Conference Presentations

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Program Title: Through the Looking Glass: Examining QM through Different Lenses in the development of an online EMBA

 

In this session, a case study of online program development and implementation of the QM process from inception to review is presented.  The importance of leveraging university, college and faculty support at all stages of development, delivery and review are specifically addressed.  Best practices as well as hurdles encountered are discussed. Through the collaboration of all groups, a nationally ranked program (Top 25 Online EMBA programs by US News and World Report) was developed, delivered and maintained using the QM framework.

Project Management as a Tool for Instructional Design Teams

The role of project management has been growing in many industries, especially as the needs of remote environments (whether classrooms or offices) continue to grow. What role can project management play for instructional designers? In this presentation, the Coordinator of Course Development for Launch (operating out of Springfield Public Schools in Missouri) discusses how project management has helped her team of instructional designers and quality assurance specialists.

Promoting Competency-Based Learning in a Hybrid Research Methods Course

This session will provide a discussion and evaluation of the redesign of an upper-level hybrid research methods course intended to enhance students’ mastery of written communication and critical thinking skills. The hybrid format offers unique opportunities for providing feedback and continued practice, and the course redesign involved the use of online resources and incorporating learning activities aimed at engaging students. Both direct and indirect evidence of student learning suggest that this interactive approach is effective at promoting competency-based learning.

Promoting Quality Course Design using Master Course Shells

As we migrate from D2L to Canvas, the Digital Learning Innovation Team at UW Superior realized it was an opportunity to promote quality course design based on student engagement research using Master Course Shells.  Our team has developed training that supports using Quality Matters (QM) principles in course design.  Included in the training is an opportunity for departments to adopt a course template that we have developed based on UDL principles and QM. Many departments have adopted the template to develop a Master Course Shell for courses.

Protecting Intellectual Property Rights : Making Online Courses Comply with QM Standard 4.3

Standard 4.3 in the QM Rubric emphasizes the importance of acknowledging “previously published, instructor created materials, journal articles, publisher materials, textbooks, images, graphic materials, tables, videos, audio recordings, websites, slides, and other forms of multimedia.” (Annotation, 6th edition QM Rubric). You will practice ways of “modeling” these concepts in this session.

Pushing Boundaries: Are You Flexible Enough to Personalize

Information technology is rapidly changing the way faculty and universities engage learners to ensure student success. The availability of new tools—adaptive learning, early alerts, predictive analytics—offers on demand insights and allows for personalized interventions from educators. The push for personalization challenges notions around quality. Most quality assurance is built around designing for a course or activity versus around student centered design. In this session, we will explore how faculty and advisors are using data to redesign classes.

Put on Your Cultural Glasses and Jump! Transforming Regular Assignments into Active Learning Experience

Active learning research demonstrated that by adding student agency, peer review and reflection, collaboration and cultural awareness, students learning is greatly enhanced in terms of motivation, engagement and learning outcome. Adjusting the assignment to be culturally responsive is like putting on a pair of cultural glasses, and adding agency, reflection and collaboration to the assignment is like taking 3 jumps in the transforming process.

Putting Data to Work to Close Student Achievement Gaps

Idaho Digital Learning Alliance (IDLA) has developed a system to deliver data nudges to the right person, at the right time, in the right place, and for the right reasons to be a potent change agent. Data nudges are proactive ways of providing actionable alerts to parents, students, and teachers. Examples include when students fall behind, have late assignments, or have otherwise been identified as "At Risk" for failing. This nudging system, which we call Clarity, is helping us to assist students and close student achievement gaps proactively.

QM & Faculty: Internal QM Partnership - Our Why, What and How

In a large unionized higher education setting, hear how this team has developed a process to educate and motivate faculty toward an appreciation and application of QM Standards.   The presenters will share several tools that support this partnership building, including an internal review tool.  Participants will be actively engaged in constructing their own internal partnership process that can be used at their institution. 

QM 411: Providing a Shared Directory Approach for Design Resources and Best Practices

Designing quality elearning courses is complex: there are many QM standards to address in addition to all the content outcomes, institutional requirements, and technology choices. How can faculty keep up with it all and not feel overwhelmed? To meet the needs of numerous adjuncts and our small college size, a common course shell was developed as a repository for sharing best practices, examples, tools, and recommended methods for meeting both QM and student success standards.

QM 8: Have high standards, but be an easy grader

Portland Community College's Distance Education department instituted Accessibility Guidelines for online course content in 2011. These guidelines work to reinforce
the QM 8 standards. But if instructors are developing their own courses, how closely should we hold them to these
guidelines and standards? How much is fair to ask of the instructor? What roles do Distance Education and
Disability Services play? In other words, "Who's responsible for accessibility? " The truth is, we all are. In this

QM and Accreditation: Sounds Boring but It's BASIC

Standard 3.1 is one of the QM Alignment Standards that assists with learner success through demonstration of proficiency of assignments and meeting outcomes. This QM Standard helps higher education institutions demonstrate accreditation goals by aligning learning outcomes to assignments. This session will demonstrate one approach using the BASIC institutional outcomes (Broad Integrative Learning, Applied Learning, Specialized Learning, Intellectual Skills, and Civic Engagement) to assist with ongoing curricular improvement through outcome tracking.

QM and Digital Credentialing Along the Oregon Trail: A Convergence of Best Practices from a Two-Year Study and Cross-Institutional Collaboration

The University of Mississippi Medical Center is leveraging its first QM certification in 2016 to scale across the institution. Through a cross-campus partnership, research-based metrics and processes are being developed using Kirkpatrick's four stage training model to pair digital credentialing with learning milestones achieved by QM faculty cohorts. Utilizing both quantitative and qualitative methods, the two-year project will empower the team to relay to administrators effective strategies for implementing future endeavors involving scale and behavioral change.