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.
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.
An overview will be presented on the development of three Ball State University non-credit online programs. These modules will highlight the innovative approaches used in the creation of online learning environments, keeping standards in mind during the design of the courses. The underlying premise is to transform non-credit courses into quality opportunities that enhance future and current student success, as well as contribute to adult learning for educators and audiences external to the institution.
Stop by and leave your mark on this interactive poster! Explore IBSTPI's ID competencies -- discuss what IDs really do, the value they add, skills to look for when hiring IDs, and professional development opportunities for practicing designers.
Lessons learned in the adoption of the QM Rubric and QA process at a Mexican university.
A Guide to Writing Unambiguous Objectives
Human Capability Verbs. A frame work/rubric for writing effective objectives that address the universal five categories of learning:
We will be discussing different ways to collaborate using technology and describing how faculty community building helps with the implementation of the QM rubric.
We are a large public University that offers over 1,000 individual online courses. We are in the early phases of implementing QM as an institution-wide quality assurance program. Our poster will address how to prepare an instructional design team for QM implementation as well as the strategies and tools we developed to streamline the course design process. As instructional designers complete APPQMR, they will be able to guide faculty using the QM HE Rubric while developing courses. In addition, instructional designers garner buy-in from faculty throughout QM implementation.
Join us as we discuss methods an instructor can use to make their presence known in the course through design and delivery. We will also look at creative assignments that help instructors make better connections with learners. Bring your ideas!
The Quality Matter Standards have been used at our institution to support its efforts regarding designing quality online courses. In this research study, we particularly focus on the QM Standard 5 regarding designing course activities. We examined instructors' perceptions of various course activities fostering active learning in online classes. Data were collected through semi-structured interviews and documentation. Findings and implications will be discussed during the QM presentation.
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