Conference Presentations

In this session, we will explore strategies to engage students, build community,  and increase interactions by including synchronous components into your online courses.

In this conversation, we will review this history of synchronous online learning and discuss the transition our faculty and students have made to this modality. We will also discuss the barriers and solutions to these barriers that both students and faculty are facing, as well as their successes.

The California State University system implemented an approach to engage faculty in redesigning their courses for the 21st century learner. Components of the approach include supporting faculty to share course redesign models, facilitating discipline-based cohorts and a QA community of practice, and supporting campuses in implementing various quality assurance efforts. This session will share the systemwide approach for supporting campuses in launching Quality Assurance activities and three campuses will share their approaches for implementing QM on their campus.

How many times have you heard, “I just don’t see how it’s possible to do XYZ online”? Join us as we wield powerful strategies to debunk this misconception through case studies illustrating real reformatting situations in higher education. Then we’ll make it personal by offering solutions to our own design challenges. You’ll leave with a productive set of tools and resources to prove that it’s not only possible to do XYZ online, but that it may be impossible to do it any other way from now on.

Strong, accessible course design begins with strong pedagogy. Reframing accessibility as a critical aspect of online pedagogy can guide educators in procuring, creating, and incorporating multimedia.

Many faculty at this institution have completed the APPQMR training, yet seem unable to take the next step. A Faculty Learning Community (FLC) was created, giving faculty a place to discuss how to revise their courses to meet Quality Matters Standards. Learn more about the FLC structure, meeting agendas, materials used, and results. Participants will also be provided with several of the tools and resources that were developed for this Faculty Learning Community and will leave with a template for creating an FLC at their schools.

There is never enough time. Even with a well-designed course, the management of an online course can eat up a lot of time. Then there are the emails… While you will continue to receive emails, there are strategies you can explore to help you reign in those management tasks that take you away from engaging with your students and providing meaningful feedback on their work. 

Mayhem and Madness. Making the fast and furious shift to Emergency Remote Learning has brought new challenges for us all. The quick response from the educational community has been heroic, and we've risen to the occasion, but what's next? It's time to reflect on what we've learned and transforming from Emergency Remote Instruction to longer term quality online learning. Find out how K-12 schools and districts are meeting the challenge.

With an institutional goal of demonstrating academic excellence through program-level accreditation/certification, but without an accrediting body for the MS in Educational Psychology - Experimental Psycholgy Program, we are looking to QM to help us ensure the quality of this online degree. We are implementing multiple program-level revisions and building evidence to support an application for QM Program Design Certification. This QM-driven initiative extends QM Standards "upward" to program-level continuous improvement processes.

Winston Online, part of the Winston Preparatory School, works specifically with students with learning disabilities, executive function challenges (ADHD), and nonverbal learning disabilities. In this presentation, the audience will gain an overview of the Winston Online teaching model and how they design and deliver accessible synchronous classes. Examples will given, and the audience will gain tips that they can immediately incorporate into their course design or classroom teaching. There will be time at the end of the presentation for  Q&A.

Employers today desire candidates who have learned beyond the content and can demonstrate competency in important workforce skills. Come learn about one instructor's approach to implementing a workforce skills development model into their curriculum.

Do you find world language and English as a new language courses tricky to design? We can help! Bring your smartphone/device with you to explore OER activities and tools aligned to common language objectives in this highly interactive session.

Learning Objectives: After this session, participants will be able to . . .

Demands on today’s faculty in the classroom seem to be constantly growing. No longer are we expected to just “teach our content”, but we also need to make sure our students are work-force ready, are engaged, supported, and motivated. Oh wait, you need to teach your course online or in a hy-flex model and your class size has doubled? Don't worry, you got this and I'll show you how. In this session my goal is to show you that teaching can still be fun while we try to meet the ever changing needs and expectations of our students.

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.