Conference Presentations

This session will provide an overview of the Online Course Development Award process of implementing QM at the University of Northern Iowa. It will explore the partnership that occurs between faculty and instructional developer (ID) as a foundation of the thinking about and application of the design and functionality of the course content following the QM Rubric. The presenters will also discuss the ongoing transformation of the developer and faculty roles to develop and deliver effective online instruction.

Working together, the eLearning Advisory Committee (eLAC), Center for Engagement and Learning, and eLearning developed an internal QM Review process and infrastructure. Using a slow-roll approach, we kicked off internal reviews with only two courses at first, building our pathway as we progressed forward. We will present an architecture of our decision making and creation of processes and support infrastructure, as well as the results of our efforts.

(Poster Session - w/ PPT)

Now that QM has been implemented at our institutions, what is the strategy to expand and grow participation? What tools or approaches have been proven to be successful in getting continued faculty buy-in and participation? How do we keep the momentum going even as we face major institutional changes that will impact our organizations? This session will enable participants in any phase of QM implementation to identify strategies that can move their own institutions forward in growing QM and improving course quality across the board.

Faculty yearn for the opportunity to share and reflect on course design strategies as well as best pedagogical practices for instructional delivery. QM now offers a fresh opportunity with the independent online IYOC. Discover how faculty at Portland Community College have benefited from this new flexible approach to the IYOC. Participant collaboration through a F2F follow-up workshop has provided the chance for faculty to share and refine course improvement plans as well as discuss teaching pedagogy best practices for instructional delivery. Early results have been promising.

Developing and implementing policies for the use of Quality Matters online course design standards and online course delivery standards in an online program area can be challenging and cumbersome. Additionally, it is important to have organized policies and procedures regarding course design and course delivery in place for oversight of fully online programs in order to compete in the education marketplace.

I have developed a six-step process for the development and implementation of a quality assurance plan in an online program area: 

QM Standards can be effectively applied to an in-person, traditional, lecture-based course to achieve a more dynamic and purposeful class room. This session will look at how course competencies can be supported using QM Standards, including the syllabus, independent and group activities, lectures, assessments for homework, exams, and projects.

This presentaiton outlines how to access and use the Quality Matters Research Library. The article submission and approval process will be explained as well as the roles of Quality Matters Research Colleagues as well as the research databases and journals queried for inclusion in the Quality Matters Research Library. 

This case study highlights the efforts of three distinct schools and colleges within Drexel to develop a sustainable and scalable comprehensive process to establish evidence based assessment practices. The process establishes rigorous and measurable cycles of learning through by using Quality Matters standards to align institutional, program and course level objectives to student learning outcomes. In addition, the paper illustrates the application of direct and indirect assessment towards developing interventions leading to quality student learning outcomes.

The Pathway to Master Online Instructor Program (Pathway) was created to help faculty learn the fundamentals of course development and delivery, and current trends in the field of online learning. The Pathway program includes five unique courses that address online teaching, online course design, ADA compliance, and Quality Matters.

Avoid overthinking the online course objectives writing process. Instead, consider a “go to” course alignment matrix resource to help you organize and categorize information needed to align your course content. Identifying your course level and module level objectives as they relate to assessment and instructional materials provides a clear path to alignment. Clear direction is good just as Yogi Berra said, “If you don’t know where you are going, you’ll end up someplace else.”  

This presentation reports on an effort to dramatically increase the quality of online and hybrid courses through the coordinated implementation of a replacement LMS with components of instructional design and Quality Matters. In a cross-functional, team-based approach, the institution adapted and approved an instructional design model and process, a course development lifecycle and checklist, an LMS course development template, a formal formative evaluation stage, and a Quality Matters review.

This presentation reports on an effort to dramatically increase the quality of online and hybrid courses through the coordinated implementation of a replacement LMS with components of instructional design and Quality Matters. In a cross-functional, team-based approach, the institution adapted and approved an instructional design model and process, a course development lifecycle and checklist, an LMS course development template, a formal formative evaluation stage, and a Quality Matters review.

Providing professional development for blended and online learning that creates the opportunity for connection and personalization is our goal. We recently launched our professional development model called Coffee and Course Design. In this session will share how our newest endeavor of providing an active learning space that enables the participants to connect, share, and design for their online or blended learning environment using Quality Matters as our framework while having coffee, donuts, and conversation with their colleagues.

Student's grades on assignment for an undergraduate nursing research course the academic year before QM certification were compared to grades the academic year after QM certification. Significant improvement was found in grades for research papers and posters. Changes made to the course will be described, study findings presented, and implications discussed.