Conference Presentations

The purpose of the current study is to collect pre- and post-experiential data on the student’s perceptions of using emerging technologies in 2 online courses. We examined the student’s previous online experiences or expectations of an online course and compared that with their experiences in the courses that will use emerging technologies. The intent is to measure whether or not these technologies improved student engagement.

Presentation Overview and Instroduction of Panelist

Conference Topic Track:

Innovations in Making Quality Matter

PRESENTATION FORMAT: Panel (The panel will incorporate virtual and live speakers.)

Title of Proposal

This presentation discusses phase 1 of a two-phase Mixed Methods research study focused on evaluating the effects of the APPQMR workshop.  Three variables were measured: 1) knowledge of best practice in online course design (KBP), 2) instructor perception of online course quality (IPQ), and 3) willingness to use the QM rubric to redesign an online course (W).  The dependent variable KBP was measured using a criterion-based instrument developed by the researcher, a certified Quality Matters peer reviewer and Instructional Design Specialist.

Despite the laws, publications, trainings, and standards out there for accessibility, the technical details still remain a very “gray” topic. How do you move forward with improving your courses for accessibility?  This presentation will include some of the tricky technical information about accessibility requirements (Standards 8.3 and 8.4) Excelsior College has encountered during our 3 year project to make all our online courses accessible and strategies that we have used to make the conversion as painless as possible.

Inside Higher Ed's Survey of Faculty Attitudes on Technology gauges the views of college faculty members (and their administrative counterparts) on online education
and other issues.

Distance education has grown tremendously.  Accompanying this growth is an increase in regulations and standards.  Institutions are asked by accrediting agencies and the federal government to provide evidence that demonstrates adherence to quality standards and compliance with regulations.  In this session attendees will learn how QM activities provide institutions evidence that addresses accreditation requirements and federal regulations. 

This presentation focuses on the creation and use of personally recorded webcam videos in online courses to address QM standards. Learn best practices and view ASU Online samples before watching a demo on how to create your own recordings with YouTube.

An overview will be presented on the development of three Ball State University non-credit online programs. These modules will highlight the innovative approaches used in the creation of online learning environments, keeping standards in mind during the design of the courses.  The underlying premise is to transform non-credit courses into quality opportunities that enhance future and current student success, as well as contribute to adult learning for educators and audiences external to the institution.

Instructors who are planning to teach online for the first time are invited to participate in a series of foundational online course design workshops. The workshops integrate different taxonomies and course design models with Quality Matters standards. The goal is to help instructors deliver high quality online learning experiences by developing their own skills and designing their courses to meet or exceed an accepted quality standard. Our model also follows the philosophy of pedagogy first, technology second.

Theories of learning underpin approaches to program development, as well as course development.   This roundtable will focus on the latter and will be an opportunity to discuss the learning theories in relation to the Quality Matters Rubric and peer review process.  Traditional learning theories, such as behaviorism/objectivism, cognitivism, and constructivism, as well as the more recent theories, such as connectivism.  We will also look at the emerging interdisciplinary field of the learning sciences.

Join us to learn from faculty members in multiple disciplines about a unique set of state system-designed courses, how they can improve face-to-face, hybrid, and online courses, and how they lead to Certification.

Developed by instructional designers across the Virginia Community College System, the course prepare faculty for teaching and designing online courses. Courses are focused on developing the faculty members’ use of the QM HE Rubric. Come learn how we improved online teaching and learning in our colleges.

When institutions use the master course model as defined by the National Center for Academic Transformation, a problem arises when a faculty member teaching an online course is not the one who designed it. Is there something we can do in the course design stage to promote preservation of this design in the course delivery stage? This session will explore the use of checklists to prepare faculty to teach an online master course.

Join us as we share our adventures as a faculty group of digital immigrants who collaboratively designed five core courses in an education Master’s program. Based on Best Practices in faculty development, our session will provide insight into working as a team to meet QM principles. We will outline tips  that can be used as you transition to online learning, you will reflect on how a collaborative program development process could work for you. 

This paper investigated the differences between students' and QM peer reviewers’ perspectives of essential QM standards in three online courses. Rasch analysis is used to validate the instrument and nonparametric Mann-Whitney U test is used to evaluate a difference between the two. The primary goal of this study is to provide an explanation of the gaps between students’ perceptions and QM peer reviewers’ regarding the online courses reviewed by QM peer reviewers. 

Implementing a comprehensive model for continuous improvement in the K-12 online school can be an overwhelming task. Join us as we provide an overview of SiVaD-Success Indicators Validated Through Aligned Data, a continuous improvement model designed specifically for a K-12 online school. The SiVaD Model is a framework for measuring quality and provides an understandable, user-friendly system for continuous improvement and addresses quality using inputs, outputs and outcomes.

This session will bring you up to speed on the MOOC craze. We will look at how Penn State has applied its online learning experience to MOOCs, exploring specific course design approaches that we have applied to MOOC models and platforms that were designed by relative newcomers to the field…and the advantages we have found in combining the “old” with the “new.” We will also explore the specific resources that are needed to support course development and learning at this scale. Bring your questions, your stories, and your ideas to share!

With a limited number of instructional designers and the number of online faculty increasing, our ID team developed a responsive and flexible training method. It is flexible enough to scale the number of faculty trained without neglecting quality, and is responsive and respectful to time and technology knowledge constraints of faculty. Attendees will get access to our flexible model resources including a unique QM Scavenger Hunt.