This session will identify the important hallmarks identified by the Higher Learning Commission and the Higher Education Quality Matters Rubric Standards addressing organizational mission and online learning and the relationship to retention.
Learn how to create an immersive learning experience to support faculty in earning the Teaching Online Certification and enhance the online student experience within your institution.
Accreditation hallmarks, QM Standards, and a DE gap analysis resulted in strategic enrollment action plans for institutional improvements. The process of self-study promotes DE growth that fosters student success when QA principles are followed.
This presentation focuses on QM Standards integrated into the program review process. Data on course design, technology, satisfaction, and faculty support were analyzed. Participants review data collection, sample data, and a report.
Interested in discovering how to meet QM Standard 8? Consider attending this session and learn how to create inclusive and accessible distance learning environments, while adhering to Universal Instructional Design (UID) principles.
In this session, find out how our College leveraged our institutional quality assurance goals to build an ecosystem of supports for our faculty using policy, PD, and our LMS to scaffold their transition to an eLearning environment.
CHLOE 3 advanced our understanding of online enrollment trends, pedagogy, leadership, and quality assurance. This session will report key findings and invite the audience to identify remaining questions and future lines of inquiry in CHLOE 4 and beyond.
Learn how to initiate a collaborative self-evaluation process based on Quality Matters and accreditation standards that can result in the development of tools that form the basis for policies, procedures, and new online program development.
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Join us as we share our process for training and supporting new online faculty within the context of QM's Standards.
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.
In this session a panel of representatives of Online Program Management companies discuss findings on the management of online post-secondary education as revealed in the QM-Eduventures CHLOE 3 Report and their role in supporting higher education institutions.
When it comes to learning foreign languages, communication and interaction is key for learner success. This session will touch on a few tools that will not only help you meet these Specific Review Standards but will help you build rapport and create community with your learners. The session will begin with an overview of the objectives and move into a discussion about the method’s attendees currently use for student engagement in their courses. Together, we will identify the purpose of Specific Review Standard 5.1, 6.1 and 6.2 and discuss how to address them in a foreign language class.
The session presentation aims to share the findings of an exploratory case study that examined the impact of QM professional development on course design and student evaluations.
In this session we discuss the connection between Quality Matters and User Experience (UX). First we define UX and why these design principles are important to incorporate in education. We then describe how QM improves student user experience according to the UX design principles, and give examples based on the QM rubric. We conclude with a discussion of my experience implementing QM™ Standards in a hybrid course.
Discover strategies to improve institutional effectiveness, including ways to measure analytics and critical resource issues. Explore the accreditation process and learn to negotiate for internal institutional support. Specifically, see how QM processes tie into accreditation standards — including accountability for the quality of online courses, academic resources and accessibility assessments — and how making your work with QM visible can validate your efforts and need for resources.
In this session, we will discuss the roadblocks that we faced at a two-year college as we tried to adopt Quality Matters, and some of the solutions we implemented to overcome these roadblocks.
Formulating a strategy for visioning and planning can be a bit overwhelming and puzzling. Please join us for an engaging discussion on how QM can help put some of the pieces together in order to embed quality into the fabric of your institution.
Accessibility is a hot topic in higher education and for good reason—education should embrace and welcome learners of all abilities. We, as college administrators, faculty and staff, are responsible for ensuring an inclusive learning environment for all of our students. What’s the difference between accommodation and accessibility? How do you ensure your courses are accessible for all students? We’ll share our road-trip experience from three perspectives: disability services coordinator, faculty and instructional designer.
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