Does your intuition have challenges with faculty buy-in? Are course developers offered professional development? Are design elements embedded into your LMS? This interactive discussion presents a case study addressing these issues and offers solutions for different institutions.
A fully online Learning, Design and Technology graduate program has implemented the Quality Matters (QM) for Students into curriculum requirements for students concentrating in online teaching and learning. This graduate program is one of 10 universities in the united states to implement the QM for Students. The director of the program and the instructor of the course will present the initial QM coaching experience, examples of courses designed and feedback from the students' experience.
Quality feedback is a crucial ingredient in learning. In any design process, a designer must understand the user’s needs, assess trade-offs and analyze alternatives based on a list of criteria. A fully online MBA program developed with quality assurance processes and goals utilized module surveys and end of the course student evaluations to improve course design. The College of Business Administration (CoBA) is dedicated to creating competitive online courses to meet the needs of students, employers, and faculty.
Come see how our student workers provide faculty with student perspectives using the QM Rubric. You will get to choose the order as we discuss finding students, selecting SRS, managing the process, and training the students. All aspects will be included in the handouts and materials provided.
In this session we discuss the connection between Quality Matters and User Experience (UX). First we define UX and why these design principles are important to incorporate in education. We then describe how QM improves student user experience according to the UX design principles, and give examples based on the QM rubric. We conclude with a discussion of my experience implementing QM™ Standards in a hybrid course.
Let's join the presenters to enrich your online technology toolbox for inclusive instructional design. You can explore the features and affordances of emerging digital tools. You can work with the presenters to create a UDL-based online environment!
This session will preview the Inclusive Teaching Online workshop at Oregon State University Ecampus and preliminary findings from its associated research study.
Designing digital courses with AGILE offers opportunities for engagement and inclusion never before available to educators. These opportunities replace brick and mortar venues with virtual engagement tools for 100% seamless participation.
Do you need to update your video and multi-media course presentations to meet accessibility standards? In this session you will see an actual course with examples of alternative formats to meet diverse learners and discover tools you may use to help meet the accessibility standard.
The University of Texas Rio Grande Valley (UTRGV) Center for Online Learning, Teaching and Technology has developed and implemented a gamification framework, which applies best practices and Quality Matters principles to their online and hybrid courses. The framework provides a means of using such items for storytelling, achievements for badges, and clever application of adaptive release within learning modules. Join us to learn how to apply game thinking, game elements, and game mechanics into non-game environments.
The University of Texas Rio Grande Valley (UTRGV) Center for Online Learning, Teaching and Technology has developed and implemented a gamification framework, which applies best practices and Quality Matters principles to their online and hybrid courses. The framework provides a means of using such items for storytelling, achievements for badges, and clever application of adaptive release within learning modules. Join us to learn how to apply game thinking, game elements, and game mechanics into non-game environments.
Integrating RSI into online course design and delivery brings meaningful engagement between instructors and students which aids in student success and is vital to meeting compliance requirements. Participants will: gain a clear definition of RSI; discover actionable strategies to integrate RSI principles seamlessly into course components; and create a design plan for integrating RSI into existing online courses or when designing new courses.
We invite you into our journey in igniting our faculty to complete the APPQMR and how it impacted the learners of those that did. It is a full overview of incentivizing and being pragmatic with resistance; providing faculty the ultimate incentive of learner success. Participants will be better equip to develop their faculty through the APPQMR.
This session explores the use of LMS with an innovative training approach using the TPACK model to build faculty technical skills and pedagogical knowledge while remaining contextually relevant to their discipline. It seeks to help institutions with faculty/teacher development efforts.
Learn how results of a study at two mid-size community colleges can inform institutional efforts to support faculty development through scaffolded resources and peer mentoring. In the study, faculty were surveyed about their QM perceptions then interviewed about the influence of APPQMR.
Successful LMS transition requires implementing course tools and design best practices. Incentivizing faculty to attend training and integrate skills into course shells is meaningful. Faculty members attended training and obtained badges with a 75% acceptance rate. This session focuses on identifying the benefits of badges to promote an LMS transition, showing how an assessment guide can serve as badge metadata, and examines the design approach used to develop a QM-based LMS transition training.
The revised Universal Design for Learning (UDL) Guidelines 3.0, released in July 2024, focus on addressing biases that are structured into course designs. This session summarizes some of the key revisions to the UDL framework and provides participants with the opportunity to discuss and experiment with how UDL prompts can enhance and deepen our interpretation of how to apply QM SRSs within course design to build inclusive, equitable, and learner-centered course experiences.
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