Information Technology/Instructional Technology: The Perfect Match

Online Course Evaluation

#1 & 2. Information Systems Security Professionals: INFO 410 was a course I took during my undergraduate studies and I feel works well with Instructional Technology practices. Both concentrations can span the education and business sector and aim to enhance computer security and create a positive learning community for its end users. What I realized the most in the course was that it was a bit too independent. This may have its advantages; however, courses with discussion boards and learner-to-learner interaction enhance the chances of academic success.  Therefore, in referencing Quality Matters (QM) rubrics (2010), I decided to focus on Learner Interaction and Engagement as the standard that would help  improve INFO 410. The goals of the course are to describe threats to information security, identify types of attacks,explain integral parts of overall good information, discuss issues related to access control, understand risk management and its role in information security, and describe information security policies, guidelines, and models (Coulson, 2011).  According to QM’s 5.1-5.4 standards (2010), “learning activities promote the achievement of the stated learning objectives, learning activities provide opportunities for interaction that support active learning, the instructor’s plan for classroom response time and feedback on assignments are clearly stated, and the requirements for student interaction are clearly identified.”

#3. My evaluation results are that I received and “A” in the course. However, the way I would evaluate my students would be through more media interaction as narrative (qualitative), collaborative, communicative, and creative. Below is the INFO 410 course schedule (Coulson, 2011)--the bold would be the evaluation of my students.  When I took the course, the class was so independently structured that I could have received more feedback. The class was made up of online quizzes (where a student automatically found out their score upon completion), a dumpster dive assignment (where I received no feedback from my peers), and a final exam (where my score was automatically generated).  I want my students to understand (qualitative approach) what they are doing right and what they could do better for next time.

Ways to Enhance Learner Interaction in the Course: Utilizing Tools and Methodologies

Week 1	Lecture Podcast Lecture (Slides/Transcripts) Practice quiz on Moodle-effective course management system for weekly assessment of material Quiz
Week 2	Lecture Podcast Lecture (Slides/Transcripts) EduTagger-sharing scholarly articles with other students Quiz
Week 3	Lecture Podcast Lecture (Slides/Transcripts) Classroom 2.0-practical computer technology assessments/Professional Development with those in the field Quiz
Week 4	Lecture Podcast Lecture (Slides/Transcripts) Community of Inquiry—discussion board review Quiz
Week 5	Midterm (Online)
Week 6	Lecture Podcast Lecture (Slides/Transcripts) Groupware forum to effective IT practices-strategic business management to manage IT problems Quiz
Week 7	Lecture Podcast Lecture (Slides/Transcripts) Google Apps assignments-cloud-based learning to link students and teachers together Quiz
Week 8	Lecture Podcast Lecture (Slides/Transcripts) Quiz CyberCiege Due (Information Assurance Video Game) Dumpster Dive Due
Week 9	Lecture Podcast Lecture (Slides/Transcripts) Quiz
Week 10	Final (Online) SurveyMonkey-gathering of comprehensive feedback from students and faculty Feedback: Newsroom, online conventions with universities interested in INFO 410, newsletters

#4. In order to promote the cyber-security learning objectives addressed, I believe the method of instruction should be changed a bit. I believe more solid literature base should be used to enhance student-to-student interaction and get students more aware of the information systems literature base. Examples of adequate literature include: Techniques: Connecting Education and Careers, Journal of Information Technology Education, EDUCAUSE Quarterly, Education Week, and Chronicle of Higher Education. In addition, more hands-on, learner-centered methods, which includes Information and Communication Technologies (ICT), more suitable online environments and applications, expert interviews in cyber security, focus group conversations, and public test cases retrieved through scholarly journals would have completed the objectives to the course and provided a stronger and more valid evaluation process.

Resources

Coulson, Tony. “Information Systems Security Professionals.” CSUSB, 2011. Web.

Higher ed program>Program rubric. 2010. QM. Retrieved from http://www.qmprogram.org/rubric

ERIC Database

The second chart presented in my discussion are helpful links taken from CSUSB's ERIC database. The three articles discuss the quality and effective usage of Instructional Technology/Design and rubrics in the QM, CSU Chico, and Blackboard System.

      

E-Learning Rubrics and Standards

E-Learning is a method of study that I believe a person should experience at least once in their life. We think of the practical reasons like convenience, but we forget the technical skill that will be attained through the experience. Rubrics are requirements of any course, face-to-face or online. It is the methodology in which the student succeeds that shows the effectiveness of the rubric or not.

Below I have compiled a chart that shows the similarities between Quality Matters (QM), CSU Chico, and Blackboard CMS rubrics. The blank slots indicate no mention of that topic within the rubric and, therefore, show the differences between these e-learning standards. Notably, all three rubrics take on the common rubric ideals of any course, not just by e-Learning standards. They all mention the course’s learning objectives, how the end user’s work will be assessed and measured, learner support (i.e. accommodations for the disabled) and how technology support and resources will make online learning more accessible.

QM	CSU CHICO	Blackboard
Course Overview and Introduction		Goals and Objectives/Orientation to Course
Learning Objectives	Online Organization and Design	Content Presentation
Assessment and Measurement	Assessment and Evaluation of Student Learning	Learner Engagement/Communication Strategies/Development of Learning Community/Assessment Design/Self-assessment
Learner Interaction and Engagement		Interaction logistics
Course Technology/Instructional Materials	Innovative Teaching with Technology	Technology User/Supportive Software
Learner Support	Learner Support and Resources	Accommodations for Disabilities
Accessibility		Technical Accessibility Issues
	Faculty Use of Student Feedback	Feedback
	Instructional Design and Delivery	Instructor Roles and Information

In addition, according to the Quality Matters Rubric, below are the processes that have made the rubric successful. These processes suit the needs of the end user at Chico University and Blackboard as well.

Continuous Course Improvement

·         Courses meet expectations

·         Course is always looking for quality improvement

Centered Student Learning

·         Rubrics are based on national standards and design

·         Promote student learning

Collegial Interaction, Integration, and Support

·         Peer review by faculty

·         Analytical review process

Collaborative Instructors

·         Review is based on collaborative efforts

·         Flexible reviews

 The e-Learning standards presented differ in there execution. Chico University applies its rubric as “a self-evaluation tool to assist instructors with course revisions, as a means to recognize instructors for exemplary online instruction, and as a guide to design new online courses” (Rubric for online instruction). Course evaluations are rated as basic, effective, and exemplary. What struck me as odd was that there was not much emphasis on learner interaction and content management. This may be because the institution is more focused on quality and aesthetically pleasing instructional design. Blackboard uses an Exemplary Course Program to rate each online course provided. The scores are ranged exemplary, accomplished, promising, and incomplete. Their rubric provided “reduces the amount of time it takes to assess the quality and completeness of a course. This is especially helpful if you are using the rubric to assess the courses across a program of study or the work of multiple course developers” (2010 Exemplary course program documents).  I appreciate Blackboard’s CMS the best. As a student, I have witnessed firsthand its efficiency and durability. In addition, if any problems do arise the Help Desk Center is ready and willing to fix any problem right then and there. QM rubrics are more concerned with the alignment of the course above anything else. These are the critical components that have kept the QM Program successful: Learning Objectives, Assessment and Measurement, Instructional Materials, Learner Interaction and Engagement, and Course Technology .

Helpful Links: QM: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ844217&ERICExtSearch_SearchType_0=no&accno=EJ844217

Helpful Links: CSU Chico: http://web.ebscohost.com.libproxy.lib.csusb.edu/ehost/detail?vid=5&sid=b45700f6-7fba-4bf5-838f-f9e7ddc1b76c%40sessionmgr10&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=ED317336

Helpful Links: Blackboard: http://web.ebscohost.com.libproxy.lib.csusb.edu/ehost/detail?vid=7&sid=b45700f6-7fba-4bf5-838f-f9e7ddc1b76c%40sessionmgr10&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ936994

Below is an overview of my e-Learning  delivery plan (rubric) that helps to rate assessment, measurement, learner interaction and engagement.

Rubric	Score: 5	Score: 4	Score: 3	Score: 2	Score: 1
Assessment and Measurement	Student makes a credible (APA) effort to discuss topic at hand; discusses the underlying route and objective of the question; above and beyond submission; follows essential cognitive and social presence ideals; presents real-life examples and questions	Significance is high, but generic;  lacks a credible argument and forgets underlying material	Late 1 day; or significance is based on speculation, rather than fact, but there is evident effort	Late 2 days; but still submits assignment; or post does not grasp essential components;  lacks foundational principles	Late more than three days, but submitted assignment (Note: Instructor always keeps discussions up)
Learner Interaction and Engagement	Follows 3-4 reply criteria; great engagement; replies were well-written and well-versed on the topic; Exceeded the 1 paragraph minimum; goes above and beyond; discusses real-life examples; asks questions and relates them to the business/education world (resources)	Follows essential criteria, but does not take a business or education sector perspective	Follows essential criteria, but does not seem engaged in responses (not a great amount of insightful feedback or resources)	Does not respond to 3-4 posts ,or is late 2 days, and does not monitor their posts	Late more than three days , but submitted assignment(Note: Instructor always keeps discussions up)

What I could improve in my rubric before it is delivered is the way I measure my student’s scores. I suppose scores of 1-5 would be difficult on both the instructor and student to follow. I believe keeping the basic structure of a rubric on a ‘0, 1, 3 5’, ratio would be more simplistic and actually motivate the students to work harder.  What I will do to improve my training would be to provide students examples of 1, 3, and 5 level work. Not only does this help eliminate any unclear ideas, but it provides the students an opportunity to navigate their CMS system properly and look at the sources that the instructor has provided to them.

What I could also improve in my rubric before delivery is student interaction through Blackboard. It becomes very easy for a student to come up with generic answers when responding to a fellow classmate. It would be my responsibility to ensure that each student was exuding their own cognitive presence in their discussion and going beyond resources that have already been given to them.  What I could do to help improve my instruction would be to set up an introduction discussion the first week to have the students get to know one another. A one minute YouTube presentation might even break the ice a bit more. Or if the class was hybrid, that may be even more efficient! The main idea is that students will be more inclined to ask questions, relate to their fellow students, and even be more outgoing when they are comfortable and aware of their audience.

Resources

2010 Exemplary course program documents. 2010.  Blackboard. Retrieved from

               http://kb.blackboard.com/display/EXEMPLARY/2010+Exemplary+Course+Program+Documents

Rubric for online instruction. 2012. CSU Chico. Retrieved from http://www.csuchico.edu/roi/

Higher ed program>Program rubric. 2010. QM. Retrieved from http://www.qmprogram.org/rubric

Review of Instructional Design Template

11 step instructional design process as presented in the text:

1. Identify your underlying goal

            -Instructor must define and clearly set expectations of what the course entails

2. Analyze learners' needs and abilities--Learning Activities

 -(Add an analysis of content and instructor needs/abilities/preferences-Professor Newberry).

            -Create learning surveys that result in overall best practices for your class

3. Identify what to teach

            -What objectives do you want to start with and later end with?

4. Set learning objectives

            -Have I clearly set my objectives? Is my class self-sufficient?

5. Identify prerequisites

            -What course(s) are required to enter the course?

                          -Public Administration, Business Management, Information Security course(this helps to ensure a student will understand the business and legal aspects of online course development upon entering the course).

6. Pick the approach to meet each objective

            -What assignments are due to see if the students understand the material?

7. Decide the teaching sequence of your objectives

            -Lecture, assignment, discussion board…Online Midterm and Final Examination

8. Create objects to accomplish objectives

            -What practice items and assessment items will I use?

9. Create tests (Add other methods to determine whether or not objectives are met as appropriate-   Professor Newberry). What forms of tests will my students excel in?

10. Select learning activities-What forms of interaction are my students familiar with?(Should be incorporated into Step 2).

10.5 Development and Testing

            -Creation of the test

            -Analysis of the test

            -Review sequences of the test

            -Will the test satisfy end user needs?

            -Is the test secure?

            -Is this type of test a proper way to measure what the students have learned?

            -Reviewed again by a subject expect team for approval (Network Administrators, IT Crew, and instructor)

Inquiry about Successful eLearning

1. According to the Five eLearning Components, “there are five eLearning components that are essential for all successful online courses. Understanding these components will help you design and develop a course that meets computer-based training objectives. Each eLearning component plays an important role in designing an online course” (par.1).

The five components are course structure, page design, usability, content engagement, and most importantly, audience. These components are essential in the design and development of any course.

Course Structure: The success of any online course comes from a straightforward, explicit course plan. A student taking an online course relies on instructor information to enhance critical thinking and reach instructor expectations. The development of this course plan should be discussed with an Instructional Design team in order to ensure a positive academic experience. The structure should “group content into logical modules, incorporate interactive concepts, and use pictures/graphics to help explain ideas, concepts, or statements” (par.10).

Page design is essential in gaining a student’s attention. If a page is bland or with too little or too much information, the learning experience will be lowered. In addition, “navigation must be intuitive, appearance must not hinder the learning process, the balance between text and graphics is critical, white space in good, and consistency is golden, ease of scanning is imperative, and chunking information is crucial” (par. 11).

Content Engagement is where a student more or less forms an independent relationship with the content presented to them. The more structured and relatable the content is, the higher the chance the student will exercise-free thinking and exude an expertise over the material presented to them. To keep learner’s involved, “use hyperlinks for additional concepts, explanations, and definitions, incorporate interactive graphics such as animations or simulations,  provide additional options/choices for the learner, incorporate quizzes, tests, skill assessments, keep activities focused on the course objective, and avoid letting the technology overshadow the course objectives” (par. 13).

Usability refers “the testing of eLearning content and application...Verify that all links work properly, ensure that activities function as designed, inspect content to ensure that grammar and spelling are correct, ensure that graphics are visible, verify that the course works appropriately in all applicable server environments, verify that screen resolution works for the intended audience, and verify that course objectives and expectations are met” (par. 14).

Audience refers to the end user. If not for an adequate audience (the students), the course may not even exist. It is important to remember that at the end of the day a university is still running a business, so creating and promoting a cost-effective class structure is essential. This is why it is so important to advertise the content of the course, create an engaging learning atmosphere, and help to shape lifelong learners.

2. I believe the future of eLearning is bright.  As a student who has participated in online courses in both my undergraduate days and now in my current graduate courses, there is definitely a new sense of academic perspective. Learning is different structurally, but expectations, assignments, concepts, and even interaction is just as if the class were face-to-face. There are deadlines and means of communication that are essential. The general atmosphere of the course may be different, however, expectations are always attainable. In addition, I believe that eLearning will continue to thrive due to many industries asking for higher education or the unemployed having no choice but to go back to school. The art of eLearning may actually save person money, since they do not have to drive to their university. Also, online learning helps learners create a stronger self-reliance on themselves and improve their technology skills. According to John Engler’s, STEM Education Is the Key to the U.S.’s Economic Future,  Engler is quite secure that our economic downtown will change with more people employed in the science, technology, engineering, and mathematics fields. He adds, “according to the recently released study from Change the Equation, an organization that supports STEM education, there are 3.6 unemployed workers for every job in the United States. That compares with only one unemployed STEM worker for two unfilled STEM jobs throughout the country” (par. 4).

3. The Instructional Design and Development crew has been addressed a great deal throughout the quarter and would include a graphic designer, a video editor, and a web programmer.

A) The web developer, according to The development of online courses (2004), creates an atmosphere of confidence and illustrates content and interactive options available. In addition, an organizational template is used that emphasizes evident “learning objectives” [provided by the instructor] (par. 37). A course template will inevitably be enhanced with the web developer who will, “help the instructor to use tools to make the course interactive, such as e-mail and chat utilities; working with the graphic designer to conceptualize the screens, backgrounds, buttons, window frames, and text elements in the program. This creates interactivity, and creates story boards” (par.37).

The role of the graphic designer would include any technical drawings related to the PowerPoint, the development of templates, icons, and graphics to enhance the content presented. Great tools that could be used are Adobe Photoshop, a tool to format images, and Macromedia Freehand, used for creative design. The programmer would use specialized tools to increase the interactivity in the PowerPoint presentation. There are two tool classes: code-based programming language and graphical user interface (par.43). Open-source code-based programming language includes:

•          Hypertext markup language-page requests are sent to server and World Wide Web if needed in PowerPoint presentation
•          Java-enables chat, games, and computing
•          JavaScript-creates user interface and websites
•          Perl-programming language
•          MySQL-database language
•       Proprietary GUI web-development software packages include:
•          Macromedia-macromedia tools for software CDs
•          Microsoft .NET and Visual Basic-enables programs like PowerPoint to run
•          Adobe GoLive, Photoshop-manages web sites; enhances imagery

The Digital Video Editor would help in the development process by helping in the creation of any videos needed to be used for the online course. There are universal components in any editing software such as “dragging and dropping”, transitions, sound tracking, and storyboard techniques. The editor has knowledge of audio, visual, and S-video inputs and outputs (Brown, 2006). A culmination of this Instructional Design team will create a successful, professional, and aesthetically pleasing video. 

B) I greatly enjoy web development. Page design comes from the feedback of an instructor; however, there is much independence in creating a layout to any online course. I would make sure to add an artistic touch to the web page to keep the students engaged and ready to learn more.  I want to illustrate content and create an academically pleasing atmosphere for the students.

C, D, E, F) The type of course template I would like to create would be for a business- centered Instructional Technology course. This course would focus on business administration and management in developing online courses. In addition, cyber security foundation will be discussed along with how emerging technologies may affect the status of online learning. This course will also examine eLearning planning and practice applications in a business setting.

According to Theory and Practice of Online Learning, presented are a few business elements required of any online course:

·         The World Wide Web: The transition from predominately print-based curricula presented in electronic format. This would also enforce the needed use of open-source software required of online development.

          -How do we keep development cost-effective?

          -How do we ensure the safety of or course? Copyright and intellectual   property?

·         Communication: The dramatic expansion of computer-mediated communication system to facilitate electronic distribution

          -Email correspondence between students and staff

          -Computer conferencing between students and academic staff

·         Command line: The provision of library, registry, and other student support services

          -Access to electronic databases

          -Electronic formative and summative information

          -The provision of assistance to students learning to use systems (x)

Resources

Brown, Z. (2006). Digital video editing. Educational Technology. 23 November 2012. Retrieved from

http://edtech.wetpaint.com/page/Digital+Video+Editing

Caplan,D. (2004). The development of online courses. Design and Development of Online Courses.

            23 November 2012. Retrieved from http://cde.athabascau.ca/online_book/ch7.html
              

Engler, J. (2012). STEM education is the key to the U.S.’s economic future. US News.

                Retrieved from http://www.usnews.com/opinion/articles/2012/06/15/stem-

                education-is-the-key-to-the-uss-economic-future

The Five eLearning Components.  Instructional Design Expert. Retrieved from

                http://www.instructionaldesignexpert.com/eLearning_Components.html

Theory and Practice of Online Learning. Toward a Theory of Learning Online.

                Retrieved from http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf