A short presentation regarding the experiences of the hosts with four sequenced official QM reviews and the lessons learned. Guided discussion about preparation for the first review and how to build on that experience to decrease future preparation time and make each subsequent review easier.
The QM RubricTM was developed and continues to be informed by independent and QM-funded research. The QM Research Colleagues will lead an interactive session revealing the most recent research (2011-to date) that is emerging that might impact the next edition of the QM Rubric. Each RC will briefly describe a most interesting research studies and explain why she thinks it is an exciting study. A concluding general session will outline talking points about the most recent educational research.
Very few teacher preparation programs, even those offered online, have included instruction for teacher candidates to teach or design courses or lessons for K-12 online schooling. Recent state regulations in some states now require preservice teachers to have this training. Join us to find out how a professional development model was developed using badges and certificates to accomplish this requirement.
Discover how course alignment can make or break your course design! Join us for an engaging session where we explore the domino effect in course development—how a single misalignment can trigger a chain reaction, causing the entire structure to "collapse."
Social Emotional Learning isn't just something that is designed and developed in a course. It takes active training and a set of skills with an online educator to know what "just-in-time" supports are needed for students. Learn how Virtual Arkansas has taken the course-embedded elements of SEL and brought them full circle through leveraging all forms of communication in their courses with their teachers' learner-centric approach and systematic steps to interact, invest, and maximize every opportunity to support and build capacity in students.
We all face challenges in our digital learning environments. Learn how to address everyday challenges with curiosity, own your professional growth, and elevate the quality of your learning environment through Action Research. In this session, you’ll be introduced to Action Research, learn what sets it apart from conventional research methods, and explore its four stages. You'll leave with ideas for how Action Research can be conducted in a digital learning environment.
In this interactive session, you’ll engage with 7 Quality Indicators for including accessibility in your institution’s procurement of educational materials and technologies. You’ll also practice using a self-assessment tool for monitoring continuous improvement.
The Colorado Community College System developed a set of QA standards based on the QM Rubric. Ensuring that system colleges implement the standards is a challenge due to differing college resources and other factors. A cross-college work group developed professional development resources to support college buy-in, create flexible opportunities for customization, and build momentum toward a robust system-wide QA implementation plan. We will showcase these PD resources, contextualizing them as milestones toward system goals.
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.
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.
Have you or your team been asked to aid the revision of an online program or a similar project? Through our lessons learned, we plan to showcase a method to manage instructional design projects and improve each for future requests. By the end of the presentation, participants should be able to identify the advantages and challenges of creating a project, outline a project’s tasks, tools and resources and explain the steps of using a project management tool for instructional design projects.
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.
The National Standards for Quality (NSQ) has a long history of promoting online and blended learning excellence through research-based standards. The NSQ Standards for Digital Leadership is a new initiative to help leaders manage digital contexts effectively. In this session, participants will learn about the current progress and timing of the Digital Leadership Standards and engage in discussion to explore how quality standards set a foundation for success for digital leaders.
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.
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.
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.
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.
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.
The phrase "head in the game" is often used in sports and other performance contexts to encourage someone to be mentally present and fully engaged. In an asynchronous online classroom, faculty who engage both head and heart create meaningful, supportive connections that foster high quality learning. Join us to explore strategies that bring quality, empathy, and deep engagement to the virtual learning experience.
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