Conference Presentations

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.

Looking for ideas to streamline communication, increase productivity and save time? Come and take a peek inside this course review manager’s “toolbox” to see what tips, tools and strategies are used to organize and manage data, deadlines, and reviewers during each busy review cycle. By using templates, free web tools, and automation, it is possible to streamline data management tasks and processes. Not just for course review managers, this session will be of interest to anyone looking for ideas, tools and techniques that will save time and increase productivity.

Even with detailed planning, things can go wrong. In this session, a panel that includes several experienced QM Course Review Managers will present a variety of challenges that have come up during and after course reviews, such as: - Problems with access to course materials - Issues within the review team - Challenges in communication The panelists will discuss how they resolved each snafu or put practices into place to avoid it in the future. Attendees will also have the opportunity to share their review experiences.

This presentation showcases a collaborative relationship between the Maryland Judiciary, a community college and Quality Matters. This collaboration demonstrates the use of the Quality Matters Continuing Professional Education Rubric for excellence in online course design and future possibilities for the Judiciary system.

In this session, we'll unveil a faculty-focused framework for designing, developing, and achieving Quality Matters (QM) Certification. Beginning with a Pre-Course Meeting, faculty grasp QM Rubric insights, engage with certified QM courses, and se timelines. Key takeaways: meticulous planning, pre-review, and post-development phases ensure optimal delivery, fostering excellence in online and hybrid courses for faculty and learners.

How can institutions leverage technology to incorporate instructional design principles in every course with limited resources? One solution: templates. By now, templates are very commonplace but are often misunderstood. Course templates offer a unique, flexible, and sustainable way to ensure quality while keeping options open. Smaller institutions with limited staff can leverage an online course template to provide a baseline standard and teachable moment. Let's remove the anxiety of a blank course shell and take a deep dive into building templates in Canvas using Design Tools.

How can you meet the needs of undergrad and graduate students? What about students taking 1 credit vs. 6 credits? What if they come from five different colleges? What if they are all working on different projects throughout the course? These are the challenges we faced as we designed a way to meet all of those needs in an online course that will need to scale to over 4,000 students.

Learn how UMBC successfully addressed challenges faced during emergency remote teaching and developed a scalable solution for quality online course design based on the QM rubric. Analyze your institutional climate, identify stakeholders, and set goals to support QM adoption that is faculty-driven and student-centered. Our vision board revealed a pathway for faculty to learn how to apply the Rubric, utilize QM’s Concept of Alignment, and improve course accessibility and usability. 

A team of instructional designers will share their experience of identifying ways to supplement the Quality Matters Standards from a list of 43 standards to a set of foundational and advanced standards in a checklist format.

Is the thought of your first QM certification review giving you heartburn? We’ll provide the antacid in the form of process documents and checklists you can use to help you get that review completed in no time!

What does it take to create a culture of quality? It’s much more than endorsing a set of quality assurance standards. Who are the people, and what are the supports, policies, processes, and facets of institutional culture that drive online course quality assurance implementation? In this session, we’ll share and examine the research gathered from a mixed-methods study. The approach employed included a survey about these facets of institutional QA implementation and optional follow-up interviews.

This presentation will highlight the collaboration of faculty and instructional designers in a one course/three modality model for course builds at a private not for profit University, where the course builds integrate Quality Matters standards.

Faculty at our institution are interested in improving their courses but were overwhelmed by the expectations of the QM rubric and the formal peer review process.  Our institution has created an online training course, an intermediate level Quality Assurance Checklist, and an internal peer review process to help raise the quality of online and blended courses, creating a more gradual pathway to meeting the QM standards.