The 3 C's online strategic planning framework is comprised of course quality, capacity, and culture. This framework touches all of the areas necessary to create a strategic plan for online programming at any level. A fully-realized plan will be presented using strategic planning software.
As personalized learning becomes the latest educational buzzword, what about the outcome? What if the student is the driver and educators ask students what they want to be assessed on? The poster session will demonstrate techniques used for student reflections.
How many times have you heard, “I just don’t see how it’s possible to do XYZ online”? Join us as we wield powerful strategies to debunk this misconception through case studies illustrating real reformatting situations in higher education. Then we’ll make it personal by offering solutions to our own design challenges. You’ll leave with a productive set of tools and resources to prove that it’s not only possible to do XYZ online, but that it may be impossible to do it any other way from now on.
Learn what the third annual CHLOE (Changing Landscape of Online Education) Survey of Chief Online Officers found about such issues as the institutional governance of online learning, whether quality assurance processes drive change, and the current status and potential of blended learning.
How can local and regional online programs thrive in an increasingly competitive environment led by nationally focused enterprise-level programs? This session goes beyond describing various sectors’ current online learning practices and articulated future plans. Based on CHLOE (Changing Landscape of Online Education) findings, the facilitators will identify strengths and opportunities of which local and regional institutions may not be not taking full advantage and vulnerabilities they need to address.
How can local and regional online programs thrive in an increasingly competitive environment led by nationally focused enterprise-level programs? This session goes beyond describing various sectors' current online learning practices and articulated future plans. Based on findings from the CHLOE (Changing Landscape of Online Education) surveys, the facilitator will identify strengths and opportunities that local and regional institutions may not be not taking full advantage of and vulnerabilities they need to address.
This session is being presented by QM Research Colleagues. Through discussion of various examples as well as audience ideas and questions, we will address limitations and constraints as well as potential uses for conducting research using the QM Rubric.
Learning Management Systems (LMS) serve to accommodate the growing load of student enrollment in higher education programs: as a way to increase instructor and student connectivity, by providing a hub for learning resources, allowing a stream of data and analysis for systems learning, and increasing student engagement. Dependency on LMS for virtual delivery of learning content and use continues to increase (Allen and Seaman, 2016).
Learning Management Systems (LMS) serve to accommodate the growing load of student enrollment in higher education programs: as a way to increase instructor and student connectivity, by providing a hub for learning resources, allowing a stream of data and analysis for systems learning, and increasing student engagement. Dependency on LMS for virtual delivery of learning content and use continues to increase (Allen and Seaman, 2016).
This panel will discuss faculty members’ experiences in working towards completing the QM program certification process. Learn how they went from never having heard of QM to completing all of the steps necessary for QM program certification.
Quality Matters is great, but why bother?
Let's talk about: (1) why instructors who certified courses went the extra mile, (2) why instructors who chose not certify didn't go the extra mile, and (3) how we can use their experiences to help more instructors apply the Quality Matters Rubric to more courses.
The slides in the presentation
This Making a Difference for Students award recipient will share how her college went from the possibility of losing the ability to teach online to radical changes resulting in a strong program that ensures true quality in students’ online education.
Orientation is a quintessential moment for residential students heading off to college. But what about online learners? Join us for a lively discussion-focused presentation and test drive some of our flexible, scaffolded orientation experiences. (Bring your own device!)
Chief Academic Officers have responsibility for the quality in their courses, programs and faculty involved in technology-enhanced education. What are the benchmarks that count and how do they know they are hitting them? What does a comprehensive approach to quality assurance look like from their vantage point? How do they know if they are offering students a quality learning experience? CAOs from institutions with significant commitments to quality in technology-enhanced education will offer their views on how they have navigated the quality question.
Hypothesis / Research Questions: We believe active learning theory offers effective methods to further student learning and educational satisfaction. Our question we look to answer: Which active learning methods do students perceive to increase their learning and satisfaction? Purpose of Research: To determine student perceptions of active learning methods in the online modality, and to assess which active learning methods are preferred by students. We look to add to the wealth of knowledge concerning active learning with attention given to the online modality.
Hypothesis / Research Questions: We believe active learning theory offers effective methods to further student learning and educational satisfaction. Our question we look to answer: Which active learning methods do students perceive to increase their learning and satisfaction? Purpose of Research: To determine student perceptions of active learning methods in the online modality, and to assess which active learning methods are preferred by students. We look to add to the wealth of knowledge concerning active learning with attention given to the online modality.
How does one lead a collaborative team? The practice of yoga provides a compelling image through which to explore the presence and work of those who lead design teams in a collaborative process of building quality online courses. This talk is not really about yoga, but you may learn some!
"You be the Reviewer: Quality Matters at NCCU," the new text-based mobile game reinforces participants' understanding of the APPQMR best practices. Learn about the creation and implementation of our mobile application and extend the fun of the APPQMR throughout the course design process!
This session explores how one distributed K-12 program took a mandate to meet QM Standards as an opportunity to reevaluate SME, teacher, and student introductions to online learning and re-frame tough conversations around the student experience.
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