This presentation will examine faculty satisfaction and perceived benefits of participation in communities of practice (CoP) for supporting online faculty. Faculty isolation and navigating the transition from face-to-face to online teaching will be discussed. A brief presentation will be followed by a community brainstorming session to explore ways to sustain faculty buy-in, promote online pedagogical excellence, foster peer-to-peer community, and encourage continued improvement in online instruction.
Continuous improvements is a cornerstone of QM. If you've ever wondered how QM determines how and when to roll out new workshops, a new certification, recertify roles or update professional development workshops, come to this session for a "look behind the scenes" of how QM ensures quality. HOw does QM measure success when new ventures liek web conferencing workshops are created? Why does QM ask facilitators to recertifity?
Here a MOOC, there a MOOC. This session features a showcase of MOOCs described by their varying approaches – mini-MOOCs, SPOCs, remedial MOOCs, gateway MOOCs, and hybrid MOOCs. The panelists will introduce their own unique MOOCs and discuss their purpose and use, target audience, course information and delivery platform, design highlights, development models, results, challenges, and next steps.
Over the spring and summer of 2013, QM conducted reviews of 14 basic college and pre-college (developmental) MOOCs funded by the Gates Foundation. This session will provide an analysis of the outcomes and discuss the implications. As these are the first reviews QM has conducted on MOOCs, they offer the first insight on whether such MOOCs can meet quality design standards, incorporate proven methods of effective online instruction, and be effective for different learners.
This study explored how class size affects the quality of online language teaching and learning. The present study compared the experiences of instructors and students in two second semester Spanish language classes. There were 125 students enrolled in the large-scale class and 25 students enrolled in the small-scale class. Each class had one instructor and no teaching assistants. Two instruments were used to collect data, a Teacher Questionnaire and an anonymous Student Questionnaire.
Several years ago when we first decided to adopt Quality Matters (QM) on our campus we encountered a problem of buy-in from administration and faculty. They did not know what QM was all about and did not want to invest the time, energy or money into an unknown. We started a grassroots effort to spread the word about QM through those wonderful early adopters, but we were still missing people. We found there were opportunities at events on campus to prompt QM, but did not have a formal presentation.
Inside Higher Ed's Survey of Faculty Attitudes on Technology gauges the views of college faculty members (and their administrative counterparts) on online education and other issues.
Despite the laws, publications, trainings, and standards out there for accessibility, the technical details still remain a very “gray” topic. How do you move forward with improving your courses for accessibility?This presentation will include some of the tricky technical information about accessibility requirements (Standards 8.3 and 8.4) Excelsior College has encountered during our 3 year project to make all our online courses accessible and strategies that we have used to make the conversion as painless as possible.
