Reliable evidence of student learning depends on assessments that are seamlessly aligned with learning outcomes and activities. In this session, participants will explore how a strategic
performance-based approach to course design has enabled one college to meet QM Standards.
This session will focus on using the E-Learning Usability Scale for Higher Education to address standard 8.1 Course navigation facilitates ease of use. We will explore strategies to reduce cognitive overload, guide attention, and increase motivation.
It's easy to look at each of the QM rubric items separately, but that segregation leads to a more difficult process of having a course that meets the rubric. This interactive discussion will raise participant awareness about the need to integrate their thinking about all the standard items as a whole, rather than looking at them as separate issues.
Captioning video content can be an expensive and challenging endeavor, which can be difficult to accomplish on a large scale. To meet Standard 8.3, "The course provides alternative means of access to course materials," Oregon State University Ecampus developed an internal process to caption video and lecture content for courses going through a Quality Matters review. This session will focus on the process for easily and affordably creating captions for media.
Higher education faculty typically conceptualize alignment differently than instructional designers do. How can we engage faculty in effective discussions around this deeply essential aspect of course design? In this session we will discuss ways to support faculty toward stronger alignment by helping them to conceptualize a course as a thing apart from its designer. You will come away with new insights as well as practical tools to use when working with faculty.
Over the past two years the field has seen a significant increase in enforcement of civil rights legislation in the area of access to online learning for people with disabilities. The presenter is recognized as the current expert on these issues. It has become eminently clear that there are no differences between higher education and K-12 in the legal compliance for online learning. This session will articulate the expectations the federal enforcement agencies have with respect to access and equity in online learning in K-12 and Higher Education.
Is your institution or program interested in QM Program Review? Are you prepared for the review process? For your new journey, the panel in this session will answer questions, share their experience, and clarify the potential myths through a fun discussion.
QM is an excellent tool for assisting institutions with meeting regional accreditation requirements associated with online and hybrid learning. However, implementation of QM on a campus runs much more smoothly if faculty collaborate with staff and administrators on selection of the Rubric and on campus-wide adoption. This session reviews strategies for introducing the Rubric to faculty and discusses how faculty can be best utilized during the implementation process.
The COVID-19 pandemic brought educational gaps into stark relief. In K-12, it highlighted the professional development teachers needed - and did not have - in order to design high quality courses that would enable them to work well with all of their students. In this presentation we will discuss those needs and a variety of options available for filling them.
In a time when accessibility in education is highlighted, especially in distance and hybrid learning, we will present how Texas A&M International University has implemented QM accessibility Standards, universal design principles, and diversity appreciation to enable equal learning for all.
Everyone agrees that quality course design is a good thing, and administration is supportive of QM as a process and rubric, but no one is mandating adherence to the process or standards. Now what? How do you get faculty interested and involved? This presentation covers the subtle and not so subtle ways which have worked for one institution.
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Full Description
"Completing the Course Map is 90% of designing a course. Once that's done, the rest of designing the course falls into place much less stressfully. "
Faculty professional development participant
Experts will address competency-based education (CBE), including the universal design principles quality programs share. The panel will discuss key features of various institutional models and approaches to program design, instructional technology and delivery, pedagogy, and faculty roles. A policy expert will update participants on competency-based education-related federal regulation and policy including the HEA Reauthorization, Experimental Sites, and financial aid.
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