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Introducing the Quality Matters Continuing Education Rubric

Introducing the Quality Matters Continuing Education Rubric. Quality Matters Course Design Standards. 8 General Standards and Alignment Principle. Common to all Quality Matters design rubrics: Course Overview and Introduction Learning Objectives Assessment and Measurement

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Introducing the Quality Matters Continuing Education Rubric

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  1. Introducing the Quality MattersContinuing Education Rubric (c) 2011 MarylandOnline, Inc.

  2. Quality Matters Course Design Standards

  3. 8 General Standards and Alignment Principle Common to all Quality Matters design rubrics: • Course Overview and Introduction • Learning Objectives • Assessment and Measurement • Resources and Materials • Learner Interaction • Course Technology • Learner Support • Accessibility } Key Components Must Align

  4. Standards and Points HE Rubric CPERubric 41 standards 99 points 85 points to meet standards (85%) • 41 standards • 95 points • 81 points to meet standards (85%)

  5. Assumptions of the Higher Education Rubric • Courses are sponsored by an accredited college or university • Courses bear academic credit • Course are facilitated by regular or adjunct faculty • Students are admitted and registered at the sponsoring institution and subject to its policies

  6. Modified Rubrics • When assumptions of the Higher Education Rubric are not valid, QM modifies the rubric to fit the circumstances, e.g., • The Publisher Rubric. Where a third-party developed course does not have the institutional or instructor component • The Continuing and Professional Education Rubric. Where academic credit is not offered for the course, the learneris not admitted to a course of study at a college or university, and the course may not be facilitated by an instructor. The CPE Rubric is appropriate for professional training and personal development courses offered by a wide variety of organizations, as well as non-credit courses offered by colleges and universities.

  7. Differences between the Higher Education Rubricand the Continuing and Professional EducationRubric

  8. Modified Standards in the Continuing Education Rubric • Courses can meet standards without active instructor facilitation, e.g., • No direct student-to-instructor communication • No personalized instructor self-introduction • No ready student access to an instructor • Exclusively machine graded assessment • Courses can meet standards without direct learner-to-learner contact (the CPE Rubric refers to students as course takers or learners due to the variety of participants that may take a CPE course) e.g., • No learnerself-introductions • No learner-to-learnerdiscussion boards • No group activities

  9. Modified Standards in the Continuing Education Rubric • Reduced expectations of institutional support • Technical Support • Academic Support • Disability Support • And no LearnerSupport Services (Counseling, etc.)

  10. Compensating Expectations inthe Continuing Education Rubric • Enriched learner-to-content interaction • Learnerengagement through creative assignments and technology • Expanded opportunities for learnerself-assessment • Automated feedback to learnerson activities and assessments • Clear descriptions of resources available to the continuing education learner • In course introduction, orientation materials, and provider website • Explanation of forms of recognition available to successful learners(in lieu of academic credit)

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