Creating quality online learning experiences for students, and communities of practice for faculty and designers, is dependent upon the continuing commitment of leaders within and between institutions. Growing your career can support our collective commitment to quality for students by putting more designers and faculty in positions to direct strategy, craft institutional priorities and policies, and designate resources. Come explore how you can reimagine your contribution to the field through leadership progression through a variety of pathways.
The University of Tennessee at Chattanooga works diligently to find ways to make information, materials, and services more accessible to everyone to support our effort to become a more inclusive campus. UTC promotes the accessibility of course materials through extensive faculty development programming and use of accessibility tools. In this session, we will discuss strategies for promoting accessibility, describe common accessibility issues, and provide a demonstration of Blackboard Ally.
Diversity and inclusion are core principles incorporated into effective instruction and Quality Matters standards. For example, Standard 1 promotes inclusiveness through the course welcome and introductions. Standard 3 emphasizes multiple opportunities to demonstrate competence with varied assessments and Standard 8 enhances inclusion through accessibility and usability. The purpose of this session is to identify and develop strategies that promote inclusion in an online learning environment.
We started an Incentive Program to promote professional development. Faculty can earn up to 500 points; each equal to one dollar. We will discuss how we developed the program, participation and changes we've seen in online teaching and course design.
Historically offering face-to-face programs, our School will experience a transition as we launch our first online Master's degree program in 2020. Our School is re-imagining services and resources to accommodate the needs of online students, including: academic and career services, peer and alumni relations, financial aid and admissions, student health and wellness, and student life. In this session, we will describe the challenges we face, strategies for success, and plans for future growth.
In this session, we will review a process for converting to an open educational resource for a core course. We will highlight a timeline and tasks completed by a faculty committee to successfully implement the new course design. The new design aligned with the chosen open education resource, state TAG requirements and other project parameters. The faculty committee was awarded one of the University's Affordable Learning Grants for its work.
The Academic Learning Center at Marist College has created a joinable iLearn site that is an extension of the support services that we offer to all students, faculty, and staff at Marist. The site offers links to campus resources and support topics. The list of topics was generated by Marist students and can be accessed remotely by the entire Marist community. The site is interactive, as suggestions and recommendations for additional resources are encouraged and can be requested for addition to the site. The Academic Learning Center staff takes all suggestions and re
An instructional designer and a faculty member have the same goal in mind – a quality course. Yet, all too often we travel down two very different roads to reach our destination. More importantly, we have two different ways of evaluating whether we have indeed arrived. What we both need is a good road map. QM4Design is the ultimate, all-in-one GPS for course design. This innovative tool brings faculty and instructional designers together on a shared path toward the final destination: a course that meets all the Quality Matters standards.
A fully online Learning, Design and Technology graduate program has implemented the Quality Matters (QM) for Students into curriculum requirements for students concentrating in online teaching and learning. This graduate program is one of 10 universities in the united states to implement the QM for Students. The director of the program and the instructor of the course will present the initial QM coaching experience, examples of courses designed and feedback from the students' experience.
What are the markers of quality design, presence and innovation/risk-taking when “observing” an online course? Learn how a department from one large university is addressing this question and sustaining quality through its online peer reviews.
