Conference Presentations

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.

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.

Creating a perfect rubric is elusive.  Writing a good rubric is challenging.  Developing a meaningful rubric is critical.  This workshop focuses on expanding rubrics in the course development and evaluation process into a powerful teaching and evaluation tool.  We will look at various types of rubrics and build on experiences of participants to construct rubrics which can be easily modified to make a consistent grading tool and connect assignments to objectives.  The workshop will then identify simple tactics which can leverage rubric criteria to strengthen fundamen

Students’ learning needs are not monolithic and have posited that inclusivity in online education should be multi-dimensional in order to break away from a one-size-fits-all model (Clow & Kolomitro, 2018).  Therefore, we need to rethink the QM rubric to be inclusive of the course delivery component vs only looking at the design. Moreover, Hollingshead and Carr-Chellman (2019) argued that as a result of the change in student demographics, there is an amplified need to create opportunities for student engagement through instruction and instructional design utilizing UDL.

Students’ learning needs are not monolithic and have posited that inclusivity in online education should be multi-dimensional in order to break away from a one-size-fits-all model (Clow & Kolomitro, 2018).  Therefore, we need to rethink the QM rubric to be inclusive of the course delivery component vs only looking at the design. Moreover, Hollingshead and Carr-Chellman (2019) argued that as a result of the change in student demographics, there is an amplified need to create opportunities for student engagement through instruction and instructional design utilizing UDL.

Zoom fatigue has become a new term. It doesn't have to be that way. Synchronous classes have their place in good quality online learning. How do we find the sweet mix of synchronous, asynchronous, and offline activities in our online learning?

This session will discuss the faculty technological, pedagogical, and content knowledge (TPACK) growth that occurs when attended a QM workshop and taught online courses.

Have you attended the APPQMR workshop? Have you applied QM Standards in your own courses? If not, come and hear about the insider's secret regarding the workshop and their perspectives about QM Standards and the benefits of QM. If you have, come and share your experience with others who are passionate about QM. The presenters are eager to share the results of a study on the impact of APPQMR training with you.

Explore the "under the hood" design features of the Introduction to Online Teaching Using Moodle course to help make the design process transparent.

This course provides faculty members the opportunity to be students in an online course, create their own course as they work through the modules, and see QM standards and alignment in practice. In this session you will be able to access the course and explore as we discuss the three areas driving the design of the course: QM, Moodle How-To, and Authentic Learning.

Effective learner engagement is not limited to traditional classrooms. Experience enriching adaptive strategies for online courses to promote student-student, student-content, and student-instructor interactions

Learn how Worsham College of Mortuary Science built a highly-specialized, holistic program focused on quality student-centered design. We'll share our strategies to keep quality at the forefront in the planning, design and maintenance of the program.

There are benefits for ALL students when we proactively design learning environments and resources that are accessible. Armed with simple but effective best practices, we can begin to remove barriers to learning with digital content. These improvements will benefit all learners, including students with disabilities, language needs, and varying learning styles. Designing accessible materials requires time, resources, and knowledge to implement, which is why we highlight "Low Effort, High Impact" tips that can help any educator or team get started.

When institutions use the master course model as defined by the National Center for Academic Transformation, a problem arises when a faculty member teaching an online course is not the one who designed it. Is there something we can do in the course design stage to promote preservation of this design in the course delivery stage? This session will explore the use of checklists to prepare faculty to teach an online master course.