Learn how copyright works within institutions of higher education, the implications of Teach Act for online courses, and get an understanding of how Creative Commons licensing allows designers and others to use images, video, audio, and software in online courses, increasing quality while maintaining cost-effectiveness!
This session will briefly cover copyright, and then show a plethora of free tools and technologies for use in online courses.
The new QM Continuing and Professional Education Rubric, developed in collaboration with the University Professional & Continuing Education Association (UPCEA), sets design standards for online and blended, non-credit, continuing and professional education courses, including MOOCs. This session will describe the development process, identify differences between the CPE Rubric and the QM Higher Ed Rubric, discuss the major categories of online and blended courses for which it is intended and report the experience of early adopters.
Implementing a comprehensive model for continuous improvement in the K-12 online school can be an overwhelming task. Join us as we provide an overview of SiVaD-Success Indicators Validated Through Aligned Data, a continuous improvement model designed specifically for a K-12 online school. The SiVaD Model is a framework for measuring quality and provides an understandable, user-friendly system for continuous improvement and addresses quality using inputs, outputs and outcomes.
The purpose of the current study is to collect pre- and post-experiential data on the student’s perceptions of using emerging technologies in 2 online courses. We examined the student’s previous online experiences or expectations of an online course and compared that with their experiences in the courses that will use emerging technologies. The intent is to measure whether or not these technologies improved student engagement.
Faculty at our institution are interested in improving their courses but were overwhelmed by the expectations of the QM rubric and the formal peer review process.Our institution has created an online training course, an intermediate level Quality Assurance Checklist, and an internal peer review process to help raise the quality of online and blended courses, creating a more gradual pathway to meeting the QM standards.
Our institution is a large, multi-campus college with 5-years experience implementing QM, many QM certified courses, and a template-based process for developing credit courses that meet QM standards. Now, we are facing the challenge of implementing some of the most recent trends in American distance education such as MOOCs and Competency-based Education. Can the QM Continuing and Professional Education (CPE) Rubric be used to guide the design and development of a non-credit MOOC developmental course?
Three presenters analalyzed two MOOCs on the same topic and used an adapted QM rubric to review. Strengths and weaknesses are identified. Possible solutions/recommendations for more more positive MOOC experiences are provided for designers, facilitators and students.
Join us as we share our adventures as a faculty group of digital immigrants who collaboratively designed five core courses in an education Master’s program. Based on Best Practices in faculty development, our session will provide insight into working as a team to meet QM principles. We will outline tips that can be used as you transition to online learning, you will reflect on how a collaborative program development process could work for you.
After engaging faculty in course redesign and evidence based teaching, the speaker has summarized models of implementing Quality Matters in faculty development. Multiple resources are shared based on experiences across multiple formats of faculty PD from two institutions.
