The Competency-Based Education Network (C-BEN) gathered leading CBE program designers and experts in accreditation and quality assessment to create the Quality Standards for Competency-Based Programs. Join some of these experts to learn about the Standards and how to apply them in a CBE program.
"Tech in 10" and a "Teach in 10" microlessons were implemented for faculty and staff to get 10 minute chunks on topics related how to learn, plan and solve issues that arise with telework, technology, teaching and especially teaching online.
Once a course is QM-Certified, QM is often asked: "what's next?" Delivering on the promise of the course design with Delivery Standards for QM-Certified Courses will help instructors assure quality through instruction. #QMConnectQMDelivery
With HED’s expectation that all online courses include “regular and substantive interaction,” one college designed delivery standards to ensure that presence in the classroom meets that requirement. See the delivery standards that are in place.
Gender Through Comics, a Super MOOC delivered in Spring 2013 by Ball State University, examined how comic books explore questions of gender identity, stereotypes and roles. This engaging learning experience was designed for college-age and lifelong learners with enrollment exceeding 7,000 participants.
The main objective of this presentation is to share and demonstrate how online instructors can design and transform exams in science courses from the paper-pencil format to online assessments. In Engineering as in many other math and science disciplines, most exams need to assess students' mastery of knowledge and skills with calculation as well as problem solving, so exams made of mostly multiple-choice questions are not effective to measure learning outcomes.
The main objective of this presentation is to share and demonstrate how online instructors can design and transform exams in science courses from the paper-pencil format to online assessments. In Engineering as in many other math and science disciplines, most exams need to assess students' mastery of knowledge and skills with calculation as well as problem solving, so exams made of mostly multiple-choice questions are not effective to measure learning outcomes.
The main objective of this presentation is to share and demonstrate how online instructors can design and transform exams in science courses from the paper-pencil format to online assessments that truly measure students' learning outcomes while ensuring academic integrity and meeting QM Standards.
Is AI topping your support tickets? In the last academic year, the STC Digital Learning Dept was flooded with questions! Discover how we collaborated to define roles and leverage AI for development, training, data tracking, and planning. Hear our results and improvement plans. While AI is not a universal tool, we’ve created an active group of faculty and staff using AI tools to create successful learning environments and projects.
You are halfway to meeting QM Standards when your course is properly aligned. This workshop will demystify the alignment process with a competency/objective visualization tool. By the end of the session, you will be able to design to align. Whether you are a novice or an expert, there are ways to improve course alignment. Take a look at your blended or online course and blaze new trails to quality. Must be able to bring a blended/online course sample to work on during this session.
This session introduces participants to the Web Accessibility Guidelines (WCAG) to design and evaluate digital content for accessibility. By proactively incorporating accessibility into the development of online content from the start, we not only comply with standards but also create a more inclusive learning environment. Learning Objectives:Design with Accessibility in Mind.Explore the Web Content Accessibility Guidelines (WCAG) 2.2 standards to design and evaluate digital content for accessibility.Identify tools and resources to remediate accessibility issues in digital content.
Follow our human designers as they journey through a new course design project, while agreeing to an exciting new proposal: fully committing to artificial intelligence as their co-designer the moment they first meet. Will it be a match made in cyberspace or will the pair be destined for doom? Join us to find out if the pair will stay together…or if they will split up!
Peer evaluations are used to gauge an instructor’s teaching performance. A peer observer’s feedback, however, could contain implicit biases. Quality instructional design often yields quality teaching. This presentation shares how the Quality Matters Rubric led the design of a peer evaluation tool.
Meeting the needs of our youngest learners requires intentionality at every step of the way. Explore how teachers and program leaders designed a virtual learning program to address the needs of the students they were serving and how the key performance indicators demonstrated evidence of student success.
"Do you repeatedly have to answer student questions about how to get an A on an assignment?" Attend this session to learn how well-designed feedback rubrics clarify expectations, guide assignment development and provide consistency in grading.
As more institutions are offering accelerated programs, it is essential that research assess the effectiveness of course design to ensure learners master the course and module learning outcomes. Wlodkowski and Ginsberg (2010) reported that many disciplines have overloaded the content that is required for learning in a course by designing instruction focused on extensive facts and research that only marginally support the learning outcomes.
Accelerated courses and programs are becoming more common within higher education institutions. However, compressing the amount of time over which these courses and programs take place can result in less time for students to reflect, which, in turn, can result in poor learning outcomes. This session will present the findings of a research study that investigated the instructional design strategies used to promote deep learning and how instructional designers decide which deep learning strategies to use in accelerated online courses and programs.
Rethink how you use the Discussion Tool and discover quality student-centered discussion designs, rubrics, and emerging trends with multimedia tools that can be tailored to your class. (Standard 5.2 and 6.1)
Participants will analyze one of their own courses and will use materials to examine the situational factors and pedagogical challenges. They will have share these in discussions to learn from one another. They will develop course outcomes and/or competencies or modify existing ones to complete a table which will align outcomes with assessments and learning activities. A crosswalk and discussion of multiple assessments and activities will be shared to help participants further develop their courses for significant learning.
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