Conference Presentations

In this session, participants will discover and discuss the development of a large-scale, programmatic quality assurance plan utilizing master courses across disciplines at a mid-sized community college for an accelerated Associate's Degree program using 5-week courses.

Looking at how game design can lend strategies and concepts to educational instructional design.

We will review our research and findings on the myriad perceptions of who should lead varying course design tasks. We will then discuss an evidence-based approach to negotiate who should lead these tasks when working within an interprofessional course design team.

A unique course design evaluation instrument has been developed for students to provide their perspective on the design of an online course.  Students are asked how easy or challenging it is to find information within a course and are asked how they think the course design could be improved.

Interested in "new" ways to boost learner engagement and success in your course?   Have you heard about Open Educational Resources but wish to know more?  Then this session is for you!   Come explore the what, the why, and the how of OER.  You will leave the session with a plan and a list of OER resources.

High Impact Practices (HIPs) have been getting a lot of attention recently. And why not? With data linking them to increased retention, persistence, and course satisfaction (Kuh, 2008) HIPs seem like a guaranteed ticket to academic success! However, rallying behind one or more HIP can seem like a daunting task when it comes to online education.

Despite the laws, publications, trainings, and standards out there for accessibility, the technical details still remain a very “gray” topic. How do you move forward with improving your courses for accessibility?  This presentation will include some of the tricky technical information about accessibility requirements (Standards 8.3 and 8.4) Excelsior College has encountered during our 3 year project to make all our online courses accessible and strategies that we have used to make the conversion as painless as possible.

This session will discuss practical strategies for engaging students in online courses, including how to make your course feel welcoming, how to use interactive social media in your course, and how to manage group work effectively in the online learning environment.

This session will discuss practical strategies for engaging students in online courses, including how to make your course feel welcoming, how to use interactive social media in your course, and how to manage group work effectively in the online learning environment.

In this session we will discuss strategies used to engage faculty and staff in designing courses that align with the QM Rubric including professional development workshops that address Standards 2, 4, and 5. We will share how we are measuring success in terms of engagement and course quality.

Faculty responsibilities in higher ed continue to grow. At the same time, there are more instructional designers in higher ed than ever before. How can these two groups of professionals collaborate for a more productive and higher-quality course design - making the best use their time?

Research shows that 25% is the tipping point for social change. Malcolm Gladwell developed a model for starting social change beginning with identifying "mavens," "connectors," and "salespeople." Apply this model in the adaption of QM and ongoing QA. Are you a maven, a connector, or a salesperson?

Are your courses designed around the Quality Matters Standards, but you know there may still be issues with delivery? Do you have faculty teaching online courses who think it is easier than face-to-face? If so, come hear how New Mexico State University-Alamogordo is implementing delivery standards for online faculty. Come learn about NMSU's standards, how they were developed, the process of implementing them, and methods of tying them to online observations and online student evaluations.

Come learn how to make your online courses meet federal accessibility requirements using Standard 8 of the QM Rubric and WCAG 2.1 guidelines. As a take-away, you receive an example of an accessibility checker that aligns with Standard 8.

In our presentation, we discuss our institution's accessibility best practices and how we aligned them with the Standard 8 of the QM Rubric. In our gap analysis, we found out that, even though Standard 8 does an excellent job to start the course accessibility process, full course accessibility status takes understanding WCAG 2.1 guidelines and their correlation to Standard 8 of the QM Rubric.

This session describes the unique partnership of a college faculty member and a high school teacher as they gain expertise with the QM Rubric and peer review process before leading a statewide effort to create and certify a hybrid high school English course that will likely reach thousands of high school students across the state of California, and beyond.