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Harnessing the Power of Quality Matters in Crisis Transformation!

In the wake of COVID-19, this mid-sized community college built capacity across campus constituencies in which many faculty had never operated outside their technical classroom where we moved instruction and operations fully online. We will share our professional development mobilization plan in which we built the capacity of remote instruction and learning by training more than 300 faculty, staff, student instructors, and tutors through emergency training in one week with follow-on training and support throughout the pandemic.

Multi-Focal Rubric Development: Bringing the Big Picture Vision Through Multiple Viewpoints

An important component of facilitating learning is the development of clearly measurable rubrics that assist the learner to understand what s/he will need to be able to demonstrate and accomplish to achieve the specific learning outcomes related to a given assignment or deliverable. In higher level learning opportunities (high school, college, university, and corporate), many assignments and learning activities are related to more than one learning outcome.

Neurodivergent Students in the Online Classroom

Polling, pairing, sharing, in partnerships and small groups will occur throughout.  Participants should be prepared to self-reflect and share personal teaching experiences in connection with the 10 pedagogical principles and teaching strategies presented. This session will be highly interactive, with several stopping points in the presentation for personal interaction. Cell phones usage required, and the audience should be motivated to talk and listen to others throughout.

Post-Pandemic Online Learning Trends Based on CHLOE Survey Data

The focus of this session will be on Fall 2021 and beyond. What will be the status and role of online learning in the post-pandemic era, when effective immunization reduces the threat of spread to the point that "normal" life can resume?

Will campus and community-based resistance to online learning gain momentum?

Will hybrid or hyflex models combining online and in-person instruction gain currency and enable students and faculty to shift delivery modes seamlessly by preference or in any future crisis?

ReadSpeaker: Accessibility Tools Supporting YOU and YOUR students

Abraham Lincoln once stated, “When I read aloud, two senses catch the idea: first, I see what I read; second, I hear it, and therefore I can remember it better.”  Expanding on Lincoln's idea, ReadSpeaker’s text-to-speech technology incorporates more than you seeing and hearing your material. Our suite of tools perfectly fit Universal Design for Learning: the WHAT of learning, the HOW of learning, and the WHY of learning.

Reframing Blended Assumptions: Making Decisions about Synchronous Versus Asynchronous Delivery

Typically, decisions guiding blended instruction were framed by considering what content could be moved online using well developed training and support tools.  However, the COVID-19 pandemic suddenly shifted everything online. Instead of substituting established online approaches, some faculty began “remote instruction,” holding hours-long, large scale, online synchronous classes.  This model met with mixed but mostly negative reactions from students.

Reframing Blended Assumptions: Making Decisions about Synchronous Versus Asynchronous Delivery

Typically, decisions guiding blended instruction were framed by considering what content could be moved online using well developed training and support tools.  However, the COVID-19 pandemic suddenly shifted everything online. Instead of substituting established online approaches, some faculty began “remote instruction,” holding hours-long, large scale, online synchronous classes.  This model met with mixed but mostly negative reactions from students.

Stumbling Made Me a Better Online Instructor

The QM model is designed to infuse quality into the online classroom. This model is almost foolproof. The word “almost” is important. The instructor plays an important role in completing the quality assurance of the online course. At any time during the semester, the instructor can metaphorically derail students’ learning experiences. The following is a case study of how one instructor inadvertently lost track of the quality of her online students.