Teaching with Technology
Quality Matters Rubric
Quality Matters Rubric (QM Rubric, in brief) is a set of standards developed by MarylandOnline based on their plethora of studies in online and blended learning and teaching. It reflects the most current best practice of online/blended learning. CIT uses the Rubric to design, develop, and assess the institutes of online/blended course development that train JMU faculty to develop quality online/blended courses. https://www.qualitymatters.org/rubric
Best Practices for Online Teaching
- JMU Best Practices for Online Teaching
- Best Practice for Online Lecture Development
- Best Practice for Virtual Group Work
- Best Practice for Online Peer Evaluation Activities
CIT Model for Course Design and Redesign
Based on three instructional design models (ADDIE, ASSURE and Kemp), the CIT’s approach to course design is customized based on the course objectives, faculty teaching needs and student learning needs. The CIT’s institute and course design models are evidence based from research/literature, faculty development assessment and feedback from past participants support our successful approach to course redesign. The CIT’s models for faculty development and course design are sustainable and provide ongoing support to faculty. Ongoing support includes consultation and content production. Click the thumbnail of the model below to see a larger image.
Recommended Readings about Online & Blended Learning
- Babson Survey Research Group. (2014). Grade Change: Tracking Online Education in the United States. Retrieved from www.onlinelearningsurvey.com/reports/gradechange.pdf
- Garrison, D. R., & Vaughan, N. D., (2008). Blended learning in higher educations: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.
- Ko, S. & Rossen, S. (2010). Teaching online: A practical guide (3rd ed.). New York: Routledge.
- Lehman, R. M., & Conceicao, C.O. (2010). Creating a sense of presence in online teaching. San Francisco, CA: Jossey–Bass.
- Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47.
- McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7-22.
- Oosterhof, A., Conrad, R., & Ely, D.P. (2008). Assessing learners online. New Jersey: Pearson.
- Shea, V. (1997). Netiquette. Retrieved from http://www.albion.com/bookNetiquette/0963702513p32.html
- Swan, K. (2004). Relationships between interactions and learning in online environments. Retrieved from http://sloanconsortium.org/publications/books/pdf/interactions.pdf
- Wilson, K. & Korn, J. H. (2007). Attention during lectures: Beyond ten minutes. Teaching of Psychology, 34(2), 85-89. doi: 10.1080/00986280701291291
Want to get the most recent updates of technology trend in higher education? "The EDUCAUSE Learning Initiative's (ELI's) 7 Things You Should Know About... series provides concise information on emerging learning technologies and related practices."