Conference Presentations

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Critical Thinking in the Online Human Anatomy and Physiology Class

Implementing critical thinking to courses helps students become more efficient in their studying and develop skills, abilities, and values crucial to success in everyday life. 
The instructor has a chance to foster deeper, more substantive thinking by engaging students in activities.  This session will share the techniques implemented in my classes and free resources pages.  Attendees can use the techniques and resources to design exciting new activities for their students.

Designing Learning That Promotes Transparency & Student Success: Applying the TILT (Transparency in Learning & Teaching) Model

Transparency in Learning and Teaching (TILT) is a small teaching approach to enhance student learning. Explaining to students the "why" of an assignment is the premise of TILT. Three parts of TILT — purpose, task, criteria — align with objectives to show the relevancy of an assignment to a student. TILT supports the Quality Matters Higher Education Rubric and helps instructors to think intentionally about activities. Examples from an online course using TILT and several resources will be shared.

Designing to Promote Interaction in Online Learning

While online learning is convenient as it gives the students the opportunity of being flexible, many learners suffer from feeling isolated or disconnected from the community. To promote interaction in online learning, we add a new feature to the traditional system, Tele-Instruction, which enables students to interact with the instructor at their convenience. The system provides the possibility of peer and content interaction and can use machine learning algorithms to improve lecture quality.

From Novice to Expert: Strategies for Faculty Support and Collaboration

This presentation describes the quality assurance (QA) efforts at Sacramento State to establish systematic support of faculty in designing and delivering high quality online and hybrid courses and developing infrastructures to sustain and institutionalize support. Using a logic model and training data, the QA team determined critical inputs and outputs to achieve their goals. A 3-tiered approach was implemented to meet the needs of novice, moderately-experienced, and highly-experienced faculty.

Great Expectations: The Process of Developing a Course Prototype Prior to a Final Quality Review

With a higher expectation of quality in online courses, our department has found great success in implementing a standard prototype phase into the course development process. This allows developers to conceptualize and build a small portion of the course and conduct a review using the QM Rubric to catch potential quality issues/concerns before continuing development of the course. This session explores the prototype development, prototype review its impact on the quality of our online courses.

Impact of QM Professional Development and Course Certification on Teaching Performance and Student Success

This session reports the professional development opportunities for Quality Assurance (QA) across a 23-campus system and the impact of Quality Matters (QM) training and course certification on online teaching outcomes at California State University. Quantitative and qualitative data gathered as part of the Student Quality Assurance Impact Research (SQuAIR) project at the system level are used to triangulate the relationship to student outcomes and satisfaction.

Leveraging Course Health Analytics to Prioritize Course Enhancements that Drive Student Success

ASU Online offers thousands of online courses a semester with a goal of ongoing course enhancement. This presentation will provide recommendations on how to leverage institutional and course data to identify key course health indicators in online courses and prioritize them in ways that ensure ongoing course improvement. Dashboards with examples will be shared along with a customizable process to identify and prioritize enhancements for online courses at scale.

Lights, Camera, Action: What Happens to Accessibility When the Course Goes Live?

Students’ learning needs are not monolithic and have posited that inclusivity in online education should be multi-dimensional in order to break away from a one-size-fits-all model (Clow & Kolomitro, 2018).  Therefore, we need to rethink the QM rubric to be inclusive of the course delivery component vs only looking at the design. Moreover, Hollingshead and Carr-Chellman (2019) argued that as a result of the change in student demographics, there is an amplified need to create opportunities for student engagement through instruction and instructional design utilizing UDL.

Now & Later: Strategies for Transitioning to Remote Instruction for the Short and Longer Term

Last month, much of higher education was caught off guard as we were asked to quickly pivot classroom-based courses to remote delivery. As the situation moves from an emergency response to one of acclimating to our new learning methods and modalities, we now have better opportunities to discuss options moving forward, as well as contingency planning considerations for the future. This session is appropriate for administrators, faculty, QMCs, and instructional designers/DL staff, as we come together to discuss workable solutions based on institutional context and goals.

Photovoice: A Picture Can Replace a Thousand Words

Discussion threads can be tedious for students and instructors.  Lengthy responses, required participation minimums, and failure to connect with lived experience may result in discussion chore vs. discussion engagement.  Photovoice offers an alternative by challenging students to visually respond to discussion prompts and explore the course content through each other's "lens." This interactive session provides a framework for implementation along with practical constraints.

Power Up! Quality Course Design in Half the Time

Designing a quality online course can be time consuming and often leave you feeling overwhelmed. Discover how you can design a quality online course in half the time using design resources and standards supported by research and application. Participants will walk away with tools that have helped several faculty produce quality online courses, enhance the teaching/learning experience, and were awarded institutional recognition and national certification.