Conference Presentations

Our hope is that, by the end of the session, participants will be able to reflect on the effect an integrated designed course blueprint has on their ability to improve teaching and significant student learning by:

Analyzing your current course design practice.

Evaluating the model to gain a broader perspective of course design.

Developing faculty "buy-in" to improve your campus process through the Cycle of Course Design.

Our hope is that, by the end of the session, participants will be able to reflect on the effect an integrated designed course blueprint has on their ability to improve teaching and significant student learning by:

Learn from the mistakes and successes of our Little Piggie builders on how to withstand the changing huffs and puffs of the wolf and build courses that withstand the test of time.

Problem or Opportunity?  Either one can be addressed by blended learning.  Does your school district have a need to be met?  A blended learning model may be the answer.  This session will showcase the development of a Blended Middle School Enrichment program and how it met the needs of students.  This presentation will begin with an overview of our virtual school, school district, and partnership with our State collaborative and content and instructional experts in blended learning.

This K-12 district walks participants through "Disaster Relief Training"; how to teach those with little to no online experience to be FEMA superstars (Formulate, Engage, Manage, Assess) to transform learning, and empower students on a daily basis.

Psychology research has shown that people often think of themselves as "above average." This presentation highlights data collected from faculty at 34 institutions suggesting this "above-average effect" applies to how people rate their course design skills. In a comparison between self-rated design skills and course review outcomes, the survey data find over-confidence in course design abilities. This presentation includes recommendations for how QM training can help instructors better self-assess their own abilities to create a well-designed course.

As schools shifted to virtual learning experiences in response to COVID-19, Fresno Unified School District was able to build on a (then) 4-year online learning initiative to ensure teachers and students had ongoing access to learning opportunities. In addition, they were able to continue to learn from students' and teachers' behaviors in the virtual environment to refine their online offerings as learning continues to evolve.

In this presentation, you will experience an online course from a learner's perspective. 
You will navigate through two courses and will be able to identify the features of an accessible course. 
Finally, you will participate in an activity that will reinforce the need for accessible courses.

This session will provide university faculty and staff an effective method to support university students who study online through an instrumental mentoring program using available time and resources.

Sixty-seven percent of the students in an online freshman seminar class reported that the group project was their favorite activity. In this session, we will discuss how the instructor used Quality Matters recommendations, transparency, and inclusive design to transform the group presentation experience from disastrous to delightful. We will apply QM, TILT, and inclusive design to real projects, and discuss how you can use these concepts to enhance the group projects in your classes.

Objective videos introduce concepts and demonstrate alignment of material to course- and module-level learning objectives.  In addition, objective videos advance the level of personalization in an online course and may impact issues such as retention at the course and program level.

Imagine that you are at your first day in a new college course. What is the first thing you look over? Without a doubt, it is the course syllabus, the provided road map of every course that has the innate ability to make or break a student's experience. More specifically, the assignments required are what we are essentially drawn to and focus in on throughout a course. Are they interesting? Are they confusing? Are they overwhelming? 

Have you wanted to get started with a course quality initiative at your institution but don't yet have buy-in from faculty and administration? This poster is for you! Learn about our "10 Steps to Building a Course Quality Program."

This session will highlight the 12 Step Checklists, one for each of the eight QM Rubric (QMR) General Standards, developed by the Online Course Improvement Program (OCIP) at New Mexico State University (NMSU). The OCIP team has found these checklists to be very helpful in working with faculty who are developing and or revising their online courses. The checklists translate the QMR Standards into actionable steps, which helps faculty "see" what a Standard looks like when achieved in an online course.

In an ideal world, all course design templates would be uniform and easy to implement, especially during a time of crises. Although we do not live in an ideal world, we are confident our interactive 20/20 Course Design ℞ is an antidote to improve our focus on a quality course design.

See information on what resources QM Research and Innovation offers and how to use these resources.

We developed a database where the consortium’s 19 institutions responded to 240 questions on sustainability and quality in online teaching and learning. We will show our Database of Online Learning Information (DOLLI) and discuss purposeful and strategic information sharing to improve our jobs and online programs.