This session will highlight the 12 Step Checklists, one for each of the eight QM Rubric (QMR) General Standards, developed by the Online Course Improvement Program (OCIP) at New Mexico State University (NMSU). The OCIP team has found these checklists to be very helpful in working with faculty who are developing and or revising their online courses. The checklists translate the QMR Standards into actionable steps, which helps faculty "see" what a Standard looks like when achieved in an online course.
Ensuring online courses meet eligibility requirements has become of paramount importance in higher education. Knowledge of what these criteria are and the formation of strategies to meet them are essential to delivering online instruction. These strategies must extend to the design of instruction at the course level. This presentation will cover these criteria and explore options for meeting them. Attendees should expect to be engaged and eager to tackle this hot topic.
While QM Standard 8 addresses accessibility for vision and hearing differences, other QM Standards address a wider range of diverse learning and instructional accessibility needs. This session will help faculty understand how different QM Standards help diverse students and show how QM helps to achieve good universal design. While assisting those with vision and hearing differences is good practice, statistically there is a higher likelihood that students with other learning and cognitive needs are in our online classes.
While our students may be mobile, faculty are often not sure how to ensure our courses are usable on mobile devices. There is a common misconception that in order to make our courses mobile, we need to invest in developing a mobile app. In this session we will investigate what it means to make your course as "mobile-ready" as possible. We will explore how students are accessing our courses and how our choices regarding the course design can impact a student's ability to use their devices.
This is a Poster Presentation, I will be printing the poster in poster format as well.
Jillian Jevack, Instructional Designer for Quality Matters, presents a process and worksheet for conducting a Self Review of a course. With an eye to continuous improvement and a focus on the QM Rubric Standards, this presentation at the Annual QM Conference on Quality Assurance in Online Learning shows participants how to access tools for a self-review process.
The webcasted video of this presentation can be seen on our YouTube channel.
Facilitating a QM program at a large college district can be very challenging. It is often difficult to achieve consensus among campus leaders regarding direction and procedure. Through trial and error and in cooperation with the seven colleges of the Dallas County Community College District, we have identified effective steps to facilitating the QM review process on a large scale. This presentation will address a variety of issues encountered when managing a QM program at a multi-campus institution.
Want to stand out at your institution? Practical tips on how to have your accrediting body single your program out for praise and a significant accomplishment during your site visit. Analyze the current state of your policies for Quality Matters reviews and generate a plan to position your institution for success. Proven methods will be presented and the audience will participate by critiquing their current policies and procedures.
This presentation will present a case study of a very large, complex, and well-known financial institution and its transformation into a learning organization using the QM Rubric. The presentation is for new QM practitioners and corporate education professionals who are QM-trained. The goal of the presentation is to demonstrate how QM can help an institution move from "training" to "learning."
The presenters will discuss a study of the relationship between online course content developed implementing/not implementing Quality Matters Standard 5, the students’ level of interaction with the instructor, and academic performance as measured by students’ grade, online engagement, sense of community, and quality of online posts when considering students’ age, ethnicity, gender, number of on-campus courses enrolled, number of online courses enrolled, and number of online courses taken in the past.
This presentation showcases a collaborative relationship between the Maryland Judiciary, a community college and Quality Matters. This collaboration demonstrates the use of the Quality Matters Continuing Professional Education Rubric for excellence in online course design and future possibilities for the Judiciary system.
This presentation shows how the art of storytelling and narrative can be used as a way to create presence and meaningful experiences in online and blended courses. Various tools, methods, and oneline resources will be explored as a way to create, embody, and present narrative in online and blended courses.
One of the key components of QM’s peer review process is the inclusion of helpful feedback from each review team member that is meant to guide the course developer in making course improvements. This roundtable will discuss some of the impacts of “less than” helpful recommendations on the overall value and integrity of the peer review process and will focus on identifying strategies and ideas that Peer Reviewers and Master Reviewers might use to ensure that the recommendations in each review team report are “more than” helpful.
This is the poster presentation from Elaine Terrell and Stormy Nolen.
This poster expresses the ideas on how to help new faculty build courses by using the QM rubic and using templates to help guilde them during the development process.
This presentation will engage program attendees in a discussion of the value of alternative pathways to achieve quality in online programs and to demonstrate the impact of internal QM reviews on institutional culture and quality improvement on programs and courses.
This is a poster presentation.