How can you convince everyone that accessibility is their responsibility? You begin with a practice that makes their lives easier.
I have made one practice the focus of every accessibility conversation. From my internal team to my doctoral colleagues, to students, to faculty, to staff, and even my husband, I have convinced many and continue to invite everyone to implement one practice that will create a more accessible digital environment for all.
The Quality Matters professional development offerings are excellent, but they aren’t always an option. At Northern Illinois University, we wanted to make sure our time and budget were used efficiently, so we developed a detailed professional development plan that integrates official QM offerings (like APPQMR and PRC) with custom workshops and resources. In this session, we will share our comprehensive 2-year professional development plan combining QM professional development with custom workshops and on-demand resources. We will also share the outcomes from our first year.
Quality learning experiences are commonly confounded with other variables such as mode of delivery, course grades, student characteristics including intelligence, and idiosyncratic experiences of faculty members. This session distinguishes these variables and assumptions about them from academic rigor and summarizes research support for defining quality and analyzing student learning experiences in higher education.
This presentation will present a case study of a very large, complex, and well-known financial institution and its transformation into a learning organization using the QM Rubric. The presentation is for new QM practitioners and corporate education professionals who are QM-trained. The goal of the presentation is to demonstrate how QM can help an institution move from "training" to "learning."
Tired of the usual grading methods and point-driven students? Come learn about three alternative grading strategies that focus on feedback, which is a key piece for improving learning. Our presentation will focus on specifications grading, contract grading, and ungrading. We’ll also examine strengths and challenges of each as well as their alignment with QM Specific Review Standards 3.2 and 3.3.
Finding quality open educational resources is only part of the challenge when transforming course content using open educational resources. This interactive session will help you define, locate, and integrate quality open educational resources into your existing courses.
The amount of research on online learning and quality assurance accumulates faster than anyone can keep up with it. In this session, attendees will get a summary of recent research findings on some of today's hot topics related to online learning and quality assurance to see beyond the buzz.
The amount of research on online learning and quality assurance accumulates faster than anyone can keep up with it. In this session, attendees will get a summary of recent research findings on some of today's hot topics related to online learning and quality assurance to see beyond the buzz.
The amount of research on online learning and quality assurance accumulates faster than anyone can keep up with it. In this session, attendees will get a summary of recent research findings on some of today's hot topics related to online learning and quality assurance to see beyond the buzz.
The amount of research on online learning and quality assurance accumulates faster than anyone can keep up with it. In this session, attendees will get a summary of recent research findings on some of today's hot topics related to online learning and quality assurance that will let them see beyond the buzz to what has been found via research - and what has not - in order to put their own online learning and quality assurance agendas and efforts into practice.
When it comes to the development of online courses and programming, quality certainly does matter. But what does that mean in the context of practical application and realistic implementation? As online learning professionals, faculty members, and academic leadership, you understand that the answer to this question is unique to each of your institutions. In the ever-changing landscape of online learning, the needs of students and responsibilities of institutions are rapidly evolving, as well.
In this session, faculty, as well as advisors and administrators, will learn how to identify at-risk online learners, how to evaluate effective support strategies for online learners, and how to adopt practical approaches to support online learners' social-emotional well-being and academic success.
This hands-on session will explore strategies that can be used by faculty leaders, instructional designers and trainers when working alongside faculty members to assist in formulating course- and module-level learning objectives that are measurable, observable, attainable and appropriate for online and hybrid environments in higher education.
Building faculty teams equipped for excellence involves (1) shared vision characterized by clarity and (2) accountability through peer auditors. The outcome of this process, according to surveys, is overwhelmingly positive for the student community.
We are starting to use Blackboard's (Bb) goals/alignment tool to highlight components of each course that are designed to improve student success. We have our faculty members complete the QM's Design Your Online Course and then structure workshops for faculty to learn how to use Bb Learn.
If you have ever tried to tie your course competencies to specific pages and paragraphs in a required textbook, you know it is not a quick task. Once you have accomplished the task, it becomes even more difficult to motivate students when you ask them to read the first three paragraphs on page 12 and the last paragraph on page 14. This poster session is based on my solution to this cumbersome problem.
An instructional designer and Quality Matters (QM) Institutional Representative noticed an increase in the number of requests for several types of assistance with online courses across campus that tended to fall into one of four categories:
Creating an online course that is accessible to diverse learners can be challenging. This session explains the what, why, and how of providing all students access to content and activities so they can easily navigate and interact with online course modules.
