Conference Presentations

The focus of this session will be on Fall 2021 and beyond. What will be the status and role of online learning in the post-pandemic era, when effective immunization reduces the threat of spread to the point that "normal" life can resume?

Will campus and community-based resistance to online learning gain momentum?

Will hybrid or hyflex models combining online and in-person instruction gain currency and enable students and faculty to shift delivery modes seamlessly by preference or in any future crisis?

Finding partners to build and grow your QM community is at the heart of the successful Ohio QM Consortium.  Come experience how this statewide group welcomes institutions of all types and provides professional development, support, and leadership to drive innovation and initiate change. Participants will leave with strategies to build and strengthen partnerships with other institutions. 

Designing a quality online course can be time consuming and often leave you feeling overwhelmed. Discover how you can design a quality online course in half the time using design resources and standards supported by research and application. Participants will walk away with tools that have helped several faculty produce quality online courses, enhance the teaching/learning experience, and were awarded institutional recognition and national certification.

 Implementing Quality Matters for your institution may initially seem like a clear and easy choice. If you're like us, you want to ensure the quality and continual improvement of your online and hybrid course offerings. You may have reviewed QM alternatives and considered feedback from faculty who have experience with other models. Now that you've chosen to pursue the implementation of QM at your institution, maybe you've realized that there's more to this implementation process than you initially thought.

The QM Review process stops if the course does not meet the QM Essential Standards for Learning Objectives (Competencies).  In this presentation a model of how to assist faculty with developing and aligning course and unit-level learning objectives is demonstrated.  The session emulates a faculty development workshop.

How do you ensure consistent quality in formative, internal reviews? A full QM review is a significant investment of time and funds -- How can you be confident that a course and a faculty member are “ready” before they go up for a full review? This situation is faced by many QM institutions. In this moderated panel, QM Coordinators from three universities (New Mexico State, Texas A&M International, and Indiana) will compare and contrast how they have approached this challenge.

A short presentation regarding the experiences of the hosts with four sequenced official QM reviews and the lessons learned. Guided discussion about preparation for the first review and how to build on that experience to decrease future preparation time and make each subsequent review easier.

A short presentation regarding the experiences of the hosts with four sequenced official QM reviews and the lessons learned. Guided discussion about preparation for the first review and how to build on that experience to decrease future preparation time and make each subsequent review easier.

The QM RubricTM was developed and continues to be informed by independent and QM-funded research.  The QM Research Colleagues will lead an interactive session revealing the most recent research (2011-to date) that is emerging that might impact the next edition of the QM Rubric.   Each RC will briefly describe a most interesting research studies and explain why she thinks it is an exciting study.    A concluding general session will outline talking points about the most recent educational research.

Very few teacher preparation programs, even those offered online, have included instruction for teacher candidates to teach or design courses or lessons for K-12 online schooling. Recent state regulations in some states now require preservice teachers to have this training. Join us to find out how a professional development model was developed using badges and certificates to accomplish this requirement. 

Social Emotional Learning isn't just something that is designed and developed in a course. It takes active training and a set of skills with an online educator to know what "just-in-time" supports are needed for students. Learn how Virtual Arkansas has taken the course-embedded elements of SEL and brought them full circle through leveraging all forms of communication in their courses with their teachers' learner-centric approach and systematic steps to interact, invest, and maximize every opportunity to support and build capacity in students.

In this interactive session, you’ll engage with 7 Quality Indicators for including accessibility in your institution’s procurement of educational materials and technologies. You’ll also practice using a self-assessment tool for monitoring continuous improvement.

The Colorado Community College System developed a set of QA standards based on the QM Rubric. Ensuring that system colleges implement the standards is a challenge due to differing college resources and other factors. A cross-college work group developed professional development resources to support college buy-in, create flexible opportunities for customization, and build momentum toward a robust system-wide QA implementation plan. We will showcase these PD resources, contextualizing them as milestones toward system goals.

In this session, a case study of online program development and implementation of the QM process from inception to review is presented.  The importance of leveraging university, college and faculty support at all stages of development, delivery and review are specifically addressed.  Best practices as well as hurdles encountered are discussed. Through the collaboration of all groups, a nationally ranked program (Top 25 Online EMBA programs by US News and World Report) was developed, delivered and maintained using the QM framework.

The role of project management has been growing in many industries, especially as the needs of remote environments (whether classrooms or offices) continue to grow. What role can project management play for instructional designers? In this presentation, the Coordinator of Course Development for Launch (operating out of Springfield Public Schools in Missouri) discusses how project management has helped her team of instructional designers and quality assurance specialists.

This session will provide a discussion and evaluation of the redesign of an upper-level hybrid research methods course intended to enhance students’ mastery of written communication and critical thinking skills. The hybrid format offers unique opportunities for providing feedback and continued practice, and the course redesign involved the use of online resources and incorporating learning activities aimed at engaging students. Both direct and indirect evidence of student learning suggest that this interactive approach is effective at promoting competency-based learning.

As we migrate from D2L to Canvas, the Digital Learning Innovation Team at UW Superior realized it was an opportunity to promote quality course design based on student engagement research using Master Course Shells.  Our team has developed training that supports using Quality Matters (QM) principles in course design.  Included in the training is an opportunity for departments to adopt a course template that we have developed based on UDL principles and QM. Many departments have adopted the template to develop a Master Course Shell for courses.