This session elaborates the eight steps of the HIDOC model created specifically for online course design. The steps are: Learner Analysis, Learning Objectives, Course Structure, Assessments & Activities, Instructional Materials, Technology & Tools, Online Learner Support, and Continuous Improvement. The HIDOC design model is built for online modalities and offers free Design Documents and Course Blueprints that are publicly available.
Join this interactive session to brainstorm and learn how organizing strategies can help to create a faculty-led culture of QM reviews.
Join the Google Document to share resistances you encounter and provide solutions. MOre information will be added to the document after the presentation.
As a new subscriber to Quality Matters, we were interested in helping faculty and instructors who teach online use the QM rubrics in course development and revision in nonthreatening ways. Pilots occurred in the Graduate Program in Nursing, Graduate Program in Education, and in a selection of online summer offerings in the Undergraduate program. This presentation will demonstrate the many ways that institutions might introduce the QM rubrics to their faculty in supportive and non-threatening ways.
During this discussion participants will discover how a large public university used the ViVo tool to marry analytics and ADA compliance to video-based content; making online learning truly accessible, effective, and transformatively engaging!
Designed for faculty, staff, and administrators relatively new
to QM. Come for a quick introduction of QM, how it works, what's in it for institutions, and how QM can support efforts to help students succeed.
This poster explores how to embed digital accessibility into higher ed course design practices. Participants will review key ADA Title II provisions, outline accessible course development steps, and develop strategies for remediating content and collaborating with vendors to ensure compliance.
Master Reviewers and Facilitators, have you ever heard questions like these? How much is enough to pass a standard? How many items from the annotations should they have?How do you know that it’s 85%? While facilitating QM Applying the Rubric workshops and chairing reviews, I find that participants and reviewers alike can be challenged when it comes to determining if individual Standards are met.
Three years into our Online Teaching Fellows program, we were asked this question: Is it working? After an awkward silence and some shuffling of papers, we realized that we had been spending too much time assuming that it was working and not enough time assessing it. This session will introduce our assessment process and facilitate a discussion on how best to start meaningful assessment of a QM-centered professional development program.
Reliable evidence of student learning depends on assessments that are seamlessly aligned with learning outcomes and activities. In this session, participants will explore how a strategic
performance-based approach to course design has enabled one college to meet QM Standards.
This session introduces the CLEAR Framework to help faculty and instructional designers create accessible, high-quality courses aligned with QM Standard 8 and WCAG 2.2. Participants will engage in active learning activities to evaluate course accessibility, apply CLEAR principles, and develop an action plan for improvement. Key takeaways include practical strategies for captioning, logical layout, readability, alt text, and responsive design to ensure inclusive learning.
This session will focus on using the E-Learning Usability Scale for Higher Education to address standard 8.1 Course navigation facilitates ease of use. We will explore strategies to reduce cognitive overload, guide attention, and increase motivation.
It's easy to look at each of the QM rubric items separately, but that segregation leads to a more difficult process of having a course that meets the rubric. This interactive discussion will raise participant awareness about the need to integrate their thinking about all the standard items as a whole, rather than looking at them as separate issues.
Captioning video content can be an expensive and challenging endeavor, which can be difficult to accomplish on a large scale. To meet Standard 8.3, "The course provides alternative means of access to course materials," Oregon State University Ecampus developed an internal process to caption video and lecture content for courses going through a Quality Matters review. This session will focus on the process for easily and affordably creating captions for media.
Higher education faculty typically conceptualize alignment differently than instructional designers do. How can we engage faculty in effective discussions around this deeply essential aspect of course design? In this session we will discuss ways to support faculty toward stronger alignment by helping them to conceptualize a course as a thing apart from its designer. You will come away with new insights as well as practical tools to use when working with faculty.
Over the past two years the field has seen a significant increase in enforcement of civil rights legislation in the area of access to online learning for people with disabilities. The presenter is recognized as the current expert on these issues. It has become eminently clear that there are no differences between higher education and K-12 in the legal compliance for online learning. This session will articulate the expectations the federal enforcement agencies have with respect to access and equity in online learning in K-12 and Higher Education.
