Conference Presentations
This session will share efforts to scale up PD opportunities for faculty at the system and campus level during COVID. Results gathered from a 29-item COVID faculty survey will be shared along with campus qualitative student feedback results.
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.
This session explores the use of LMS with an innovative training approach using the TPACK model to build faculty technical skills and pedagogical knowledge while remaining contextually relevant to their discipline. It seeks to help institutions with faculty/teacher development efforts.
This quality talk closely examines a private faith-based institution's experience with implementing internal course reviews while partnering with an OPM. During the exchange, the plan, the challenges, the process, and the results will be discussed.
Designed for faculty, staff, and administrators relatively new
to QM. Come for a quick introduction of QM, how it works, what's in it for institutions, and how QM can support efforts to help students succeed.
Zoom fatigue has become a new term. It doesn't have to be that way. Synchronous classes have their place in good quality online learning. How do we find the sweet mix of synchronous, asynchronous, and offline activities in our online learning?
Courses become journeys into content for many learners. Come experience how to map out and align their journey through your course by using a course mapping strategy! Tools and explanations will be provided for participants to create a course map.
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.
This session will introduce participants to State Authorization Reciprocity Agreements (SARA) and its benefits to students and institutions, and will share some of the preliminary findings on projected institutional savings.
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.
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?
The QM Rubric is powerful and flexible. It is the balloon that can be flexed to many different forms and functions. How might the rubric be used beyond its original, intended purpose? Join this lively discussion of possibilities to find out.
Join the QM IDA Leadership Team for an overview of what the Quality Matters Instructional Designers Association is, an update on the past year's accomplishments, and plans for the coming year. Current and potential members are welcome to attend.
This highly engaging and thought-provoking session explores extant research targeting autistic online learners and offers QM-inspired recommendations for supporting these exceptional students to promote inclusive, neurodiverse online environments.
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.
Heard about "HyFlex" but not sure what it is? Bring your questions to this session, where we'll highlight some HyFlex-related research, discuss HyFlex design & teaching practices, & hear from a professor who's been teaching HyFlex courses for years.
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.
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.
Learn about Universal Design for Learning (UDL) and how you can apply seven specific usability hacks to determine quickly whether any online course meets General Standard 8: Accessibility & Usability—especially if you're not an accessibility expert.
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.
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