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During the OFC training, I participated in multiple activities and instruction during which I learned how to facilitate the APPQMR training course for other individuals interested in starting their own paths towards becoming Quality Matters experts. The APPQMR workshop is the first in a long line of training programs under Quality Matters, which focuses solely on ensuring designers and instructors comprehend and can efficiently apply the Quality Matters rubric to their courses.
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As provided by QM, "Assessment Criteria: Clear Instructions examines the specific and meaningful instructions students need on how to meet the leaning objectives in online courses. In addition, they need a clear understanding of the assessment criteria that will be used to evaluate their work and participation in the course. Participants in this workshop will learn what is involved in writing clear learning objectives, how to ensure students know how to meet the learning objectives, and develop specific and descriptive criteria to evaluate student work" (QM).
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As provided by QM, "Connecting Learning Objectives and Assessments: Proper Alignment examines learning objectives, alignment, and assessments. Learning objectives establish the foundation of any course. Connecting learning objectives and assessments will help to ensure the “alignment” of your course and keep your students moving in the right direction. Learning objectives are the foundation for the concept of alignment and set the stage for assessments. Participants in the workshop will learn how to write measurable and precise learning objectives using Bloom’s Taxonomy to ensure they are measuring learning at the appropriate level for the course. In addition, participants will learn how to select assessments that align with the objectives to measure student learning" (QM).
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As provided by QM, the "Designing Your Blended Course workshop explores the eight General Standards in the QM Rubric and provides a framework to build a blended course. While QM recognizes that each institution will define "blended" in its own way, this framework will work with any combination of face-to-face and online elements. Participants use the QM Rubric to review key blended elements and develop a course development plan. The content is based on the eight general standards of the Quality Matters Rubric" (QM).
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The QM Winter Institute is a continuous, open training session hosted twice a year for 2-3 days. The training is designed to assist designers and teachers with getting together two hours each day for the purpose of sharing new information, theories, design methods and other strategies in the hopes of improving academia. Individuals who sign up to participate are awarded a certification which identifies them as members of this prestigious group.
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During the month of August 2013, I attended the second, in a
series of two, fully online training course hosted by Quality Matters. The goal
of the training was to build upon instructor knowledge of the Quality Matters
Rubric, and to introduce the Quality Matters course Peer Review process. This
process design focuses upon the Quality Matters Rubric and instructor
effectiveness at critical review of online courses. The Peer Review process
involves a three-week time period in which multiple instructors, and a subject
matter expert, critically analyze an online course designed based on the QM
Rubric. After the three weeks, the results of the reviewers analysis are
combined to determine if the online course has met the required standards and
is worthy of Quality Matters recognition; the highest level of recognition an
online course may achieve.
During the end of January 2012, I attended Service Excellence training, to improve upon my ability to better accommodate students and other individuals with various cultural diversities and backgrounds. The training provided me insight into how to properly direct others without risking insult, respond to various situations without offering the wrong impression, and how to interact with individuals who may be international visitors in an appropriate manner.
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During the month of July 2013, I attended a fully online
training course hosted by Quality Matters. The goal of the training was to
introduce the Quality Matters Rubric to instructors, and ensure their
understanding of General Standards 1-8. These standards were constructed, and
continue to evolve, based upon sound research involving online courses and how
students react to attending academic classes in an online environment.
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During the month of July 2012, I attended Blackboard 9.1 training hosted by Lake-Sumter Community College. The training program involved multiple activities and assessments designed to introduce the Learning Management System Blackboard Learn 9.1. This included the creation and modification of discussions, assignments, quizzes/tests and lecture materials. Additionally, the training provided instruction on the tools involved in the building and design of online courses such as creating items, course links, web links, embedded mashups (videos) and rubrics.
With the completion of the Blackboard Training course, I became eligible for teaching and building courses in Blackboard for Lake-Sumter Community College, now Lake-Sumter State College.
With the completion of the Blackboard Training course, I became eligible for teaching and building courses in Blackboard for Lake-Sumter Community College, now Lake-Sumter State College.
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During the month of February in 2012, I attended Collaborate Training hosted by Lake-Sumter Community College. The training programed involved learning about the student side and instructor side of BB Collaborate functionality. This included file sharing, web sharing, desktop sharing, groups, webcam functionality, phone conferencing text-based communication and other numerous built-in tools.
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SirsiDynix Essential Skills and Search Strategies (Q3 2010).
