demonstrate calculate formulate predict. match explain dramatize experiment arrange value, memorize indicate practice test collect revise.
name identify illustrate compare construct score, order review operate contrast create select. recall sort schedule criticize set up choose, reproduce classify solve diagram organize assess. sketch inspect manage estimate, choose categorize prepare argue. schedule inventory assemble assess, Developing, Students will recognize and describe database design methodologies. Students will identify and explain database concepts. Students will use and apply web skills to plan a website. Students will demonstrate mature writing skills to produce written reports. Students will compare and contrast the concepts of query optimization. Proficient, Students will appraise and evaluate the issues and problems of multi user databases.
Students will assess the fundamental concepts of concurrency control. Students will formulate basic techniques for database security. Appendix B Program Outcome Course Outcome Assessment Hierarchy. Appendix C Program Outcome Course Outcome Assessment Data. Appendix D Sample Survey Student Opinion of Course and Instruction. Online Journal of Distance Learning Administration Volume XIII Number II Summer 2010. University of West Georgia Distance Education Center. Back to the Online Journal of Distance Learning Administration Contents. writing of course outcomes See Appendix A Initially WebBSIT courses were developed and offered using WebCT Vista version 3 In the summer of 2009 courses were migrated to WebCT Blackboard Vista version 8 Vista 8 provides a Goals tool that allows program outcomes goals to be recorded The Goals tool can record program outcomes and

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