Troy University
eTROY Colloquium
April 17-18, 2012
Pamela T. Dunning
Pamela A. Gibson

Provide the principles of the Quality
Matters™ approach to course design

Provide tips for developing syllabi and
incorporating Blackboard tools to help link
course learning objectives with
◦ Learner engagement
◦ Instructional materials
◦ Technology
◦ Assessment & measurements

A faculty centered, peer review process

Designed to certify course quality with
specific attention to online components
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Troy became a QM consortium member in Fall 2008
24 Troy faculty have completed the QM Peer
Reviewer Certification course
65 have completed Troy University training and
conducted reviews
As of July 2011, 420+ course, covering over 50% of
all discipline areas within the five colleges, have
been reviewed
◦ 80% successfully met the 85% standard

Two training modules
◦ The “Exemplary eCourse” module introduces
instructors to Best Practices in online course
design and delivery
◦ “Intro to QM” is a separate self-directed Bb
training module with information on Quality
Matters principles
Quality Matters:
Peer Course Review
Process
Institutions
Faculty Course
Developers
Course
National Standards &
Research Literature
Rubric
Faculty Reviewers
Training
Course Meets
Quality Expectations
Course
Revision
Peer Course
Review
Feedback
Instructional Designers

Eight General Standards:
1.
2.
3.
4.
5.
Course Overview and Introduction
Learning Objectives
Assessment and Measurement Key components
must align
Instructional Materials
Learner Engagement
&Interaction
6. Course Technology
7. Learner Support
8. Accessibility

Alignment:
◦ Critical course elements work together to
ensure that students achieve the desired
learning outcomes
◦ Stated Course Objectives – Activities –
Assessments – are consistent with one
another
Course Learning Objectives (2)
Learner Engagement & Interaction (5)
Instructional Materials (4) & Technology (6)
Assessment and Measurement (3)

Standards used in both on-line and
hybrid classes

Following are examples of the general
standards that pertain to alignment and
ways to incorporate them in your course
(2011-2013 Rubric)

Are clearly stated
◦ Use of a course design matrix that ties
together stated learning objectives to
specific content, strategy to achieve
them & assessment of success
◦ Should include unit-level learning
objectives

Include instruction as to how to
meet the objectives
PA 6650 Course Design Matrix
Course Objective
1
2
3
4
Module
Identify the major
Weeks 1
functions of the budgetary
through
process and major actors at
7
each phase of that process.
Describe the relationship
of public budgeting to
public policy decision
making, implementation,
and evaluation.
Describe the efforts to
integrate planning and
programming with the
budget process.
Content
• Course notes
• Assigned
readings
• Assigned
cases
• Budget Hero
Weeks 1, simulation
2, 5, 7 & • Course notes
8
• Assigned
readings
Week 4
Articulate an
understanding of: program
Weeks 4
analysis, PPBS, zero based
&7
budgeting, incremental
budgeting.
• Course notes
• Assigned
readings
• Assigned case
• Course notes
• Assigned
readings
• Assigned case
Strategy
• Discussion
board
• Case
analysis
•
•
•
•
Assessment
Graded discussion
forums
Case study
Quiz
Exam
• Graded discussion
• Discussion
forums
board
• Case study
• Simulation
• Quiz
analysis
• Exam
• Discussion
board
• Case
analysis
• Graded
discussion
forums
• Quiz
• Case study
• Discussion
board
• Case
analysis
• Graded discussion
forums
• Quiz
• Exam
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Engaging students to become active learners
Ideally should include
◦ Faculty to student
 Self-introduction, discussion postings and responses, feedback
on project assignments, e-mail communication
◦ Student to content
 Essays, term papers, group projects, etc. based on readings,
videos, and other course content; self assessment exercises;
group work products
◦ Student to student (if applicable)
 Group discussion board
 Blogs, wiki’s
 Presentations

Clear standards for:
◦ Instructor response and availability
 How to contact
 When to contact
 Response time – 24-48 hours
◦ Weekly submission times for discussion
board postings
 Quantity
 Quality
 Examples
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Materials that support course objectives
Use of different types of accessible media
◦
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Textbooks
Lecture notes/outlines
Wimba/Collaborate/Blackboard IM
PowerPoint
Video
 NBC Learn, TED, You Tube, etc.
◦ Websites
 Identified as background information, additional
personal enrichment, or required for an assignment
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Facilitates student learning & not difficult
to learn to use
Technology should “enhance” rather than
be the end product
Be easily accessible
◦ Downloadable, instructions provided
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Course tools & Student Resource Tab
(educational technology)
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Implemented to allow instructors to measure
student learning and allow students to measure
their own learning
Use of multiple assessment and feedback
mechanisms
◦
◦
◦
◦
Discussion board
Draft assignments
Email feedback
Quick Comments function in Grade Center
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Options for students to measure their own
learning process
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Writing assignments that allow for submission of a draft
for instructor comment & suggestions for improvement
Interactive games/simulations with built-in feedback
Self-scoring practice quizzes
Peer reviews
Turnitin
Although not part of alignment, but a QM
standard and a critical element in creating a
conducive learning environment for students
Clear instructions to make navigating the course
easy for students
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◦
◦
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Use of “Start Here” button
Instructor and student introduction
Identification of course and technology
requirements
Syllabus or Bb menu item
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Course learning objectives describe measurable
outcomes but are not useful unless students engage
with learning activities, materials & other resources
to help them achieve those objectives
Alignment of these areas will provide students with
the tools they need to succeed
For more information about
Quality Matters:
www.qualitymatters.org
For more information on
eTROY’s Quality Assurance
program:
Dr. Deb Fortune
(dfortune@troy.edu)