We are starting to use Blackboard's (Bb) goals/alignment tool to highlight components of each course that are designed to improve student success. We have our faculty members complete the QM's Design Your Online Course and then structure workshops for faculty to learn how to use Bb Learn.
How can Educators Improve Course Quality and Learner Outcomes? It's in the Design Starting with Course Alignment!
The presenters - Denise Kreiger, instructional designer/technology specialist, and Dr, Mary Chayko, teaching professor and director of undergraduate interdisciplinary studies at the School of Communication and Information at Rutgers University - collaborated to design/develop a new hybrid course, “Digital Technology and Disruptive Change." They will discuss the course design process that focuses on course alignment (QM standards 2-6) and a hybrid model that can be used for broader applications in diverse disciplines. Students engage in collaborative activities and peer-review using technolo
Brief catalog description: This innovative Web-based teaching approach uses online simulation to enhance student learning—linking learning experiences from the real situations to the online classroom while actively engaging students in problem solving. This strategy provides opportunities for interaction that support active learning. Faculty members, in turn, are able to conduct authentic assessment of students’ mastery of the stated learning objectives.
Brief catalog description:
This innovative Web-based teaching approach uses online simulation to enhance student learning—linking learning experiences from the real situations to the online classroom while actively engaging students in problem solving. This strategy provides opportunities for interaction that support active learning. Faculty members, in turn, are able to conduct authentic assessment of students’ mastery of the stated learning objectives.
Program Title: Through the Looking Glass: Examining QM through Different Lenses in the development of an online EMBA
In this session, a case study of online program development and implementation of the QM process from inception to review is presented. The importance of leveraging university, college and faculty support at all stages of development, delivery and review are specifically addressed. Best practices as well as hurdles encountered are discussed. Through the collaboration of all groups, a nationally ranked program (Top 25 Online EMBA programs by US News and World Report) was developed, delivered and maintained using the QM framework.
This session provides participants with tools to review their own objectives from the course level through to the activity level. Whether you are building up or building down, the components and process to create measureable objectives remain the same.
The syllabus is the foundation of the course. How do you take the
syllabus and liberate it to perform by meeting the standards? We designed a unique review process based on the
11 parts of a syllabus and the Quality Matters standards. We will discuss the benefits to the faculty and students.
1: The participants will list the 11 parts of a syllabus.
2: The participants will identify the parts of each standard that applies to the syllabus.
3: The participants will list at least one benefit of the review process for the designer and faculty
What does it take to plan and implement a Quality Matters' internal review process? This session will look at the process that the Office of Distance Education at
Cincinnati State employed to put into place a process that is beneficial to faculty and students.
Are you looking for ideas to enhance your institution's QM recipe? Then come participate in our recipe swap! We will discuss UConn's QM recipe by sharing our tools, processes and strategies for online course development. We will also facilitate a QM recipe swap to discuss and share ideas.
This session summarizes cognitive, affective, psychomotor, and interpersonal domains of learning, identifies the components of a learning objective, presents examples of courses with hidden "inner" learning objectives implied by course components, and provides practice in identifying and articulating these inner learning objectives.
This session will provide an exemplar for those interested in faculty mentoring of novice online educators using QM as the guiding framework. The QM Higher Education Rubric was used by a seasoned online educator to assist in the development and training of new full-time, tenure-track and adjunct faculty members in the online course development process. Co-authors include the mentor and one of the mentees in this process, in order to provide ample discussion from both perspectives during the round table session. This session is particularly appropriate for those who are faculty in smaller
What is it like to use QM on Campus? What does QM adoption mean for faculty members? How does QM impact the administrators and staff responsible for online course support and creation? What effect do institutional factors (size, research status, private/public, faculty type, mission, etc.) have on how QM is adopted? What kind of roles do instructional designers, media developers, curriculum support specialists, and other staff play at QM institutions? Questions like these are raised on a regular basis by individuals contemplating the adoption of Quality Matters.