Conference Presentations

Does the inclusion of technology alone make a course innovative? While technology plays a significant role in education, it should serve as a means to an end rather than the end goal.

Innovation in it's simplest form means change. It's in the way we design our courses, create our objectives,  implement our instructional materials, and design our assessments; rather than the colors, templates, technologies or the size of our wallets.

This session details a dual department approach to incorporating QM standards into the design and implementation of a university-wide course template that also serves as a framework for faculty development programs at a large state university.

As educators, we often talk about setting up our students for success. However, in this session we will turn the tables and discuss setting up faculty members for success. QM has a set of eight Standards associated with quality online courses; these Standards cover everything from learning objectives to learner support. Even though teachers are responsible for the content in their courses, the use of a template can ease the burden of developing common materials. This session will cover items to include in the template as well as the use of Blackboard Goals.

Members of a research team at a Midwestern university will provide a brief overview of the findings from their 12-month comprehensive analysis and criticism of the scholarly literature detailing published research about online higher education within the last three years.

Members of a research team at a Midwestern university will provide a brief overview of the findings from their 12-month comprehensive analysis and criticism of the scholarly literature detailing published research about online higher education within the last three years.

Discover a simple way to start developing online courses with APPQMR, Backward Design, and Collaboration. Learn from our Course Development Program's successes and explore how you can implement APPQMR, ensure course materials align with course and module objectives by using Backward Design (or Course Mapping) with faculty and integrate collaboration in each step of the process. This session offers practical solutions for implementing an Online Course Development Program at your organization. 

The syllabus is the foundation of the course. How do you take the
syllabus and liberate it to perform by meeting the standards? We designed a unique review process based on the
11 parts of a syllabus and the Quality Matters standards. We will discuss the benefits to the faculty and students.
1: The participants will list the 11 parts of a syllabus.
2: The participants will identify the parts of each standard that applies to the syllabus.
3: The participants will list at least one benefit of the review process for the designer and faculty

How do we engage faculty in training and QM? We know when online instructors do not receive proper training to transition from applying traditional best practices to applying online best practices that promote and encourage engagement, socially, cognitively, and with the instructor, students may disengage. As leaders, we must continue to develop and define transition plans, and best practices as technology changes. We must also encouraging a working relationship between instructional designers and faculty. Let's discuss what this looks like.

This session will share insights with conference attendees about what changes are on the horizon for quality assurance in higher education. Topics will include understanding federal regulations and public expectations, communicating the quality of innovative instructional and delivery practices, and positioning your campus for student success and reaffirmation of accreditation.

Learn what the third annual CHLOE (Changing Landscape of Online Education) Survey of Chief Online Officers found about such issues as the institutional governance of online learning, whether quality assurance processes drive change, and the current status and potential of blended learning.

How can local and regional online programs thrive in an increasingly competitive environment led by nationally focused enterprise-level programs? This session goes beyond describing various sectors’ current online learning practices and articulated future plans. Based on CHLOE (Changing Landscape of Online Education) findings, the facilitators will identify strengths and opportunities of which local and regional institutions may not be not taking full advantage and vulnerabilities they need to address.

How can local and regional online programs thrive in an increasingly competitive environment led by nationally focused enterprise-level programs? This session goes beyond describing various sectors' current online learning practices and articulated future plans. Based on findings from the CHLOE (Changing Landscape of Online Education) surveys, the facilitator will identify strengths and opportunities that local and regional institutions may not be not taking full advantage of and vulnerabilities they need to address.

Computer Assisted Language Learning (CALL) is an important consideration for Emergent Bilinguals in K-12 and post-secondary settings. This session will provide insight and practice with a research based rubric for evaluation of online language learning tools.

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).

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).  

Visit and comment on our presentation at the following Google Doc site:  http://j.mp/NAUELC-NMQM2014.

Have participants encountered challenges making sure assessments align with the stated learning objectives? Or have they been part of a review and didn't quite know how to provide a helpful recommendation about misalignment? Then let's "hang out" during this interactive session to discuss tips on ensuring alignment between learning objectives and assessments, share with the group recommendations and experiences in addressing misalignment, and leave with several new ideas and answers to take back to the workplace!

Our hope is that, by the end of the session, participants will be able to reflect on the effect an integrated designed course blueprint has on their ability to improve teaching and significant student learning by:

This panel will discuss the design and development of an internal course review process. Faculty members from across campus were invited to participate in the project which reviewed three different models. The process and final recommendations for an internal course review will be shared.