This presentation reports on an effort to dramatically increase the quality of online and hybrid courses through the coordinated implementation of a replacement LMS with components of instructional design and Quality Matters. In a cross-functional, team-based approach, the institution adapted and approved an instructional design model and process, a course development lifecycle and checklist, an LMS course development template, a formal formative evaluation stage, and a Quality Matters review.
If you have been involved in a Quality Matters (QM) review, you know how detailed and thorough these need to be. During our reviews, we started to notice that "course alignment" is probably the predominant aspect of most of the essential standards that the QM rubric measures, and that it is not always easy inferring the intentions of the course designer or subject matter expert (SME), when designing the course materials and assessments. In other words, the journey of mapping the alignment between course objectives, modular objectives, course materials and assessments is not an easy one.
Captioning video content can be an expensive and challenging endeavor, which can be difficult to accomplish on a large scale. To meet Standard 8.3, "The course provides alternative means of access to course materials," Oregon State University Ecampus developed an internal process to caption video and lecture content for courses going through a Quality Matters review. This session will focus on the process for easily and affordably creating captions for media.
Simulation, common in face-to-face environments, is a means to reproduce clinical situations to facilitate critical thinking. This learning strategy in the form of e-simulations, staged video-simulation, and simulation via robotic telepresence can create an equal learning opportunity for distance nursing students. An established departmental (nursing) online course template, aligned with the QM Rubric for higher education, set the standard for the adoption of various simulation entities.
Student's grades on assignment for an undergraduate nursing research course the academic year before QM certification were compared to grades the academic year after QM certification. Significant improvement was found in grades for research papers and posters. Changes made to the course will be described, study findings presented, and implications discussed.
Come and see our powerful "One-Stop Interactive Quality Assurance Shop" developed by the Design team of University of Maryland. From our first-hand experiences, you will gain insights into the challenges and opportunities encountered in the process of developing a multi-media based interactive QA system that encompasses a checklist, design templates, and design tutorials.
This poster session will cover a 2015-2016 pilot in which 9 California State University campuses participated to establish formal course reviews through a CSU cadre of certified reviewers. Feedback from coordinators, instructors, and peer-reviewers, as well as recognition strategies and a student feedback instrument will be shared. Additionally, two campuses, San José State and Fresno State will share their activities to train and support faculty in preparing their courses for formal certification.
Deciding where to start when making online materials accessible is half the battle. Pitt Online has created a tool, the accessibility matrix, which can be used to help your unit or university make those decisions. This presentation is about what elements of making course materials accessible are included in the matrix and how decision makers can use it effectively.
This case study highlights the efforts of three distinct schools and colleges within Drexel to develop a sustainable and scalable comprehensive process to establish evidence based assessment practices. The process establishes rigorous and measurable cycles of learning through by using Quality Matters standards to align institutional, program and course level objectives to student learning outcomes. In addition, the paper illustrates the application of direct and indirect assessment towards developing interventions leading to quality student learning outcomes.
