Conference Presentations
Remember the QMCs!
We're all about continuous improvement! How can QM serve you more effectively? QM Coordinators are invited to attend this interactive session to learn about and discuss new and planned enhancements to subscriber tools, processes and resources. The session is an opportunity to share your ideas directly with QM leaders responsible for implementation.
Rolling Out Quality Matters on Our Campus
This presentation outlines the incentives, objectives, process, outcomes, and faculty reflections for rolling out QM on a campus of 20,000 students.
SARA- Is It Right For Your Institution?
Additional resources from presentation
SARA- Is it right for your institution?
SARA is a voluntary state-level process agreement that allows institutions to offer distance education courses and programs to residents of other states/members of the Agreement. Along with many other states, Ohio is now a member of the State Authorization Reciprocity Agreement (SARA).
Spicing It Up! Quality Course Design for the Digital Age
Are you interested in "new" ways to boost learner engagement in your course? Do you wish you could enhance your course activities but aren't sure where to start? Do you want to create a course that is easy to maintain, AND meets QM Standards? Then this session is for you! Come explore ways to "spice up" your course by incorporating web-based activities. OERs, virtual projects and more while keeping in mind the all-important concept of alignment. These "hot tips" will get you on your way to promoting learner interaction in your courses!
Spicing It Up! Quality Course Design for the Digital Age
Are you interested in "new" ways to boost learner engagement in your course? Do you wish you could enhance your course activities but aren't sure where to start? Do you want to create a course that is easy to maintain, AND meets QM Standards? Then this session is for you! Come explore ways to "spice up" your course by incorporating web-based activities. OERs, virtual projects and more while keeping in mind the all-important concept of alignment. These "hot tips" will get you on your way to promoting learner interaction in your courses!
Supply Meets Demand in a DL Course
Our job is to meet or exceed consumer demand. To provide learners a well-designed product that supplies "more bang for their buck." We must aim our focus toward the learner. Learners today expect more than they did a few years ago. There weren't as many options in the past. The demands of learners and course design are continually changing. If we do not meet learners' needs, they will be lost -- to competition or to complacency. This session examines innovative ways to improve these areas of demand: Course Navigation, Interaction, Content, Calendar, Support.
Systemwide Support for Development of Quality Initiatives MATTERS! Backing Campuses to Implement QM
The California State University system implemented an approach to engage faculty in redesigning their courses for the 21st century learner. Components of the approach include supporting faculty to share course redesign models, facilitating discipline-based cohorts and a QA community of practice, and supporting campuses in implementing various quality assurance efforts. This session will share the systemwide approach for supporting campuses in launching Quality Assurance activities and three campuses will share their approaches for implementing QM on their campus.
Take the Next Step with a QM Faculty Learning Community
Many faculty at this institution have completed the APPQMR training, yet seem unable to take the next step. A Faculty Learning Community (FLC) was created, giving faculty a place to discuss how to revise their courses to meet Quality Matters Standards. Learn more about the FLC structure, meeting agendas, materials used, and results. Participants will also be provided with several of the tools and resources that were developed for this Faculty Learning Community and will leave with a template for creating an FLC at their schools.
Targeting Program Design Certification: Leveraging Quality Matters Standards for Program Continuous Improvement
With an institutional goal of demonstrating academic excellence through program-level accreditation/certification, but without an accrediting body for the MS in Educational Psychology - Experimental Psycholgy Program, we are looking to QM to help us ensure the quality of this online degree. We are implementing multiple program-level revisions and building evidence to support an application for QM Program Design Certification. This QM-driven initiative extends QM Standards "upward" to program-level continuous improvement processes.
The Design and Development of an Internal Review Process
This session will discuss the design and development of an internal course review process. Faculty members from across campus were invited to participate in the project, which reviewed three different course review models. The process, the three review models, final recommendations, and next steps for an internal course review will be shared.
The Heart of What Matters: The Creation of a Quality Online Continuous Improvement Plan
Are you struggling with implementing a review plan that affects continuous course improvement? In two years, NMSU-A has had 80 percent of its courses QM approved. Through the use of a faculty team, the institution has provided training, technical support, and mentorship that has meshed QM standards, best practices in online delivery, and professional development. Presentation will include perspectives from an administrator, a tenured faculty member, and an adjunct instructor.
The Ultimate Oxymoron
Is it really possible to teach "public speaking" online? In this session, I share my personal narrative about how I have become a successful "online" speech teacher.
To "Understand" Measurable Learning Objectives: Helping Faculty Meet Standards 2.1 and 2.2
During this interactive session, we will review case students of actual questions from faculty, discuss actions that were taken and could have been done different to help faculty meet Standards 2.1 and 2.2, and share suggestions and experiences writing or helpful faculty write measurable learning objectives.
Transition Lassoed by QM: Capitalizing on a New LMS by Integrating QM Principles in Training
An academic health science center in the southern United States adopted Quality Matters in 2014, representing the first institutional partnership with Quality Matters in higher education in the state. Within the same calendar year, administrators were presented with a new development from campus administrators: the campus' legacy learning management system would be replaced with a new system. Could the eLearning group blend training on QM with the training on the new system? Six months later, an online course with 26 QM Standards was integrated into the self-paced online course.
Using Effective Assessment Protocols to Maximize Learner Experience (Fulfilling QM Standards 3.4 and 3.5)
QM standards 3.4 (The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed) and 3.5 (The course provides learners with multiple opportunities to track their learning progress) are not required standards to pass a QM review but these standards have a direct impact on authentic learning and student achievement through the correct implementation of assessments. Meeting standards 3.4 and 3.5 will greatly impact the power to establish authentic learning and create better opportunities for measurable online learning.