Conference Presentations

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!

We empirically examined the content of the peer review comments elicited in our first round of internal Quality Matters peer reviews. Comments were evaluated with three frames in mind: comparison to QM recommendations for effective comments, qualitative analysis of content, comparison to theory on feedback intervention effects on performance.

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.

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?

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.   

This session will focus on using research tools to collect data to support online learners. We will discuss our journey in re-developing an online learner readiness instrument at two universities. We will describe our collaborative research process and share the results of our validation study. Then we will discuss how the Learning Skills Journey Tool has been re-conceptualized to support undergraduate learners in self-assessment, connecting students with resources and support services, and helping student support coaches identify opportunities for students to develop learning skills.

All too often, online course quality is determined by a course’s compliance with industry standards rather than consultation with actual students. In this session, we will share how we used research-based methods to develop a Student Advisory Board for Instructional Technology, ensuring that student feedback is actively used in refining online course evaluation and improvement strategies.

Using QM Standards as a foundation, the Student Success Seminar (a required course for all freshmen) was redesigned to include more student interaction, engagement, individualization, choice, and support. We created an online shell that all courses, on and off campus, face-to-face or online, use so that sections being taught across the state would be consistent. We enlisted faculty and staff members, part-time instructors, community members, and students to help develop modular content and share their expertise.

How might we creatively use the QM Rubric to inform the design and/or review of our face-to-face courses? What are the barriers to using the Rubric in this manner? Could a new Rubric be developed that is specific to face-to-face course design?

Review Readiness: Establishing internal review processes to prepare for QM certification reviews is a session that shares one institution's strategy for structuring an internal review process that drives faculty buy-in and course certification.

Review Readiness: Establishing internal review processes to prepare for QM certification reviews is a session that shares one institution's strategy for structuring an internal review process that drives faculty buy-in and course certification.

Accessibility is a hot topic in higher education and for good reason—education should embrace and welcome learners of all abilities. We, as college administrators, faculty and staff, are responsible for ensuring an inclusive learning environment for all of our students. What’s the difference between accommodation and accessibility? How do you ensure your courses are accessible for all students? We’ll share our road-trip experience from three perspectives: disability services coordinator, faculty and instructional designer.

How do we help students reach their learning goals? In this presentation, attendees will examine strategies for beginning with the end in mind, creating measurable learning objectives, and adding effective content to their learning management system.

How do we help students reach their learning goals? In this presentation, attendees will examine strategies for beginning with the end in mind, creating measurable learning objectives, and adding effective content to their learning management system.

How do we help students reach their learning goals? In this presentation, attendees will examine strategies for beginning with the end in mind, creating measurable learning objectives, and adding effective content to their learning management system.

This presentation outlines the incentives, objectives, process, outcomes, and faculty reflections for rolling out QM on a campus of 20,000 students. 

University's COLT course (Certificate for Online Learning and Teaching) and how the COLT course can be used as a model for training instructors to achieve quality in online programs at your institution.

University's COLT course (Certificate for Online Learning and Teaching) and how the COLT course can be used as a model for training instructors to achieve quality in online programs at your institution.

How do you deconstruct an existing course so that you can easily see what needs to be revised for it to meet established best practices in online course design? In this session you will learn to use a tool that makes it (almost) child's play to build or revise online courses that meet QM expectations.

Additional resources from presentation