Conference Presentations

QM looks at internal data to understand how our services are being used in the community and how we should improve them. We have been using Intellectus Statistics software in these endeavors for the last half of 2020. Come learn about this statistical software, how QM has used it to our advantage, and how you can, too.

In this session, participants will learn about how the Maricopa Community Colleges have evolved their program viability processes to ensure the curriculum developed meets the needs of the diverse students and communities served by our institutions. We will discuss how the Maricopa Community Colleges established and leveraged these processes to design and develop relevant curriculum that supports the diverse students and communities our institutions serve.

"Just sit right back and you’ll hear our tale, a tale of course reviews 
That started with the rubric and overcoming the “not met” blues. 
When the feedback started getting rough, instructors were growing weary 
So the design team found the standards causing the most misery." 

QM standards 3.4 (The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed) and 3.5 (The course provides learners with multiple opportunities to track their learning progress) are not required standards to pass a QM review but these standards have a direct impact on authentic learning and student achievement through the correct implementation of assessments. Meeting standards 3.4 and 3.5 will greatly impact the power to establish authentic learning and create better opportunities for measurable online learning.

How do you demonstrate the impact of your QA efforts and use this information to sustain and build your work? In this session, we will share how we do this at our large public university, provide links to survey instruments, present results, and discuss how to incorporate evaluation into QA plans.

BYOD (Bring Your Own Device) to get the full experience as we demonstrate active learning technologies such as Perusall for active reading and collective annotations or Learning Catalytics for peer learning. See successful examples of how these traditionally F2F tools were implemented in online and hybrid classes.

Google Hangouts is a video conferencing tool that allows for synchronous communication between learners and the instructor. Using Google Hangouts in my online classes allows me to host, record, and stream discussions about various course topics. It allows learners to interact in the same manner they would in the classroom.

This presentation will analyze the student user statistics of lecture videos with the purpose of improving recorded lectures and presentations. We'll analyze real student data to consider how students are viewing lecture recordings and how you faculty might change some design or delivery practices to increase student motivation and engagement.

Collaborative activities and group work are encouraged for online classes by many authors. Having students work together has long been recognized as a valuable teaching tool. Research shows that those instructors who have had success using collaborative learning have utilized similar steps. This session will explore the steps proposed and used by successful online instructors. The discussion will determine the different ways the steps can be expressed in online instructional design and which QM Standards best apply.

Using QM Alignment to Insure Online Groupwork Success

In this session, we examine the application of Quality Matters as a framework for designing professional development for high school faculty and blended courses for high school students.  We explore pedagogy and practice and the importance of professional development for faculty who are transitioning a face-to-face course to a blended model.  We share results and testimonials from a year-long professional development program to assist faculty with:

Cal State Online is a new initiative that provides centralized support to deliver fully online programs for the California State University system.  This presentation will describe two different models for setting up Quality Assurance with two campuses. A customized model of the QM rubric was used to develop a course template using QM standards.  Presenters will share samples of how a course template can be provided for instructors that incorporates the rubric and can provide some level of consistent navigation across programs.

Looking for ways to easily locate and use QM data to support your QA planning? This session will address how to use standard and customizable QM data reports and dashboards to track professional development, course reviews, and QM role holders to support and evaluate your implementation efforts.

How can Quality Matters help instructional designers define their role and identify how they can best support faculty?  Join this session to learn how QM can be used as a backbone for establishing and structuring instructional design support.

These slides will guide our "Conversation that Matters" on an online student orientation "Onboarding" resource. It presents a series of excerpts from our canvas site which introduces, newly admitted, online students to the world of online education at Indiana University. This is our second release of this university-wide online tool in which it has relevant Quality Matters Standards built-in, to help further prepare the students for the likely experiences they will encounter in an online educational environment.  

A supplemental e-document to further explain the specific standards that are related to our IU Online Onboarding resource for new online student orientation. 

A professor and a consultant share their experiences of how several small, private colleges are using QM to build an online program from scratch—not only utilizing QM as a tool for evaluating online courses but as the framework to strategically plan the transition of courses from traditional on-ground to online.  Their process involves “The Four I’s”:  Infrastructure (technology capacity, talent and tools), Initiative (purpose), Implementation (faculty development, owner support) and Instruction (consistent, deliverable course material).

This presentation will review how we used findings from a qualitative study on perspectives of faculty and students in courses changed from QM training to guide future training. We will discuss the 22 participant study including data collection and analysis. A theme that emerged showed that both students and faculty found improvement in organization, instructions, and engagement in the courses changed by QM training.