Student success is our destination, and faculty dispositions are the vehicle to get us there. Effective teaching practice is shaped by educator dispositions. Faculty coaching can serve as a navigation system to help educators reflect on their dispositions, driving their professional practice.
Is it really possible to teach "public speaking" online? In this session, I share my personal narrative about how I have become a successful "online" speech teacher.
This hands-on session explores a conceptual framework for instructional designers to leverage generative AI while addressing ethical considerations. Participants will engage in collaborative activities to analyze AI-generated content, identify potential biases, and apply inclusive design strategies. We will evaluate the ethical considerations and potential risks of generative AI in instructional design. We will also apply an inclusive design framework to mitigate bias and enhance equity in AI-assisted learning experiences.
Learn how IDLA Secondary teachers make sure their communications to parents or guardians are seen as important and accessible. Participants will be given examples of different forms of popular mainstream communications that go out to parents during a typical course session.
This session will explore the interactive dynamics of online curriculum design that reflect the collective experiences and innovation of our faculty and the leadership of our university's technology center. Our goal is to inspire our students to excel in an online environment and to support our faculty in addressing and solving the quality assurance challenges in an online learning environment. The QM process and Rubric are the core of a sustainable online curriculum that focuses on continuous improvement through a highly collaborative faculty, technology, and student-focused system.
How can we help all faculty meet some of the QM Standards in every LMS course automatically? How do we keep the content and references up to date when courses are rolled or copied for upcoming semesters? This session will cover the solution a team of instructional designers and technologists created and what we included to cover all of General Standard 7 plus 4 other standards.
Learn how one online university achieved a culture of quality by applying a systematic instructional design process and theory-based design principles, as well as a rigorous and ongoing audit process to confirm quality standards are met.
The Minnesota Online Quality Initiative coordinates the Quality Matters implementation of a state-wide Quality Matters subscription involving 35 public higher education institutions. This session will include discussion of challenges, successes and lessons learned. Our approach to implementation is designed to encourage successful, strategic collaboration among faculty from a wide variety of institutions to promote and celebrate quality. We will discuss practical ideas and processes for building collaboration, communication, and support.
How many times have you had to deliver the news that a course needs improvement when working with faculty in online course development? Do you dread it? This session will help you identify strategies for building relationships through these difficult conversations.
What are the 'Three Little Words' that increase engagement and connection with students in virtual learning environments? I have identified 'Three Little Words' that my data suggests extends dialogue and makes students feel more connected to me.
You heard you need to scale up your training program “quickly” to prepare all faculty to develop quality online courses. Learn how a large scale system was able to pivot quickly with a collaborative effort across 23-campuses to provide systemwide training. A model will be shared for growing a pool of certified QM facilitators, targeted identification of faculty for specific training, and managing subscriber facilitated QM PD options with a “high touch” model of support for facilitators and participants in the classes.
During this interactive session, we will review case students of actual questions from faculty, discuss actions that were taken and could have been done different to help faculty meet Standards 2.1 and 2.2, and share suggestions and experiences writing or helpful faculty write measurable learning objectives.
Quality Matters is great, but why bother?
Let's talk about: (1) why instructors who certified courses went the extra mile, (2) why instructors who chose not certify didn't go the extra mile, and (3) how we can use their experiences to help more instructors apply the Quality Matters Rubric to more courses.
The slides in the presentation
As part of the Quality Talks, this session focuses on quality assessment from the beginning, by way of stressing the importance of well designed competency maps of each program/concentration. Upon completion of this session, participants will be able to: Describe the relationship between curriculum mapping and assessment as it applies to quality assurance of program content.
Cartographers can't have all the fun! Learn and better understand how alignment starts and stops with the clarity of curriculum maps and assessment tools to measure accuracy and drive continuous curricular improvement.
This Toolkit will be introduced during the session and feedback encouraged during and after the session. The aim is to provide a step-by-step plan for designing a study on the impact of Quality Matter, examples are provided. The Toolkit is a series of five modules in SoftChalk.
Between 2015 and 2017, UMB's Graduate School added 50 new online courses to its curriculum. This was accomplished with a very small support team (two IDs and a media specialist.) To meet our goal of having each course meet the essential QM Standards from the first delivery, the team created a system to build QM compliance into the course development process. By using a combination of templates and course design worksheets, we are able to coach our faculty through the basics of course alignment and learner engagement without lengthy faculty training workshops.
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