Conference Presentations

search by keyword

Backward Design, Forward Motion: How a Professional Development Program is Making Course Reviews Easy

What do a 12-week seminar on course design and development and a 6-week seminar on online teaching have in common? Both point faculty toward creating courses that meet QM standards with flying colors. This presentation is about a professional development program that's making QM peer reviews a breeze.

Badges? We Ain't Got No Badges!

Gamification is popular in higher education and what it boils down to is motivating students to keep trying, reach new levels of accomplishment and be successful. (All things we do naturally when playing games because we love the challenge, regardless of the number of attempts it takes to attain mastery.) One way to foster those achievements is to offer rewards or "currency" for each level of skill attained or accomplishment completed.

Feeding Many Birds

To promote compliance with accessibility mandates, we developed a workflow to provide timely, accurate and cost-effective closed captioning for instructional materials.  We share details about this process, and data about significant benefits of the captioning for ALL students.

It's Not You: Strategies for Engaging Faculty Around Alignment

Higher education faculty typically conceptualize alignment differently than instructional designers do. How can we engage faculty in effective discussions around this deeply essential aspect of course design? In this session we will discuss ways to support faculty toward stronger alignment by helping them to conceptualize a course as a thing apart from its designer. You will come away with new insights as well as practical tools to use when working with faculty. 

QM 8: Have high standards, but be an easy grader

Portland Community College's Distance Education department instituted Accessibility Guidelines for online course content in 2011. These guidelines work to reinforce
the QM 8 standards. But if instructors are developing their own courses, how closely should we hold them to these
guidelines and standards? How much is fair to ask of the instructor? What roles do Distance Education and
Disability Services play? In other words, "Who's responsible for accessibility? " The truth is, we all are. In this