In this session, we will show how we demonstrate to leadership that Quality Matters does matter. Implementation of QM provides institutions with a systematic approach to avoid negative ROI through compliance – reducing rework and poor learner experience. We will share the story we tell and the methods we use to support our requests for continued QM funding.
What constitutes excellence in teaching for university faculty when they are expected or required to create and teach high quality online courses? This is a question
that will increasingly be asked of members of promotion and tenure committees as market pressures demand entire degrees be delivered online. Developing
a high quality online course is a significant commitment in time and effort and frequently requires learning new skills and pedagogical methods. Increasingly,
As part of QM's research agenda for 2014/2015, we want to encourage intra- and inter-institution research on how QM affects students. This session will introduce two projects, with some preliminary data, that focus on student perceptions of their online learning experience. The basic research question: How does applying QM to a course affect students?
Project 1) Compare online courses that do, and do not, meet QM standards in terms of affect, self-efficacy, and quality of experience as evidenced in real-time student feedback during the course
Refreshing your class with engaging materials that are current, authoritative, appropriate, and (best of all) free is easier than ever! Learn how to find and incorporate these resources into your course with strategies for ensuring they align to your objectives, activities, and assessments.
Instructional Designers (IDs) can positively impact online education through research. Yet few ID job descriptions include research activities. In this panel session, IDs and supervisors at a large state university will offer pathways for IDs to be collaborative innovators advancing research.
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.
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.
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
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