Learn from the mistakes and successes of our Little Piggie builders on how to withstand the changing huffs and puffs of the wolf and build courses that withstand the test of time.
Problem or Opportunity? Either one can be addressed by blended learning. Does your school district have a need to be met? A blended learning model may be the answer. This session will showcase the development of a Blended Middle School Enrichment program and how it met the needs of students. This presentation will begin with an overview of our virtual school, school district, and partnership with our State collaborative and content and instructional experts in blended learning. This overview will provide you with the necessary background knowledge needed for understanding our work.
Psychology research has shown that people often think of themselves as "above average." This presentation highlights data collected from faculty at 34 institutions suggesting this "above-average effect" applies to how people rate their course design skills. In a comparison between self-rated design skills and course review outcomes, the survey data find over-confidence in course design abilities. This presentation includes recommendations for how QM training can help instructors better self-assess their own abilities to create a well-designed course.
In this presentation, you will experience an online course from a learner's perspective.
You will navigate through two courses and will be able to identify the features of an accessible course.
Finally, you will participate in an activity that will reinforce the need for accessible courses.
- The Audience Will Discuss Pros and Cons Of Using An Outside LMS With Their Course
Sixty-seven percent of the students in an online freshman seminar class reported that the group project was their favorite activity. In this session, we will discuss how the instructor used Quality Matters recommendations, transparency, and inclusive design to transform the group presentation experience from disastrous to delightful. We will apply QM, TILT, and inclusive design to real projects, and discuss how you can use these concepts to enhance the group projects in your classes.
Objective videos introduce concepts and demonstrate alignment of material to course- and module-level learning objectives. In addition, objective videos advance the level of personalization in an online course and may impact issues such as retention at the course and program level.
'You Want Me to do What?': How to Create Amazingly Clear and Impactful Assignments with QM Standards
Imagine that you are at your first day in a new college course. What is the first thing you look over? Without a doubt, it is the course syllabus, the provided road map of every course that has the innate ability to make or break a student's experience. More specifically, the assignments required are what we are essentially drawn to and focus in on throughout a course. Are they interesting? Are they confusing? Are they overwhelming?
Have you wanted to get started with a course quality initiative at your institution but don't yet have buy-in from faculty and administration? This poster is for you! Learn about our "10 Steps to Building a Course Quality Program."
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.
3 Systems - 3 Approaches! Everything I Wanted to Learn About Managing My Own QM Reviews and Peer Reviewers
Hear perspectives from CA State, Kent State, and Minnesota State on lessons learned, favorite tools and tips for managing subscriber managed course reviews, tracking data, and growing your reviewer pool. Leave with great ideas and takeaways for implementation at your institution.
This session will identify the important hallmarks identified by the Higher Learning Commission and the Higher Education Quality Matters Rubric Standards addressing organizational mission and online learning and the relationship to retention.
Case studies encourage students to be active learners and critical thinkers. But in an online course, how can faculty ensure that students are ready to tackle a case, or move forward from one stage of a case to another? Expensive corporate training software can do this, but you don't need to spend money or time learning new technologies. Using the adaptive release settings in many LMSs, faculty can ensure learners have the support they need to work through a case, receiving appropriate feedback along the way.
In addition to the rubric, process, and professional development, implementing Quality Matters at many institutions has been about creating community centered on quality online teaching and course design. A noble goal, but one that is difficult to measure – what does a community look like? How do you know it is growing, or healthy? This presentation shares the results of an ongoing design-based study that uses social network analysis to visualize and analyze community formation during the development of a campus-wide implementation of QM.
This session will showcase a sustainable continuous improvement model through a compelling case study of the nursing program at Loma Linda University. Through a unique partnership, Loma Linda and iDesign have worked together to redesign the online RN to BS program.
The goals of this partnership are two-fold; 1. To develop a successful degree program and 2. To implement a Continuous Improvement (CI) program in order to create connections between courses, degree programs and institutional goals and, in turn, support accreditation efforts.
Discussion boards are still one of the primary tools used for student interaction within online courses. However, due to the way the tool has historically been used, students view discussions as busy work and tend to put less than their best effort into the activity. This inevitably leads to instructor frustration as the tool that promised to mimic traditional conversations in a classroom has fallen short as it degrades to an "I Agree with what they said" type of interaction.
Standard verbs to describe human capabilities, with examples of phrases incorporating action verbs.