This presentation shares the initial results of a QM funded research project empirically examing Texas A&M University-Central Texas' internal peer review processes and their associated training and faculty involvement, to determine their effectiveness and utility in improving the online components of online courses to meet nationally recognized QM standards. The research also applied the "Theory of Planned Behavior" to examine the faculty's attitudes, beliefs and norms underlying their participation in the peer review process.
This study of full-time faculty from a large HE system explored faculty perception of impact on students and possible changes to teaching strategies (online and f2f), and asked about preferences related to professional development regarding participation in an official QM course review.
Start with tools that already meet Standards, rather than choosing tools that you "hope" meet Standards or ones that certainly don't. Join us to explore a list of web-based technologies and tools that meet QM Standards for privacy, accessibility, currency, engagement, and obtainability, and learn how these tools are used in the online classroom.
Quality Matters Standards promote establishing connections between the student and the instructor, the content, and their peers to promote student success. In today's landscape of various learning modalities (Zoom, hybrid, distance, online, and high flex, to name a few), even experienced faculty members may be struggling to find ways to best establish these connections with and for their students. High quality, intentional course design is now more important than ever.
Photovoice, originally developed as a qualitative research method, can serve as an effective online teaching and learning strategy. Photovoice blends visual elements and written reflections to respond to meaningful questions in order to identify actionable solutions. Implementing Photovoice effectively can enhance student interactions by sparking thoughtful, authentic conversations that help students apply course content to their personal experiences.
Discussion threads can be tedious for students and instructors. Lengthy responses, required participation minimums, and failure to connect with lived experience may result in discussion chore vs. discussion engagement. Photovoice offers an alternative by challenging students to visually respond to discussion prompts and explore the course content through each other's "lens." This interactive session provides a framework for implementation along with practical constraints.
Discussion threads can be tedious for students and instructors. Lengthy responses, required participation minimums, and failure to connect with lived experience may result in discussion chore vs. discussion engagement. Photovoice offers an alternative by challenging students to visually respond to discussion prompts and explore the course content through each other's "lens." This interactive session provides a framework for implementation along with practical constraints.
This session shares the far-reaching impact a QM Consortium relationship can have on a large university campus. With more than 300 online courses offered in any given semester, finding a way to manage quality assurance is a daunting task. Faculty collective bargaining agreements can restrict what access an institution has to review faculty courses, so the university worked collaboratively with the faculty union to reach an agreement of minimally invasive online course review.
Quality Matters has recently created and piloted a new rubric for continuing education and professional development courses. As part of the pilot program, the Center for eLearning submitted an online professional development course for recognition. This course is called the eLearning Designer/Facilitator Certification (EDFC) course, and the faculty who take it are assisted by instructional designers in creating new online courses.
Are you looking for a way to create, promote, and sustain learning communities within your organization for FREE? Join us to learn one way you can “unconference” the professional learning experiences you provide within your organization to be beneficial and purposeful for all stakeholders. During our time together, we will explore what makes a good learning community and explore a tool/concept (Pineapple Chart) that can be used to promote an exemplary learning community while also having time to create your organization's plan for implementation.
How do we begin to address equity at our institutions and help our students take advantage of real opportunities? Join our session to explore ways to apply QM standards to online student communities and begin closing knowledge and experience gaps.
As academics and educators, we realize what plagiarism is but do students? This session will cover a general definition of plagiarism as well as a few tools outside of the normal plagiarism checkers that are already embedded in an LMS. Traditional students as well as international students may not understand what plagiarism is in a post-secondary setting. How do you address this? Some fun ideas will be presented to participants as well as a good example of of an assignment that was plagiarized that but not caught by an embedded plagiarism checker.
Planning and designing courses for the online or hybrid classroom can be challenging! Learn how Michigan Virtual Instructional Designers take a team approach to creating quality online courses using research-based strategies, design templates, and best practices for planning and designing an online course.
This poster presentation centers around planning a focused Faculty Learning Community based on working with course or program level mandated objectives which are not measurable (QM Standards 2.1 and 2.2).
This presentation focuses on a strategic plan for piloting a focused Faculty Learning Community built around courses with mandated program or course objectives which are not measurable (Standards 2.1 and 2.2).
The focus of this session will be on Fall 2021 and beyond. What will be the status and role of online learning in the post-pandemic era, when effective immunization reduces the threat of spread to the point that "normal" life can resume?
Will campus and community-based resistance to online learning gain momentum?
Will hybrid or hyflex models combining online and in-person instruction gain currency and enable students and faculty to shift delivery modes seamlessly by preference or in any future crisis?
