Conference Presentations

Attached is the PowerPoint presentation for this session on Sept 25, Monday, 3;20-4:10

Does your online program include two orientations: Level 1-Orientation to Online Learning and Level 2-Orientation for an Online Course? In this session, participants will discuss the role and value of each level, and learn how other institutions design, deliver, and track learner activity.

Learn how to use an LMS to virtually engage on campus and online students. This can be achieved by creating inclusive and supportive learning environments that allow students to access academic and support services, complete University requirements, and conduct virtual presentations from anywhere.

What are the markers of quality design, presence and innovation/risk-taking when “observing” an online course? Learn how a department from one large university is addressing this question and sustaining quality through its online peer reviews.

What are the markers of quality design, presence and innovation/risk-taking when "observing" an online course? Learn how a department from one large university is addressing this question and sustaining quality through its online peer reviews.

What can we learn from faculty who have taught online for 10+ years? We interviewed 33 faculty on their experiences with evaluation of online teaching, perceptions of important skills for online instructors, and advice for new online instructors.

Theories of learning underpin approaches to program development, as well as course development.   This roundtable will focus on the latter and will be an opportunity to discuss the learning theories in relation to the Quality Matters Rubric and peer review process.  Traditional learning theories, such as behaviorism/objectivism, cognitivism, and constructivism, as well as the more recent theories, such as connectivism.  We will also look at the emerging interdisciplinary field of the learning sciences.

Join us to learn from faculty members in multiple disciplines about a unique set of state system-designed courses, how they can improve face-to-face, hybrid, and online courses, and how they lead to Certification.

Developed by instructional designers across the Virginia Community College System, the course prepare faculty for teaching and designing online courses. Courses are focused on developing the faculty members’ use of the QM HE Rubric. Come learn how we improved online teaching and learning in our colleges.

Given what we know about what ChatGPT and other AI tools can—and cannot—do, as educators we must confront two very different issues: First, what should we be teaching our students to prepare them for a world in which they are likely to be using AI tools? Second, how do we assess what students have learned when ChatGPT provides an exceptionally helpful resource for cheating?

The presentation tackles challenges in online course creation: inefficient processes, inadequate SME training, and inconsistency, crucial as online education grows. Ensuring quality, aligned with industry standards, is vital for effective learning. Indiana Online's journey offers insights: Comprehensive documentation and SOPs ensure consistency. Ongoing PD for IDs and SMEs keeps practices updated. Effective communication and clear processes ensure a consistent learning experience.

We will share the lessons learned while using our institutionalized Emergency Academic Plan (EAP) to successfully transition and retain academic quality in face-to-face courses that were moved to a virtual modality due to the constraints faced by the COVID-19 pandemic.

Our transition from Blackboard to Canvas was a big undertaking. On top of that, I was the relatively new hire who was to help boost the Quality Matters program at our university. I will share the six lessons I learned from our LMS transition and how these lessons affected our QM program.

Have you been asked to serve elementary students fully online for the first time?  We can help.  Learn about the "Glow and Grow" opportunities that IDLA experienced when serving elementary students last year.

Discussions again?? I know, "Post by Wednesday then respond to two classmates by..." Let's examine ways to make our discussions more engaging, using other tools that can expand the online classroom conversation.

This poster session will cover a 2015-2016 pilot in which 9 California State University campuses participated to establish formal course reviews through a CSU cadre of certified reviewers. Feedback from coordinators, instructors, and peer-reviewers, as well as recognition strategies and a student feedback instrument will be shared. Additionally, two campuses, San José State and Fresno State will share their activities to train and support faculty in preparing their courses for formal certification.

Too often, learners construct barriers to their own learning with problematic self-identifications like "I'm bad at math" or "I'm a bad writer" causing them to disengage. Game-based activities and game-like learning can help learners shed these identities and embrace new ones as active players in the game of learning. Join us to explore the underlying principles of game-based, game-like, and gamified learning, apply these design principles to the classroom, and play a rousing round of Fear Pong. 

Looking to level up your teaching game? Join us for a session on gamification in education and discover how to increase student motivation and engagement through the power of game mechanics. Learn about successful examples of gamification, gain practical design strategies and tools, and explore the potential of gamification to enhance student learning outcomes. Join IDLA teachers and developers to explore the power of gamification and take your teaching to the next level! 

Is collecting direct evidence of student learning for accreditors/annual reports difficult? Is getting instructors to submit data for program assessments maddening? Join us as we demonstrate how the Canvas LMS can be leveraged to excite your faculty about collecting this data for you in real time!

ASU Online offers thousands of online courses a semester with a goal of ongoing course enhancement. This presentation will provide recommendations on how to leverage institutional and course data to identify key course health indicators in online courses and prioritize them in ways that ensure ongoing course improvement. Dashboards with examples will be shared along with a customizable process to identify and prioritize enhancements for online courses at scale.