Conference Presentations

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Looking Under the Hood: Making Course Design Transparent

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.

Lost in Space

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

Low Effort, High Impact Accessible Content Tips for All Learners

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.

Maintaining Quality Design When Teaching a Master Course

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.

Maintaining Quality Standards Through Flexible Course Design

In this presentation, we will discuss how to foster a culture of quality in online teaching by providing instructors with flexible and varied design approaches. We will explore ways to enhance instructor presence using shareable templates, which are pre-approved courses that maintain alignment standards in the course design process. Shareable courses provide instructors with built-in course delivery options, giving them more flexibility in teaching the course without compromising on quality.

Making Decisions About Accessibility: Considering Effort and Impact

Deciding where to start when making online materials accessible is half the battle. Pitt Online has created a tool, the accessibility matrix, which can be used to help your unit or university make those decisions. This presentation is about what elements of making course materials accessible are included in the matrix and how decision makers can use it effectively.

Making Quality Standard: Building a Sustainable Quality Assurance Culture and Establishing a Standard Operating Procedure (SOP)

Let's be honest: the QM Rubric can be downright scary! One way to help faculty and IDs apply the Rubric is to establish a standard operating procedure (SOP). The goal of a SOP is to map each step in applying the QM Standards, giving the ID and faculty member an overview of the course development process. This session will first look at California State University - East Bay's current three-year quality assurance initiative and then examine the SOP developed to implement it. Participants will also be invited to share procedures established on their campuses.

Making the Most of Blended/Hybrid Courses

A study that explores strategies to better meet the needs of university students participating in blended/hybrid courses will be presented and discussed.  In this study, feedback from students on the challenges of participating in blended/hybrid courses was put into practice in 12 blended courses.  Implications for blended course design and instruction will be explored with suggestions for some simple strategies to enhance the blended/hybrid course experience for all students.

Making the QM Case for Accredited Education Programs

As education programs across the country transition from NCATE to CAEP accreditation, programs need new ways to present evidence of program quality. By aligning education course to QM Standards, education programs can create LMS course models that integrate assessment must-haves across programs; this helps accreditation leaders make a compelling case for program quality. Participants will see examples from a required graduate research course designed on the QM model and also see examples of how course-based assessment melds with course objectives within Canvas LMS.

Managing the Online Workload

Teaching online requires a unique balance of pedagogical and time management skills. Open 24 hours a day, 7 days a week, the online classroom can seem overwhelming to both new and experienced online faculty. In the demanding COVID-19 era of remote and hyflex teaching, faculty may experience burn-out associated with facilitating online forums, posting assignments, and providing feedback.

Map the Forest and the Trees

Don't know where to start with curriculum mapping? No instructional designer?  No problem!  Learn how QM Standards inspired faculty as they developed assessment models.  With QM Standards guiding the way, you will no longer be "lost in the woods."  Bring your electronic device for an interactive game.

Mapping the Course Path to QM!

Often, faculty are unfamiliar with instructional design principles and at the same time instructional designers are unfamiliar with course subject matter. As for the students, their question is, “Why am I doing this?”  This session will discuss using course maps to help faculty and designers work together to conceptualize goals for instruction, to help students understand the purpose of course goals and instructional materials, and to design instruction that satisfies QM alignment standards (2.1, 2.2, 3.1, 4.1, 5.1, and 6.1).

 

Mapping the Journey of Alignment

If you have been involved in a Quality Matters (QM) review, you know how detailed and thorough these need to be. During our reviews, we started to notice that "course alignment" is probably the predominant aspect of most of the essential standards that the QM rubric measures, and that it is not always easy inferring the intentions of the course designer or subject matter expert (SME), when designing the course materials and assessments. In other words, the journey of mapping the alignment between course objectives, modular objectives, course materials and assessments is not an easy one.