Conference Presentations

Do they remember it? Can they demonstrate it? Can they apply it? Can they expand on it?  This session proposes 5 steps to design a well-aligned assessment framework that measures student performance while promoting instructional effectiveness.

Meeting Specific Standard 8.3 has never been easier!  In this session, we will explore the "nuts and bolts" of Adobe Acrobat DC accessibility tools and create an accessible PDF in 1,2,3! We will create searchable text, set heading styles, label table header rows, check logical reading order, fix contrast issues, set a document title and language, create alt text on images, and even make a scanned document 100% accessible!

The instructional designer and faculty member have the same goal in mind - a quality course. Yet, we often follow different paths to reach the destination. What we need is a good road map. QM4Design is the ultimate, all-in-one GPS for course design.

Finding quality open educational resources is only part of the challenge when transforming course content using open educational resources.  This interactive session will help you define, locate, and integrate quality open educational resources into your existing courses.

Our way to ensure measurable and meaningful student learning outcomes across a higher education program is for the faculty to work together. We utilize backward design in a collaborative process that ensures all program outcomes are addressed.

The "digital divide" was a term coined in 2012 to describe the disparity amongst those students who did have internet access and those who did not (Van Dijk, 2012). Research indicates teacher preparation and quality of teaching is the leading factor in student success. Poor preparation and inadequate quality of design strategies can deprive students of equitable use and access to optimal digital-based learning experiences (Delgado, 2019).

Teacher presence is important online but different than in the face to face classroom. It needs to be intentional. Strategies for expectations and feedback need to be utilized. Flexibility is needed to adjust to learners' needs. This presentation will cover ideas to enhance teacher presence.

The ESIL Lens is a tool to assess the depth of learning a student needs to reach. ESIL allows us to consider more than the cognitive load of the LO to design better and more realistic learning and assessment experiences for students.

Students value individualized and timely feedback. However, suboptimal course design can limit instructors' ability to meet feedback expectations. 

This presentation focuses on designing courses using feeding cycles, which leverage feedforward to make room for high quality feedback.

Teaching can be an exhausting, stressful profession. We'll discuss how to identify the situations causing stress and practical techniques for how to handle them.

Join us as we discuss methods an instructor can use to make their presence known in the course through design and delivery. We will also look at creative assignments that help instructors make better connections with learners.  Bring your ideas!

Join faculty and an instructional designer from University of Alaska Anchorage as we share ideas for improving learner/content interaction (i.e., OER, e-portfolios, simulation labs) followed by practical solutions to modify and adapt these approaches for use within other programs.

Teaching online requires a unique balance of pedagogical and time management skills. Open 24 hours a day, 7 days a week, the online classroom can seem overwhelming to both new and experienced online faculty. In the demanding COVID-19 era of remote and hyflex teaching, faculty may experience burn-out associated with facilitating online forums, posting assignments, and providing feedback.

The mission: design and develop a course template that models QM Standards, supports student success, and offers practical capacity building models for faculty. If you choose to accept: discover the template design challenges and tips for success.

As online learning practitioners, we spend time trying to figure out how to develop active learning within our courses. This session will showcase a variety of content samples that have been implemented to foster student-to-content interaction.

Quality Matters Standards promote establishing connections between the student and the instructor, the content, and their peers to promote student success.  In today's landscape of various learning modalities (Zoom, hybrid, distance, online, and high flex, to name a few), even experienced faculty members may be struggling to find ways to best establish these connections with and for their students.  High quality, intentional course design is now more important than ever.

The UNC-C Learning, Design & Technology masters program implemented the QM for Students program into curriculum requirements. This program is one of 10 in the US to implement QM for Students. The instructor and student will present their experiences.

Join us to discuss how a rapid prototyping model can be paired with QM to design quality online courses in a hurry. We will also share how we prioritize enhancements and use an iterative design strategy to achieve continuous improvement over time.

Due to the misfortune of the current pandemic, obtaining student engagement has become an extremely difficult endeavor. So how do we cope when our once effective delivery methods are no longer keeping our students engaged? Considering how the pedagogy relates to the student experience during this pandemic, is extremely important in the process of developing opportunities to transform passive encounters to active and meaningful experiences.

There is never enough time. Even with a well-designed course, the management of an online course can eat up a lot of time. Then there are the emails… While you will continue to receive emails, there are strategies you can explore to help you reign in those management tasks that take you away from engaging with your students and providing meaningful feedback on their work.