With HED’s expectation that all online courses include “regular and substantive interaction,” one college designed delivery standards to ensure that presence in the classroom meets that requirement. See the delivery standards that are in place.
Gender Through Comics, a Super MOOC delivered in Spring 2013 by Ball State University, examined how comic books explore questions of gender identity, stereotypes and roles. This engaging learning experience was designed for college-age and lifelong learners with enrollment exceeding 7,000 participants.
The main objective of this presentation is to share and demonstrate how online instructors can design and transform exams in science courses from the paper-pencil format to online assessments. In Engineering as in many other math and science disciplines, most exams need to assess students' mastery of knowledge and skills with calculation as well as problem solving, so exams made of mostly multiple-choice questions are not effective to measure learning outcomes.
The main objective of this presentation is to share and demonstrate how online instructors can design and transform exams in science courses from the paper-pencil format to online assessments. In Engineering as in many other math and science disciplines, most exams need to assess students' mastery of knowledge and skills with calculation as well as problem solving, so exams made of mostly multiple-choice questions are not effective to measure learning outcomes.
The main objective of this presentation is to share and demonstrate how online instructors can design and transform exams in science courses from the paper-pencil format to online assessments that truly measure students' learning outcomes while ensuring academic integrity and meeting QM Standards.
You are halfway to meeting QM Standards when your course is properly aligned. This workshop will demystify the alignment process with a competency/objective visualization tool. By the end of the session, you will be able to design to align. Whether you are a novice or an expert, there are ways to improve course alignment. Take a look at your blended or online course and blaze new trails to quality. Must be able to bring a blended/online course sample to work on during this session.
Follow our human designers as they journey through a new course design project, while agreeing to an exciting new proposal: fully committing to artificial intelligence as their co-designer the moment they first meet. Will it be a match made in cyberspace or will the pair be destined for doom? Join us to find out if the pair will stay together…or if they will split up!
Peer evaluations are used to gauge an instructor’s teaching performance. A peer observer’s feedback, however, could contain implicit biases. Quality instructional design often yields quality teaching. This presentation shares how the Quality Matters Rubric led the design of a peer evaluation tool.
Meeting the needs of our youngest learners requires intentionality at every step of the way. Explore how teachers and program leaders designed a virtual learning program to address the needs of the students they were serving and how the key performance indicators demonstrated evidence of student success.
"Do you repeatedly have to answer student questions about how to get an A on an assignment?" Attend this session to learn how well-designed feedback rubrics clarify expectations, guide assignment development and provide consistency in grading.
As more institutions are offering accelerated programs, it is essential that research assess the effectiveness of course design to ensure learners master the course and module learning outcomes. Wlodkowski and Ginsberg (2010) reported that many disciplines have overloaded the content that is required for learning in a course by designing instruction focused on extensive facts and research that only marginally support the learning outcomes.
Accelerated courses and programs are becoming more common within higher education institutions. However, compressing the amount of time over which these courses and programs take place can result in less time for students to reflect, which, in turn, can result in poor learning outcomes. This session will present the findings of a research study that investigated the instructional design strategies used to promote deep learning and how instructional designers decide which deep learning strategies to use in accelerated online courses and programs.
Rethink how you use the Discussion Tool and discover quality student-centered discussion designs, rubrics, and emerging trends with multimedia tools that can be tailored to your class. (Standard 5.2 and 6.1)
Participants will analyze one of their own courses and will use materials to examine the situational factors and pedagogical challenges. They will have share these in discussions to learn from one another. They will develop course outcomes and/or competencies or modify existing ones to complete a table which will align outcomes with assessments and learning activities. A crosswalk and discussion of multiple assessments and activities will be shared to help participants further develop their courses for significant learning.
This session examines traditional and future design models of lifelong learning which can include greater access, convenience, immediacy, and credit for prior knowledge. How will faculty, designers, and institutions prepare to adapt to the changes that are centered more on learners? Join us for the analysis of microlearning, badges, stackable credentials and ways to use artificial intelligence (AI) to demonstrate mastery of outcomes where lifelong learning is delivered in a more seamless and immediate manner.
Are you looking to make your online lessons more engaging? In this session, we will discuss what an engaging lesson for secondary learners might look like in the online environment. In addition, we will offer tips, strategies, and tools for developing online lessons that will captivate your learners.
Overheard: "I'm an expert at using active learning. My students tell me so in my course evaluations." We'll straighten this out with an active learning building block approach. Come ready to participate and leave with strategies and resources.
We’re not telling you it’s going to be easy; we’re telling you it’s going to be worth it. Making digital content accessible for all so learners can access all content and activities and all learners can easily navigate and interact with all course components is our job. This session will explore the QM Standard 8 and give participants quick tips & examples to help meet the guidelines.
This session will detail the implementation of Standards 8.3 and 8.4 in the context of an internal custom review system at the community college level. How do you communicate the changes, provide accessibility training, and verify courses meet the Standards?
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