Based on faculty recommendation, the Quality+ Program at Idaho State University incorporates a mini student review. Come learn about the process (and templates) and help generate ideas to improve training in applying Specific Standards.
Based on faculty recommendation, the Quality+ Program at Idaho State University incorporates a mini student review. Come learn about the process (and templates) and help generate ideas to improve training in applying specific standards.
Tired of the "post once, and reply to two others" instructions in online discussions? Can you still meet QM Standards with an alternative? Come explore alternative discussion structures with specific learner instructions and grading criteria.
Tired of the “post once, and reply to two others” instructions in online discussions? Can you still meet QM standards with an alternative? Come explore alternative discussion structures with specific learner instructions and grading criteria.
Demonstration of cost effective, user-friendly, and streamlined methods to capture the elusive data analysis monster. From arming your faculty with the tools they need, to forming alliances across campus, these methods are sure to aid your hunting party.
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.
The Online Campus at California State University East Bay has increasingly built a culture of quality assurance for effective online teaching and learning. This session will look at the data analysis in relation to its QM implementation and the positive student outcomes that are correlated with the use of QM.
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.
This session will demonstrate best practices in using Discussion Boards to promote active student learning in distance learning environments.
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.
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.
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.
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.
Hands-On Labs allows students to replicate tactile lab experiences off-campus by using lab-grade materials in conjunction with a diverse experiment library that spans nine science disciplines. We will be discussing the challenges of distance laboratories and how to overcome them by demonstrating the student experience with HOL cloud.
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.
This session is a follow-on session from Dr. Melody Buckner's keynote address. Join us for a discussion with several online learning leaders to share stories and tips for reaching the next level of leadership in distance/online learning.
This session is a follow-on session after the conference's keynote address. Join us for a discussion with several online learning leaders to share stories and tips for reaching the next level of leadership in distance/online learning.
Presenters:
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.
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.
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.
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