How Does QM Look at Your Institution?
We will examine schematics on QM impact and determine how they can be applied.
We will share strategies for changing the institutional culture.
2014 Annual Conference
Is it 85% Yet?
Master Reviewers and Facilitators, have you ever heard questions like these? How much is enough to pass a standard? How many items from the annotations should they have?How do you know that it’s 85%? While facilitating QM Applying the Rubric workshops and chairing reviews, I find that participants and reviewers alike can be challenged when it comes to determining if individual Standards are met.
QM 411: Providing a Shared Directory Approach for Design Resources and Best Practices
Designing quality elearning courses is complex: there are many QM standards to address in addition to all the content outcomes, institutional requirements, and technology choices. How can faculty keep up with it all and not feel overwhelmed? To meet the needs of numerous adjuncts and our small college size, a common course shell was developed as a repository for sharing best practices, examples, tools, and recommended methods for meeting both QM and student success standards.
Quality Matters and Continuous Academic Innovation
Radford University piloted an innovative retention program for high-achieving incoming freshman students during the Summer of 2014. Dubbed “Accelerate" the program moved from concept to launch, including the creation of a new semester and five compressed schedule courses, in less than 30 weeks. This was largely possible due to a systematic program design and improvement process that utilized QM throughout.
Faculty Training and Student Perceptions of Online Course Quality
Quality Matters (QM) standards aim to enhance student learning through the quality assurance of online courses. This study tries to answer the question whether faculty training on QM standards enhances online course design as perceived by students in terms of learning objective, instructional material, learner engagement, outcome assessment and course technology.
12 Steps to Quality Online Courses: Helping Faculty Translate the Standards
This session will highlight the 12 Step Checklists, one for each of the eight QM Rubric (QMR) General Standards, developed by the Online Course Improvement Program (OCIP) at New Mexico State University (NMSU). The OCIP team has found these checklists to be very helpful in working with faculty who are developing and or revising their online courses. The checklists translate the QMR Standards into actionable steps, which helps faculty "see" what a Standard looks like when achieved in an online course.
Herding Cats: The Initial Roundup
Do you have faculty going in a multitude of directions with their online courses? Learn about our initial attempt to guide instructors with a nine-week online faculty development program to help them to transform their face-to-face courses into an online format that follows selected QM Standards. Review literature about evaluating the effectiveness of faculty development programs. Join in a discussion about introducing QM through faculty development and about methods to measure initial program impact.
Are Students Experiencing The Intended Outcomes Of Quality Matters Standards
This is a Poster Presentation, I will be printing the poster in poster format as well.
Implementing a Quality Matters Institutional Plan: Lessons Planned
The College began a three-year, institution-level Quality Matters implementation Plan in 2011, by building QM standards into all aspects of its course development process. The plan included QM-managed course reviews of four model courses, subscriber-managed reviews of 28 courses, internal/unofficial reviews of 120 courses, and a commitment to professional development in PRC, MRC, and face-to-face/online certified facilitation of APPQMR.
