The 23-campus California State University Quality Assurance program has progressively built a culture of quality and evidence for effective online-blended courses since 2011. This session will demonstrate how we evolved to go beyond professional development activities, to implementing a four-stage course certification process, disseminating certified course exemplars, and analyzing results of our student impact research efforts. Multiple opportunities for discussion-engagement and resources will be made available.
This session is a follow-on session from Dr. Melody Buckner's keynote address. Join us for a discussion with several online learning leaders to share stories and tips for reaching the next level of leadership in distance/online learning.
This session is a follow-on session after the conference's keynote address. Join us for a discussion with several online learning leaders to share stories and tips for reaching the next level of leadership in distance/online learning.
This session will share ideas for learner-content, learner-learner, and learner-instructor ideas. Come prepared to share and add to the discussion of great out-of-the-box ideas.
Does your online program include two orientations: Level 1-Orientation to Online Learning and Level 2-Orientation for an Online Course? In this session, participants will discuss the role and value of each level, and learn how other institutions design, deliver, and track learner activity.
Learn how to use an LMS to virtually engage on campus and online students. This can be achieved by creating inclusive and supportive learning environments that allow students to access academic and support services, complete University requirements, and conduct virtual presentations from anywhere.
What are the markers of quality design, presence and innovation/risk-taking when “observing” an online course? Learn how a department from one large university is addressing this question and sustaining quality through its online peer reviews.
What are the markers of quality design, presence and innovation/risk-taking when "observing" an online course? Learn how a department from one large university is addressing this question and sustaining quality through its online peer reviews.
What can we learn from faculty who have taught online for 10+ years? We interviewed 33 faculty on their experiences with evaluation of online teaching, perceptions of important skills for online instructors, and advice for new online instructors.
Theories of learning underpin approaches to program development, as well as course development. This roundtable will focus on the latter and will be an opportunity to discuss the learning theories in relation to the Quality Matters Rubric and peer review process. Traditional learning theories, such as behaviorism/objectivism, cognitivism, and constructivism, as well as the more recent theories, such as connectivism. We will also look at the emerging interdisciplinary field of the learning sciences.
Join us to learn from faculty members in multiple disciplines about a unique set of state system-designed courses, how they can improve face-to-face, hybrid, and online courses, and how they lead to Certification.
Developed by instructional designers across the Virginia Community College System, the course prepare faculty for teaching and designing online courses. Courses are focused on developing the faculty members’ use of the QM HE Rubric. Come learn how we improved online teaching and learning in our colleges.
Given what we know about what ChatGPT and other AI tools can—and cannot—do, as educators we must confront two very different issues: First, what should we be teaching our students to prepare them for a world in which they are likely to be using AI tools? Second, how do we assess what students have learned when ChatGPT provides an exceptionally helpful resource for cheating?
UL Lafayette has conducted nearly 50 QM Subscriber-Managed course reviews: 7 between 2019-2022 and 42 between 2022-2024. The increase in successful reviews was the result of a novel course review cohort model. This presentation will discuss (1) incorporating a cohort model in support of the established QM Subscriber-Managed review; (2) quantitative results reflecting the actual and perceived benefits to courses and faculty; and (3) lessons learned from implementing a cohort-review model.
The presentation tackles challenges in online course creation: inefficient processes, inadequate SME training, and inconsistency, crucial as online education grows. Ensuring quality, aligned with industry standards, is vital for effective learning. Indiana Online's journey offers insights: Comprehensive documentation and SOPs ensure consistency. Ongoing PD for IDs and SMEs keeps practices updated. Effective communication and clear processes ensure a consistent learning experience.
We will share the lessons learned while using our institutionalized Emergency Academic Plan (EAP) to successfully transition and retain academic quality in face-to-face courses that were moved to a virtual modality due to the constraints faced by the COVID-19 pandemic.
Our transition from Blackboard to Canvas was a big undertaking. On top of that, I was the relatively new hire who was to help boost the Quality Matters program at our university. I will share the six lessons I learned from our LMS transition and how these lessons affected our QM program.
Have you been asked to serve elementary students fully online for the first time? We can help. Learn about the "Glow and Grow" opportunities that IDLA experienced when serving elementary students last year.
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.
