Sometimes students’ learning experience is off course from the syllabus or course outline. Quite often faculty are not course designers, but subject matter experts navigating through unchartered territory called course design. Chart a course to quality student learning by mapping course and module objectives to learning activities and assessments. In this session, learn how college faculty use a performance-based course design model and tool to ensure a quality learning experience for their students.
Large Language Models such as ChatGPT are trained using large amounts of past knowledge including knowledge about course design and quality. This training makes them suitable as a tool to help both identify problems as well as recommend improvements. In this session will explore how to use these tools to perform these tasks through examples from real courses and how they align with the QM Rubric.
Technology doesn’t just augment the educational experience but revolutionizes it. In this session, attendees will delve deep into the power of AI in the classroom, particularly focusing on ChatGPT. You’ll discover how AI can take your lesson planning from hours to minutes, provide personalized feedback to students, and offer innovative approaches to OER curriculum design—all aligned with UDL guidelines. Through demonstrations and activities, you'll see how AI can help create a diverse, inclusive learning environment while achieving high-quality instructional outcomes.
Leverage tech to support teachers & enhance student experience. Empower learners using ChatGPT for complex assignments, mastering concepts, enhancing writing/problem-solving, & instant personalized feedback. Use AI for lesson planning, accommodations, modifications & OER curriculum via UDL guidelines in minutes. Harness AI to achieve learning goals, explore new ideas, gain multiple perspectives, find real-world relevance, create supportive environments, & accelerate high-quality instruction.
The chief online officer is gaining influence in schools where online learning is becoming a mainstream activity. This session will compare CHLOE Survey results with the experience of a panel of four chief online officers regarding their management role and involvement in online quality assurance.
Management of online programs? Revenue generation? Resource allocation? The faculty role? Quality certification? Stability versus innovation? Where does your institution fit? A review of CHLOE 2017 and 2018 results sheds light on prevailing patterns and trends.
CHLOE 3 advanced our understanding of online enrollment trends, pedagogy, leadership, and quality assurance. This session will report key findings and invite the audience to identify remaining questions and future lines of inquiry in CHLOE 4 and beyond.
LX design has become a major, innovative player when it comes to addressing the educational needs, demands, and skill gaps of today’s students and tomorrow’s workforce. Competency-based education (CBE) is a big part of this trend. CBE experiences—especially in online settings—continue to gain traction in learning environments throughout K–12 and higher education and in professional development and training programs. At the same time, the demand for instructional design and instructional technology professionals is also on the rise.
QM’s Online Learner Support Criteria 1 addresses the presence of “Direct and indirect support for online learners and should include remote access to academic advising.” In this poster session, we will share a unique Graduation Team Model wherein collaboration between academic advising and faculty members foster the creation of proactive strategies that provide an individualized best-fit (“glass slipper”) student support plan.
At many institutions, closed captioning in online courses is provided on an as-needed basis in response to an accommodation request. Given recent litigation, growing student diversity in higher education, and the potential benefits to all learners when instructors employ universal design methods, closed captioning should, in our estimation, be a standard feature in online courses.
For many small universities, collecting, assessing, and applying information from QM course reviews can be equated to hunting for mythical creatures such as Bigfoot, Mothman, and the Gremlin. This presentation will explore cost effective and user friendly methods to make the hunt for these data analysis monsters more successful.
Demonstration of cost effective, user-friendly, and streamlined methods to capture the elusive data analysis monster. From arming your faculty with the tools they need, to forming alliances across campus, these methods are sure to aid your hunting party.
Metacognition plays an important role in student achievement and retention of knowledge. See examples and ask questions about how the QM Rubric steers use of asynchronous interaction to measure student engagement, facilitator coaching, and assessment strategies of K-12 metacognition.
Instructional design coaching is at the heart of a partnership between Gateway Community and Technical College and TiER1 Performance Solutions. Through this coaching model, Gateway faculty have received not only formal professional development but individualized coaching to guide them in the design of high quality online courses. The instructional design coaching model ensures faculty are applying foundational principles as well as incorporating problem-based learning into their course content.
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.
Learn how to initiate a collaborative self-evaluation process based on Quality Matters and accreditation standards that can result in the development of tools that form the basis for policies, procedures, and new online program development.
