Conference Presentations

In fall of 2019 our Director of Curriculum and Instruction attended a statewide training with other curriculum directors across the state of Arkansas. In this session, the curriculum directors across the state were asked, "What is your Instructional Model?" It was at that time our Director of Curriculum and Instruction reached out to our C&I team and Design and Development team and asked, "What is our Instructional Model?" We didn't have a clear answer. We had practices, beliefs, procedures, and QM/NSQ standards.

The QM Ohio Consortium has now been in existence for 10 years. Despite having 60 member institutions, we have noticed that some institutions engage deeply with QM, while others do not. In order to address this, we announced an initiative in 2018 called the "QM Year of Review". This initiative was designed to help spur the adoption of QM across our member institutions, promote official course reviews, and encourage faculty and staff to complete QM professional development.

The Helpful Recommendation is the critical driver for continuous improvement in the QM Course Review process. We'll show you how to take what the "QM Rubric Says" and turn it into what "You Suggest" to write an effective and complete helpful recommendation in QM terms. 

Academic rigor is often touted but rarely defined, leading to assumptions it exists without evidence. A new definition distinguishes teacher/student responsibilities, disentangles rigor from curriculum/learning and leverages evidence to document it.

Getting buy-in for innovative teaching and learning techniques can be difficult since there are so many different ways, methods and approaches. Creating a QM culture on your campus is no different. Not all campuses work the same way.  In this session participants will be introduced to three different approaches to implementing QM on their campus.

Getting buy-in for innovative teaching and learning techniques can be difficult since there are so many different ways, methods and approaches. Creating a QM culture on your campus is no different. Not all campuses work the same way.  In this session participants will be introduced to three different approaches to implementing QM on their campus.

This session will look at how a department is moving forward in developing quality online courses through a scaffolded process including an informal peer review process at the department level. Performing an informal peer review will allow the Course Representative the ability to go back and make substantive changes using the feedback given. This process not only helps facilitate better outcomes when the course is submitted for QM certification but also promotes common discussion around online course quality and builds collegiality.

This session will look at how a department is moving forward in developing quality online courses through a scaffolded process including an informal peer review process at the department level. Performing an informal peer review will allow the Course Representative the ability to go back and make substantive changes using the feedback given. This process not only helps facilitate better outcomes when the course is submitted for QM certification but also promotes common discussion around online course quality and builds collegiality.

In this session, we will show how we demonstrate to leadership that Quality Matters does matter. Implementation of QM provides institutions with a systematic approach to avoid negative ROI through compliance – reducing rework and poor learner experience. We will share the story we tell and the methods we use to support our requests for continued QM funding.

What constitutes excellence in teaching for university faculty when they are expected or required to create and teach high quality online courses? This is a question
that will increasingly be asked of members of promotion and tenure committees as market pressures demand entire degrees be delivered online. Developing
a high quality online course is a significant commitment in time and effort and frequently requires learning new skills and pedagogical methods. Increasingly,

As part of QM's research agenda for 2014/2015, we want to encourage intra- and inter-institution research on how QM affects students.  This session will introduce two projects, with some preliminary data, that focus on student perceptions of their online learning experience. The basic research question: How does applying QM to a course affect students?

Project 1) Compare online courses that do, and do not, meet QM standards in terms of affect, self-efficacy, and quality of experience as evidenced in real-time student feedback during the course

Refreshing your class with engaging materials that are current, authoritative, appropriate, and (best of all) free is easier than ever!  Learn how to find and incorporate these resources into your course with strategies for ensuring they align to your objectives, activities, and assessments.

Instructional Designers (IDs) can positively impact online education through research. Yet few ID job descriptions include research activities. In this panel session, IDs and supervisors at a large state university will offer pathways for IDs to be collaborative innovators advancing research.

Student success is our destination, and faculty dispositions are the vehicle to get us there. Effective teaching practice is shaped by educator dispositions. Faculty coaching can serve as a navigation system to help educators reflect on their dispositions, driving their professional practice.

Is it really possible to teach "public speaking" online? In this session, I share my personal narrative about how I have become a successful "online" speech teacher.

Learn how IDLA Secondary teachers make sure their communications to parents or guardians are seen as important and accessible. Participants will be given examples of different forms of popular mainstream communications that go out to parents during a typical course session.