Blended by Design: Day 4

Blended by Design: Designing and Developing a Blended Course Veronica Diaz, PhD, [email_address] Jennifer Strickland, PhD, [email_address] Laura Ballard, [email_address]

Academic integrity, copyright, and quality assurance Day 4

Objectives Understand copyright issues in blended learning environments Consider academic integrity and online assessment Follow quality assurance guidelines used to organize content in an online environment Summary and closing

Academic Integrity in Blended Learning Environments Source: Adapted from Judy Baker, PhD, San Diego Miramar College

Student Assessment In the good old days…

Student Assessment In the networked/information age

What’s Changed? CHANGED Limitless cheating mechanisms Lines have blurred Ease of cheating Ease of monitoring cheating Ease of preventing cheating NOT CHANGED Definitions Institution’s responsibility to inform, educate, and enforce Honor code policies and procedures Student assessment quality, validity, reliability

http :// www.cheathouse.com/ http ://www.schoolsucks.com/ http ://www.researchpaper.com/ http ://www.allpapers.com/intro.htm

Physical separation Creation of psycho-social “distance” resulting in less influence by social norms and more influence by peers Excuses and alibis Accidentally sending/depositing a file in someone else’s dropbox Faking technical difficulties during online tests Sharing computers Leaving work on the desktop, available to many others

Is it easier to cheat? Hacking Changing properties in word and other documents Changing the clock on your computer to send email or post files late, but showing an earlier date and time

Honor Codes Reduce Cheating Test cheating is typically 1/3 to 1/2 lower on campuses that have honor codes The level of serious cheating on written assignments is 1/4 to 1/3 lower Typically less than 10% admit to chronic test cheating

Online Detection Advantages Electronic record of all correspondence in online courses Entire courses are archived for future reference and for quality control purposes Instructor has a readily accessible record of everything done by each student Easy to compare a student’s writing style on different class assignments

Pedagogical Solutions Assign work and tests that are due frequently throughout the semester Assign work that builds sequentially on prior submitted work, such as revisions of drafts Call on students randomly during the semester to administer unannounced quizzes or participation Take-home tests/quizzes

Pedagogical Solutions Require assignment and test responses to relate the subject matter to students' lived experiences or test questions on current events Meet with students individually online and test/quiz them on course content Require students to participate in discussion groups Keep a log and review writing styles of students

Pedagogical Solutions Debrief/interview a student concerning their test/quiz asking specific questions about their answers Use alternative modes of student assessment such as portfolios, rubrics, self-assessment, peer assessment, and contracts Use multiple methods of measuring performance Use application-type exams (PBL, case based learning)

Detecting Cheating in Online Environments Blackboard and SafeAssign

Define academic integrity as a class Encourage students to come to you if they are confused about citation practices Be a good role model. Cite sources in your lectures Talk about academic honesty with your students, and make sure they understand both the reasons and the tools for avoiding plagiarism Contracts for integrity

Affirm the importance of academic integrity—workplace standards. Encourage student responsibility for academic integrity. Clarify expectations for students. Develop diverse forms of assessment. Reduce opportunities to engage in academic dishonesty. Challenge academic dishonesty when it occurs and make it public. Help define and support campus-wide academic integrity standards.

Alternative Means of Evaluating Student Performance Center for Academic Integrity Assessment and Evaluation for Online Courses Alternative Assessments Empowering Students through Negotiable Contracting to Draft Rubrics for Authentic Assessment Alternative Assessment and Technology (ERIC Digest) Classroom Assessment Techniques

Activity Identify one academic integrity challenge you have or may experience Work with your co-instructor and identify a solution for each of your challenges Report out

Blended Learning and Copyright

Blended Learning and Copyright Copyright law applies to creative and expressive works and includes Performances Scripts Interviews musical works sound recordings Under current US copyright law, copyright attaches automatically to creative, expressive works once they have been “fixed,” i.e. written down or recorded

Fair Use and Blended Learning A “fair use” is copying any protected material (texts, sounds, images, etc.) for a limited and “transformative” purpose, like criticizing, commenting, parodying, news reporting, teaching the copyrighted work. Stanford Fair Use Overview 4 factors considered in fair use cases: purpose and character of your use; nature of the copyrighted work; amount and substantiality of the portion taken; and effect of the use upon the potential market.

Applying a Creative Commons License Must be the creator of all of the materials or Must have the express permission of the creator or copyright owner of materials included to license their materials under a Creative Commons license Creative Commons License Options: http://creativecommons.org/about/licenses/meet-the-licenses

Find Creative Commons work: http://search.creativecommons.org/ Yahoo! : http://search.yahoo.com/search/options clearly illustrates how you can limit your search results to Creative Commons-licensed works Google : http://www.google.com/advanced_search by limiting your search according to “Usage Rights,” this will restrict your searching to find CC-licensed materials only

Exceptions You DO NOT need to secure the separate permission of the provider when: The material is not protected by copyright; The text was protected by copyright but is in the public domain; You are using US Government works; You are making a “fair use” of the work; You wish to make more than a “fair use” of the work and the work is under a Creative Commons license that authorizes your intended use

Activity Identify some content that you might use in your course that is copyright-safe Share what you find with your neighbor

Quality Assurance Guidelines and the Blended Learning Environment

What is it anyway? Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online and hybrid courses and online components FIPSE Grant from: 9/03 – 8/06 Collaboration among 19 higher education institutions to develop and test standards Developed a sustainable quality assurance process Created a replicable process for institutions and consortia

Alignment with Accrediting Best Practices *“Best Practices for Electronically Offered Degree and Certificate Programs” adopted in 2001 by CHEA and 8 regional accreditation bodies. Best Practices Principles* Quality Matters Principles That education is best experienced within a community of learning where competent professionals are actively and cooperatively involved with creating, providing, and improving the instructional program; QM is a peer review process involving faculty, instructional designers and other support staff in a cooperative effort to continuously improve online instruction. That learning is dynamic and interactive, regardless of the setting in which it occurs; QM treats interactivity and active learning as a critical component of every online course. That instructional programs leading to degrees having integrity are organized around substantive and coherent curricula which define expected learning outcomes; QM treats the alignment of expected learning outcomes with the contents, activities and assessments as a critical element in every online course. That institutions accept the obligation to address student needs related to, and to provide the resources necessary for, their academic success; QM expects every online course to address student access to the academic, technical, and student support services essential to student success.  hat institutions are responsible for the education provided in their name; Adoption of QM standards reflects institutional commitment to online instructional quality, wherever an institution has endorsed the rubric standards.  hat institutions undertake the assessment and improvement of their quality, giving particular emphasis to student learning; The QM standards are based on research and best practices to enhance student learning in online environments. Adoption of the QM review process is a clear demonstration of institutional or programmatic commitment to assessment and continuous improvement.  hat institutions voluntarily subject themselves to peer review. QM is essentially a peer review process involving both internal and external peers in the evaluation of courses.

The Rubric is the Core of Quality Matters http://www.qualitymatters.org/FIPSE.htm 8 key areas (general standards) of course quality 40 specific review standards

Course Alignment 5 of the 8 general standards should align: Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Interaction Course Technology Learner Support ADA Compliance Key components must align

Essential Standards that Relate to Alignment A statement introduces the student to the course and the structure of the student learning Navigational instructions make the organization of the course easy to understand. Learning activities foster interaction: instructor-student content-student student-student (if appropriate) Clear standards are set for instructor response and availability

Other Essential Standards Assessment strategies should provide feedback to the student Grading policy should be transparent and easy for the student to understand Implemented tools & media should support learning objectives and integrate with texts and lesson assignments The course acknowledges the importance of ADA compliance

Impact on Faculty Support Nationally, 89% of respondents would recommend the QM review process to others Sample comments I was too close to see what could be improved. Provides a great way to get an objective view of your course. It made all of my online courses better. It provides a view from a more student-oriented perspective. It provides a look into potential student problems areas for course completion. Many elements that might contribute to a student withdrawing can be eliminated.

Common Areas for Improvement (2006-2007, based on 95 reviews) Area Identified % Purpose explained for ea. course element (IV.3) 32% Navigational instructions (I.1) 32% Links to academic support, student services, tutorials/resources (VII.2-VII.4) 32-33% Technology/skills/pre-req. knowledge stated (I.6) 35% Clear standards for instructor availability(V.3) 37% Alternatives to auditory/visual content (VIII.2) 39% Instructions to students on meeting learning objectives (II.4) 40% Self-check/practice with quick feedback (III.5) 42% Learning objectives at module/unit level (II.2) 45%

Other Uses of the QM Rubric Internal review processes Blended education quality assurance programs Guidelines for online course development Checklist for improvement of existing online courses Faculty development/training programs Institutional distance learning policies An element in professional accreditation

Activity Review the QM rubric and identify at least 2 ways in which you could use it A specific area that you could revise or create in the rubric A process that you could implement to assure quality Other

Blended Learning Resources Blended Learning professional organizations and associations that support or are indirectly or directly related to the blended/hybrid instructional delivery model. Sloan-C Workshops Conferences Resources EDUCAUSE Resources Conferences, Seminars, and Institutes EDUCAUSE Learning Initiative Conferences and meetings Resources

Revising the Map Pull out blended course map from Monday Review your blended course Further develop how students will transition from classroom, online and the integration between the two Consider tools and strategies Present this sequence to the group

FPG Assessment/Evals FPG Evaluation (must complete to receive FPG) FPG Assessment (must complete to receive FPG)

Blended by Design: Day 4

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Blended by Design: Day 4