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
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.
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.
Standard verbs to describe human capabilities, with examples of phrases incorporating action verbs.
A Journey Through QM Course Design and Development: The Intertwined Stories of A Faculty and An Instructional Developer
This session will provide an overview of the Online Course Development Award process of implementing QM at the University of Northern Iowa. It will explore the partnership that occurs between faculty and instructional developer (ID) as a foundation of the thinking about and application of the design and functionality of the course content following the QM Rubric. The presenters will also discuss the ongoing transformation of the developer and faculty roles to develop and deliver effective online instruction.
A Journey Through QM Design and Development: Intertwined Stories of a Faculty Member and a Developer
This interactive session will focus on the University of Northern Iowa Online Course Development Award process of implementing Quality Matters and the partnership between faculty and instructional developer. The partnership is a foundation for thinking about and applying the course design principles of the QM Rubric.
How did a small, rural, multi-campus community college become one of the top 2 percent of all QM institutions? Come on an interactive journey to discover ideas to achieve QM success at your campus. You'll learn how leadership, internal mentors, faculty workshops, monetary incentives, and a wall of fame motivate faculty to pursue QM Certification. There will be several strategies for how you, too, can get a piece of the pie. Be sure to bring your wireless device to this presentation.
Jill Holmes, Sheryl Barton, and Kim Hansen
The Online Course Improvement Program (OCIP) at New Mexico State University (NMSU) blends formats and technologies- including using the Quality Matters framework for course design- to provide professional development (PD) for faculty teaching blended and or online courses (http://ocip.nmsu.edu/).
A Professional Development Program for Faculty Teaching Blended and Online The Online Course Improvement Program
The session presents a new Quality Assurance Taxonomy devised via a Delphi study with a panel comprising shareholders in online higher education at the student, faculty, and administrative levels. The taxonomy can be used to facilitate both internal and external evaluations and inform quality standards, documents, practices, processes, and measurements. It introduces a concept no t previously found in literature--the increased criticality of QA dimensions (such as student support and faculty support) that results from the online modality.
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.