Conference Presentations

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Reconstructing the Table: Designing Culturally Affirming Online Learning Communities at an HBCU Through Quality Matters

This session will take the format of a panel discussion framed by Gay's (2010) six attributes of culturally responsive teaching. The five-member panel will provide concrete examples of online instructional design and subsequent delivery practices that are reflective of Gay's six attributes of culturally responsive learning environments being validating, comprehensive, multi-dimensional, empowering, transformative, and emancipatory.

Reengage the Digital Learner

Due to the misfortune of the current pandemic, obtaining student engagement has become an extremely difficult endeavor. So how do we cope when our once effective delivery methods are no longer keeping our students engaged? Considering how the pedagogy relates to the student experience during this pandemic, is extremely important in the process of developing opportunities to transform passive encounters to active and meaningful experiences.

Reframing Blended Assumptions: Making Decisions about Synchronous Versus Asynchronous Delivery

Typically, decisions guiding blended instruction were framed by considering what content could be moved online using well developed training and support tools.  However, the COVID-19 pandemic suddenly shifted everything online. Instead of substituting established online approaches, some faculty began “remote instruction,” holding hours-long, large scale, online synchronous classes.  This model met with mixed but mostly negative reactions from students.

Reframing Blended Assumptions: Making Decisions about Synchronous Versus Asynchronous Delivery

Typically, decisions guiding blended instruction were framed by considering what content could be moved online using well developed training and support tools.  However, the COVID-19 pandemic suddenly shifted everything online. Instead of substituting established online approaches, some faculty began “remote instruction,” holding hours-long, large scale, online synchronous classes.  This model met with mixed but mostly negative reactions from students.

Regular and Substantive Interaction: Does Standard 5.2 Need an Update?

What is regular and substantive interaction, anyhow? The Department of Education doesn’t provide a clear answer, but it is an important compliance question. Specific Review Standard 5.2 discusses *opportunities* for learner-instructor interaction, but Indiana University wanted more. Recognizing that compliance is part of quality assurance, our academic leadership asked us to create a QM-style “interaction standard.”

In this presentation, we cover the following:

  1. What is interaction?

Reimagine an On-Campus/Classroom Course with Digital Storytelling & Blended Learning!

The presenters, Denise Kreiger and Sharon Stoerger, School of Communication and Information at Rutgers University, discuss a newly designed course project where students construct digital stories about hashtag activism movements using the Storify technology tool. This project extends the large-lecture hall classroom through an "online component" in an LMS to create a substantial blended learning environment.

Reimagine an On-Campus/Classroom Course with Digital Storytelling & Blended Learning!

The presenters, Denise Kreiger and Sharon Stoerger, will discuss a newly designed course project where students construct digital stories about hashtag activism movements using the Storify technology tool. This project extends the large-lecture hall classroom through an "online component" in an LMS to create a substantial blended learning environment. It provides students with an engaging, inquiry-based authentic learning experience that integrates QM standards 2-6 and can be implemented in any delivery format: face-to-face/web-enhanced, hybrid/blended, or online courses.

Reimagine, Revamp, Repeat: A Journey Through a Program Revision Process Guided by QM

Have you or your department been contemplating implementing a redesign process on your campus, but just don’t quite know where to start. In this session, we will share our approach, policy and lessons learned in implementing a redesign process for an accelerated online program. Participants will be able to takeaway ideas and strategies to implement their own redesign process to provide high quality courses within their institution.

Reimagine, Revamp, Repeat: A Journey Through a Program Revision Process Guided by QM

Have you or your department been contemplating implementing a redesign process on your campus, but just don’t quite know where to start. In this session, we will share our approach, policy and lessons learned in implementing a redesign process for an accelerated online program. Participants will be able to takeaway ideas and strategies to implement their own redesign process to provide high quality courses within their institution. 

Remember the QMCs!

We're all about continuous improvement!  How can QM serve you more effectively?  QM Coordinators are invited to attend this interactive session to learn about and discuss new and planned enhancements to subscriber tools, processes and resources.  The session is an opportunity to share your ideas directly with QM leaders responsible for implementation.

Remove the "Mystery" from Chemistry! Intentional Design to Reduce Cognitive Load

When is a course “done”? Is it when you first hit publish, or when all of the standards have been met? This session will address how a course is never truly finished, but in a state of constant evolution toward the best possible version. We’ll talk about instructional and design challenges and enhancements faced along the way of creating a course using a truly collaborative process. Iterative improvement for the win!

Research on QM Impact: Getting the Most Bang for Your QM

When the topic of QM Research is brought up, what comes to mind for many is research on the impact on courses, instructors, and students that results from implementing Quality Matters. Studies on QM impact are, in fact, one important focus of QM Research, with the others being research that supports the QM Rubric and process and research that examines the use of QM. A basis in regular, rigorous, continuous validation through research is what makes the QM Rubric unique.

Research that Informs QM Standard 8

The term 'diversity' encompasses differences of culture, background, and experience among individuals and groups. Such differences are evident in race, ethnicity, disabiities, national origin, languages, color, gender, social orieintation, age, veteran status, socioeconomic status, political, spiritual and philosophical faith or affiliation. Using this definition of diversity, we look within the context of an online course and ask the following questions: How does one begin to understand differences with the absence of social cues familiar to traditional classroom experience?

Research That Informs the 2011-2013 Edition of the QM Rubric

The QM RubricTM was developed and continues to be informed by independent distance/online educational-focused research.  The QM Research Colleagues (QMRC) will lead the session by providing an overview of research literature that informs the QM standards.  After a brief introduction to the relationship of original research to the QM Rubric and a walkthrough of the QM research database, samples of research and talking points will be provided for each of the eight general standards.