This session explores the critical role of reflective practice in fostering an innovation mindset within online learning environments. We’ll delve into how intentional reflection—examining our teaching practices, course design, and student interactions—fuels growth, identifies areas for improvement, and ultimately drives innovation.
In an increasingly complex educational landscape, the roles of instructional design and instructional consulting have emerged as pivotal in shaping effective teaching and learning experiences in higher education. As institutions strive to meet the diverse needs of students, innovative approaches to course design, instructional strategies, and faculty support have become essential. This presentation will explore the critical role of the ADDIE model data-driven decision in course design.
Effective content collaboration between faculty, subject matter experts (SMEs), and instructional designers is critical for maintaining curriculum integrity and instructional quality, yet role discrepancies, operational models of design and development, and LMS permission structures often create barriers to seamless workflow. This session presents a universal model for content sharing that streamlines pre-planning, curriculum drafting, LMS integration, accessibility verification, and long-term vaulting, regardless of faculty, SME, or designer roles, permissions, or workflows.
This hands-on session explores a conceptual framework for instructional designers to leverage generative AI while addressing ethical considerations. Participants will engage in collaborative activities to analyze AI-generated content, identify potential biases, and apply inclusive design strategies. We will evaluate the ethical considerations and potential risks of generative AI in instructional design. We will also apply an inclusive design framework to mitigate bias and enhance equity in AI-assisted learning experiences.
Upper-level undergraduate peer mentors were implemented in an introductory seminar for psychology transfer students. Mentors attended weekly meetings with instructors, shared personal experiences, led discussions, modeled participation during class, and met one-on-one with students. Data from both mentors and mentees highlight the positive impact this experience had for students. Benefits and challenges will be discussed, with a focus on how attendees may integrate peer mentors into their programs.
This session elaborates the eight steps of the HIDOC model created specifically for online course design. The steps are: Learner Analysis, Learning Objectives, Course Structure, Assessments & Activities, Instructional Materials, Technology & Tools, Online Learner Support, and Continuous Improvement. The HIDOC design model is built for online modalities and offers free Design Documents and Course Blueprints that are publicly available.
Join us for an informative session on the faculty development component of a campus-wide strategy at MSOE to increase AI literacy and adoption of AI across the curricula. Participants will discuss implementation activities, address challenges, and share insights. By the end, attendees will have a summary of activities to boost AI literacy among faculty and resources for AI adoption plans.
Upgrade online courses by leveraging the three pillars of Self-Determination Theory (SDT) to create student-centered learning experiences that drive authentic motivation and meaningful engagement. Drawing from research-backed practices and real-world examples, this session demonstrates how combining student choice in deliverables, ungrading practices, and collaborative tech tools can create a learning environment where students thrive.
As part of a well-developed process of course design, Quality Reviews are integral to ensuring courses are designed & developed in a way that empowers learners & faculty to thrive while meeting new & existing criteria and standards of the institution. QM provides a great framework to use in a localized quality assurance process: the Quality Review. Accelerated online programs are growing at rapid rates; it’s important we identify ways to enhance the learner experience and ensure high levels of quality are in all our courses: Quality Reviews help us get there.
As we engage with the topic of artificial intelligence (AI) in collegial conversations, we may be encouraged and excited to implement AI into our learning design and teaching contexts. The QM rubric reminds us that, when we implement AI as a tool, we need to prioritize alignment to learning objectives. This discussion begins with the QM concept of alignment and then overlays the lens of Universal Design for Learning. How can we extend our understanding of alignment to embrace our pedagogical values?
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