Competency-based education (CBE) is getting a lot of attention. Defined by personalized learning and "authentic" assessment, advocates position CBE as a powerful toolkit to address some of higher education's biggest challenges- namely, high tuition, low completion and vague/uneven student outcomes. It could be argued that these challenges are relevant for "traditional" online learning, too. Amid the hype, what is truly distinctive about the new generation of CBE programs, and is CBE really a mainstream solution or a more specialized one?
In the last eighteen months, the number of higher education institutions publicly committed to competency-based education (CBE) has risen from 24 to over 225. Undersecretary Ted Mitchell said, “CBE is...the single most promising set of innovations we have to make improvements against the challenges facing our education system today.” (Competency-Based Education Network convening July 22, 2014). The marked increase in interest and commitment to CBE presents significant challenges for instructional design professionals.
Building buy-in from faculty during the course audit process is paramount for the successful improvement of an academic program. Traditional recommendations for successful audits include openness, with timely and relevant feedback, as well as clear expectations. An innovative, collaborative approach towards course auditing can incorporate these recommendations, and create an audit process that fosters success within an academic program. Using the acronym, BUY-IN, peer auditing practices can produce results that motivate and empower faculty to achieve QM Certification.
This session will provide a Course Developer's Guide with information on applying best practice, a checklist, and basic templates for online course design following Quality Matters Standards in an easy-to-use format.
Do you lead a QM initiative, the accreditation process, or oversee quality assurance at your institution? If you answered yes, this session could assist with tying all of these initiatives together in a way that saves time in the long run while maximizing the institutional reward.
During this session, participants will review and develop course activities that allow students to actively engage with content and with each other. In addition, issues and strategies related to facilitation of student-to-student activities and group work will be presented and discussed.
As those of us well versed in QM know, the primary focus of the rubric is design. While quality design is an essential component of a quality online program, it is not the only component required to achieve overall quality assurance. Those of us who have taken the APPQMR would also recognize the pie image that is a trademark training piece of this workshop. While participants of the APPQMR are made aware of the fact that QM does not try to address all pieces of the pie, they are often hear about how the other pieces could be effectively addressed.
This session explores how aligning UDL Perception guidelines with Quality Matters (QM) Standards enhances accessibility and engagement in online courses. It emphasizes designing with accessibility from the start. Attendees will learn practical strategies like using captions, alt text, and multiple content formats. Key takeaways include tools to create inclusive learning environments that support all students' success.
Providing your online students with engaging video lectures is great. Yet, figuring out how to create engaging video lectures can be daunting, especially when you are not tech savvy. Come see some examples and learn about what simple tips you can do to make your online lectures interactive.
What is the QM Community? How can we benefit from it? How can we get involved? Come learn from a group of faculty, instructional designers, administrators, Peer and Master Reviewers, and QM Coordinators who watched as simple conversations resulted in established connections to create the QM Community. Listen to stories about how each of us became a part of the QM Community. Brainstorm with us about how to join the conversation, get connected, and continue blazing new trails in the QM Community.
Building rapport and providing descriptive feedback to learners is championed by Quality Matters. Learners are more likely to persist and succeed when they can not only hear but also take in and feel motivated to apply the feedback they receive from instructors. We welcome you to the table for collaborative conversation and interactive practice. Join us as we share key strategies you can season to fit your learning environment!
Learn how copyright works within institutions of higher education, the implications of Teach Act for online courses, and get an understanding of how Creative Commons licensing allows designers and others to use images, video, audio, and software in online courses, increasing quality while maintaining cost-effectiveness!
This session will briefly cover copyright, and then show a plethora of free tools and technologies for use in online courses.
This presentation covers the differences between Fair Use and the TEACH Act. Focusing on the benefits of the TEACH Act and then also the required aspects for usage and implementation.
This is a 5 minute Quality Talk Presentation over an initiative to standardize departmental policies and practices as they relate to online education. The slides are mostly cut and pastes from our policy document.
Consistency in course design is paramount. A simple way to achieve this is through a course-building template that incorporates QM standards. The course template provides consistency for students as they navigate an online program. It also allows students to focus on content rather than navigation and will assist with persistence and retention rates. This session will explore a template that guides instructors/instructional designers in building a course using the "Course Building: One Module at a Time!" model course.
There are many things that both faculty and instructional designers do that help improve the quality of course design. In this session, we will investigate those hidden tasks and discuss how both faculty and instructional designers can work together.
Learning Objectives: After this session, participants will be able to . . .
Document the various tasks that are related to designing a course.
Evaluate the possible interactions between faculty and instructional designers to design a course.
This enlightening session examines diverse, inclusive, and equitable online course design best practices and emphasizes how they can transform the learning experience for online learning communities. Delve into a variety of strategies you can employ to create inclusive digital experiences for all!
Engaging instructors in conversations about the quality of course design can be quite challenging. At the Center for Excellence in Learning and Teaching (CELT) at Iowa State University, we have created a unique approach to facilitate these conversations and provide a supportive environment for instructors to enhance their course designs. This session introduces the CELT Course Design Institute (CDI), a program that encourages collaboration between instructors and instructional designers.
