Tag Archives: teaching

Quality Matters Workshop at CSU

Tri-C faculty!  You are invited to attend an Applying the Quality Matters Rubric workshop at Cleveland State University.  Please find details below.  If you plan to attend, please register directly with CSU via the method below and also contact Sasha at Sasha.Thackaberry@Tri-C.edu in order to obtain your QM Workbook.

This workshop will explore the Quality Matters Project and Processes and will prepare you to be part of an initiative that positively impacts the design of online/blended courses and ultimately, student learning and success.

QM is designed to improve the quality of online and blended courses by establishing a peer- reviewed quality assurance review process. You will become familiar with the Quality Matters standards and participate in a practice peer course review of an online course using the review tools. Participants in this hands-on workshop can be online/blended instructors, instructional designers, and/or faculty members & faculty developers. After successfully completing this workshop, you will be eligible to move into the Online Peer Reviewer Certification. In addition, you will gain ideas to improve your own courses using the QM Standards.


Seats Available per session: 15

Cost: FREE for participants from an institution that is a member of the Ohio QM Consortium. Cleveland State University will provide coffee and lunch. Paid parking will be available in the visitor lot near the building.

You must come to the workshop with a QM Rubrics Workbook. Consult with your school’s Institutional Representative to obtain a workbook for the workshop. You can also order this from Quality Matters for $15 plus shipping and handling. Please order your workbook quickly to assure that you have it in time for the APPQMR training. If you have trouble obtaining a workbook prior to training please let us know.  We have a few extra.

Date: 12/17/15 Time: 9:00 AM – 4:30 PM

Location: Cleveland State University,

Michael Schwartz Library, RT 401

1860 E. 22nd St., Cleveland, Ohio 44109

Registration Deadline: Friday 12/11/15

To Register: email elearning@csuohio.edu

Please email QM Coordinator, Sarah Rutland (s.rutland@csuohio.edu) or call 216-802-3147 with questions regarding the workshop.

Statewide Members Meeting: You’re Invited!

Are you a Tri-C faculty member?  Consider joining us in Athens, Ohio at Ohio University for the Ohio QM Consortium Annual Member Meeting on Friday, May 15th from 8:00 AM – 4:00 PM. The last day to register is April 30.  This professional development opportunity is free.  If you are interested in attending, please register directly at:  Register Now!.

Contact Sasha dot Thackaberry @Tri-C.edu for information about service credits and credits for the adjunct stipend.

With thanks!


Timeline for LMS (Blackboard) Review

Interested in a visual timeline of the process?  Check it out here:

For more information on our process to decide if Blackboard is the best choice for an online learning system at Tri-C, see the pages below (on the upper-right hand side of the page).

Questions?  Be sure to “comment” below or on the LMS pages.  You just have to create a FREE WordPress account.  Want to follow us but don’t want to comment?  Just put your email address in the field at the left-hand side of the page, and you can get automatic updates without creating a WordPress account. – Sasha

What has the LMS Review Taskforce been up to? Check it out!

The LMS Review Taskforce has been convened.  The initial workshop was conducted Friday, April 25.  A makeup workshop will be conducted May 15.  The workshop entails information from our consultants at Mindwires about the Learning Management System (LMS) history, current market status, and best practices.  Additionally, Tri-C’s process was reviewed.

Interested in seeing what we’re up to?  Check out the full page for all info, or access any one of the pages under the “LMS Review” tab at the upper right-hand side of the page.

Here’s the presentation from that initial workshop.  The full consultant’s presentation is available on this page with the other documents and info to date.

Are online courses more effective?

The Department of Education’s analysis pointed to blended learning–a combination of online and in-class instruction–as the most effective teaching method, which has since been echoed by the findings of Marc Loudon, a professor of medicinal chemistry at Purdue University, who once doubted the effectiveness of online coursework. Loudon examined the performance of 226 organic chemistry students in fall 2009. Those that engaged in online homework on top of their class lectures and textbook homework had a full-grade higher average than their peers who studied without the aid of the online tool.

Loudon, who authored the textbook but had no hand in the creation of the online material, checked to see if the students who did the extra work online were more driven, or perhaps better students overall, but found no correlation between their organic chemistry grades and those they’d previously received in general chemistry. “Students are highly engaged when they work online because they get instant feedback,” he says. “The degree of benefit surprised me–I hate to admit it. The study convinced me of something that I didn’t believe would happen.”

via U.S. News & World Report

Cellphones stepping up in class

Seattle Times Newspaper

October 15, 2010

With the election weeks away, Fremd High School teacher Jason Spoor asked students in his government class, some of them first-time voters, to research local candidates vying for office.

They would have 15 minutes and one learning tool: their cellphone.

“If you are driving down the street and headed to vote, you don’t have a computer at the touch of a hand. You have a cellphone,” Spoor told his students last week.

The lesson would have been impossible in the past. But with cellphones tucked in the book bags and pockets of three-fourths of today’s teens, many high schools are ceding defeat in the battle to keep handheld technology out of class and instead are inviting students to use their phones for learning.

Under a teacher’s guidance, students might record themselves speaking a foreign language, text an answer to an online quiz or send themselves a homework reminder.

“It’s one of those things — if you can’t beat them, join them,” said Jill Bullo, principal of Wheaton North High School, which plans to review its policy this year.

Full article available at http://goo.gl/EgqAg

Tech-savvy kids play teachers

At Williamsville North High School, the students are teaching the teachers.


October 15, 2010

Tech-Savvy Kids Play Teachers

The gym at Williamsville North High School was packed. Tables with computers ringed the room as teachers went from station to station, quizzing students and reviewing projects.

But students weren’t learning anything. They were teaching.

At one station, a high school French teacher was asking 12-year-olds how to apply the digital poster program Glogster to her student assignments.

At another, a fifth-grade teacher grilled another set of middle-schoolers about how cheat-proof electronic clickers were when kids use them to complete classroom tests.

In an evolving era of interactive white boards, screencasting and wikis, teachers everywhere are finding it more and more challenging to keep up with the technology applications that are capable of reaching computer-savvy students in ways that pen and paper never could.

“There’s some teachers who really have a good grip on the technology, but there’s others who don’t,” said Bayli Schlierf, a seventh-grader whose group was showing teachers how they used screencasting to help peers solve a complex math problem. A classmate added, “Some teachers don’t even know how to turn on a projection screen.”

There’s no denying that a technology gap exists between students and their teachers, nor is there much debate about how much more interested students are in learning when digital tools and social technology principles are integrated in classroom lesson plans.

Full article available at http://goo.gl/xL1Vp

How music teachers got their groove back

Students today are interacting with media, especially music, in entirely new ways. They carry around thousands of songs on their phones and iPods. They watch and comment on artist videos on YouTube. They play along in Rock Band and Guitar Hero. Read on to find out how some educators are embracing technology as the means to reach a new generation of music education students.

THE Journal

October 1, 2010

How Music Teachers Got Their Groove Back

Carol Broos is on a mission. She is determined to appeal to the estimated 80 percent of students who do not enroll in traditional school music programs—band, orchestra, and choir. “I want to change the way that music courses are taught,” says Broos, who teaches music to students in grades 4 through 8 at Sunset Ridge School in Northfield, IL, about 20 miles north of Chicago. “I want to change music education from a performing art to a creating art.”

The only way to do that, Broos recognizes, is by doing nothing short of reinventing her profession, which means acknowledging and incorporating the way students interact with music today—digitally.

“Music educators need to reexamine themselves,” she says. “Why are we not engaging kids? Why are we not reaching 80 to 90 percent of the student population? Students are listening to more music, creating more music, and playing more music, but we are not involved. It’s happening at home, on their home computers.”

Full article available at http://goo.gl/FJs3

The best college course ever?

Technology, particularly over the past decade, has changed very rapidly. New forms of media are emerging and evolving. Now a doctoral student at the University of Florida is using a computer game to teach 21st century skills. What do you think? Is this silly or innovative? Sound off below.

eCampus News

September 13, 2010

The Best College Course Ever?

Playing the real-time strategy video game StarCraft isn’t just for frittering away afternoons in students’ dorm rooms. It’s now for college credit, too.

University of Florida (UF) education technology doctoral student Nathaniel Poling is teaching the eight-week, two-credit class, “21st Century Skills in StarCraft,” this fall, using the internationally beloved computer game to hone students’ on-the-go decision making skills, resource management skills, and penchant to analyze ever-changing scenarios in the complex game’s platform.

Poling’s course will be conducted entirely online and is limited to 20 students who have, at the very least, “basic knowledge” of StarCraft, a game that pits three species battling for supremacy in the far reaches of the Milky Way Galaxy.

The StarCraft course doesn’t offer a step-by-step strategy for mastering the game—which has sold more than 11 million copies since its release in 1998—but it helps students develop skills that would serve them well in the modern workplace, according to Poling’s class outline.

The class isn’t all about video game analysis, however. Poling’s students will be required to complete weekly game play that will be viewed and scrutinized by classmates looking for the best ways to adjust strategies on the fly and beat opponents who were slow to adapt or doomed by a misconceived plan.

“In this course, learners are in an immersive real-time environment,” Poling said in a Sept. 2 UF blog post. “They are constantly forced to gather, analyze, and synthesize information from a wide variety of sources and act in a high-pressured, fast-paced environment.” Those are the same skills that employers covet in today’s information-based economy, the thinking goes.

Full article available at http://bit.ly/bMpF2h