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Scott Schopieray

Informed Instructional Design Using Quality Matters

2 min read

co-authored by EDLI team conversation

Objections to using the Quality Matters rubric and program in teaching quality usually have little to do with the theory behind the framework and all to do with the implementation. QM's structure for implementing the rubric and framework is inflexible, and reviews, while rigorous, are so formal that they become cumbersome for those administrating the reviews and review process, and too time-consuming for faculty participating. 

I find myself more drawn to how QM informs the course design process, and how it can be used as a more informal evaluation tool to inform revision. For example, can we break down the framework into broad strokes and think about how the big pieces fit together...

Course Objectives and Unit Objectives must be present to make this work. 

Then the broad strokes work is to look at how these objectives interface with :

1. Course content and presentation

2. Learner assessment and evaluation

3. Learner interaction

4. Learning activities



[12:31 PM] Schopieray, Scott


the mid semester review as an instrument that indicates alignment to some of that QM informed stuff is super interestin[12:31 PM] Thomas, Stephen

That piece of implementation is so key. Objections to QM usually have little to do with the theory and all to do with implementation.


[12:31 PM] Schopieray, Scott

and it would be interesting to have similar questions/ratings in the end of semester SIRS

g to me