Conference Presentations

In this session, participants will hear how one economics professor overcame more than 10 years of his resistance and skepticism and finally embraced on-line course design and delivery for his classes.

LX design has become a major, innovative player when it comes to addressing the educational needs, demands, and skill gaps of today’s students and tomorrow’s workforce. Competency-based education (CBE) is a big part of this trend. CBE experiences—especially in online settings—continue to gain traction in learning environments throughout K–12 and higher education and in professional development and training programs. At the same time, the demand for instructional design and instructional technology professionals is also on the rise.

For many small universities, collecting, assessing, and applying information from QM course reviews can be equated to hunting for mythical creatures such as Bigfoot, Mothman, and the Gremlin. This presentation will explore cost effective and user friendly methods to make the hunt for these data analysis monsters more successful.

In a continually shifting climate of higher education, academic drift is a common and often potentially insidious challenge. Without program faculty (or university administration) even noticing, the focus of activities, assessments, and even courses applied to an academic degree program can gradually shift away from the intended outcomes.

In a continually shifting climate of higher education, academic drift is a common and often potentially insidious challenge. Without program faculty (or university administration) even noticing, the focus of activities, assessments, and even courses applied to an academic degree program can gradually shift away from the intended outcomes.

Are you drowning in institutional or LMS data? Have you considered collecting feedback from students or faculty but aren't sure where to start? In this session we'll discuss how to collect, analyze and use data for continuous improvement.

Once a course is QM-Certified, QM is often asked: "what's next?" Delivering on the promise of the course design with Delivery Standards for QM-Certified Courses will help instructors assure quality through instruction. #QMConnectQMDelivery

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 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?

Engaging mid-sized public university faculty in rebooting the tired discussion board tool and designing discussions as scaffolded active learning activities that promote learn-learner and learner-instructor interaction and higher order learning.

Join us to learn about findings from a statewide study looking at the relationship between the use of the QM program and student grades over a 10-year period. We'll also briefly discuss the components needed to conduct similar quality assurance research of your own.

Hear encouraging words from educators, get positive advice from national experts, gain proof of making a successful course! We share our approach to obtaining a Quality Matters first while improving engagement and usability for students.

Join us as we share our process for training and supporting new online faculty within the context of QM's Standards.

We will highlight significant findings from four years of surveying online learning policies, practices and plans, and discuss with the audience the implications of these findings for longer-range development of the field.

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.

In October 2017, Athens State University embarked on an effort to increase adoption of QM throughout our campus.  While doing so, one rule was required - QM adoption had to be voluntary, not required.  With that, the university set off in an attempt to change the campus culture and view of quality online courses.  Since that time, we have had over 30+ classes QM certified by multiple unique faculty members with many more waiting in line to go through the process.

Is the development of in-house QM training worth the trouble?  Learn how California Baptist University Online evaluated the effectiveness of its in-house QM training program. Participants will leave with a framework for creating and evaluating an in-house QM training program.

Online Learning Coordinators have been vital liaisons providing support between faculty and the online learning unit. Without additional staff, lines of communication opened and quality assurance improved. Learn about our eight-year success story.

We started an Incentive Program to promote professional development. Faculty can earn up to 500 points; each equal to one dollar. We will discuss how we developed the program, participation and changes we've seen in online teaching and course design.