Conference Presentations

To meet local priorities and emphasis, a group of instructional designers organized a checklist of course quality items using QM and other related course-quality standards. These were then applied to the QM standards as annotations, and a few additional standards were added. This presentation will share the annotations and additional standards, and describe the process of getting there.

Our job is to meet or exceed consumer demand. To provide learners a well-designed product that supplies "more bang for their buck." We must aim our focus toward the learner. Learners today expect more than they did a few years ago. There weren't as many options in the past. The demands of learners and course design are continually changing. If we do not meet learners' needs, they will be lost -- to competition or to complacency. This session examines innovative ways to improve these areas of demand: Course Navigation, Interaction, Content, Calendar, Support.

Equity and access are two main themes that are found throughout the General Standard 8 Specific Review Standards (SRS). SRS 8.3 is a complex essential standard that requires text and images in files, documents, LMS pages, and web pages to meet the needs of diverse learners.  Between the requirements for properly formatting basic images, complex charts, graphs, and infographics, along with tables, documents, PDFs, and different aspects of text, there is a lot to consider when designing digital instructional content.

To succeed in college and beyond, students must learn to think critically, make the right decisions, and regulate their behavior. These aspects of cognition depend on executive functioning (EF) - central processes executed in the frontal lobe of the brain. Together we will explore how to use Quality Matters (QM) Standards to create courses that effectively support EF. ­­You will learn about strategies and technology tools that can support EF in face-to-face or online college courses.

The business of schools can be summed up in two words-- relationships and learning. As SEL core competencies---self-management, self-awareness, responsible decision-making, relationship skills, and social awareness skills---are intentionally embedded into classroom learning---whether virtual or face-to-face, educators are equipping students with skills that encourage their social development and draw them into the process of learning that promotes their desire to learn.

Post-secondary students often find pursuing a degree online becomes cumbersome because of the complex support services provided. This session explores QM's Online Learner Support Certification and how it can make a difference in student experience.

Come one, come all…free instructional materials are available with Open Educational Resources (OER)!  Excite your students by exploring how to search and select OER.  OER will reduce expenses for your adult learners at small and large institutions.

Are you interested in a holistic course review approach that continuously improves quality, even in an accelerated online model? Explore effective practices for incorporating student feedback and promoting a collaborative culture at your institution.

In this session, we will review established frameworks for flipped and blended course design that will allow faculty to develop quality courses (that contain synchronous components) during and after the pandemic.

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.