This presentation includes a discussion of dark side tendencies in the classroom, an review of basic needs, and the behaviors that are exhibited when these needs aren't met. A series of proven practices educators can implement to minimize these behaviors in the classroom are discussed.
An online program sought continuity amid courses through Rogers' (2003) diffusion of innovation theory to develop a QM-based rubric, template, and matrix laced with humor to invigorate, inspire adoption, and uphold faculty autonomy.
Backward Design, Forward Motion: How a Professional Development Program is Making Course Reviews Easy
What do a 12-week seminar on course design and development and a 6-week seminar on online teaching have in common? Both point faculty toward creating courses that meet QM standards with flying colors. This presentation is about a professional development program that's making QM peer reviews a breeze.
Gamification is popular in higher education and what it boils down to is motivating students to keep trying, reach new levels of accomplishment and be successful. (All things we do naturally when playing games because we love the challenge, regardless of the number of attempts it takes to attain mastery.) One way to foster those achievements is to offer rewards or "currency" for each level of skill attained or accomplishment completed.
To implement a QM-based online course design program, CSUDH created the DH Network, a group of faculty who disseminate best practice in online course design through peer-to-peer sharing. This session shares design of the network's academy and consultation process and reviews lessons learned.
Do you find it challenging to get the commitment of faculty members during implementation? Would you like to explore a new approach to the standard process? Join us for a discussion of how informal peer review faculty cohorts can increase faculty participation and build your QM community.
The Perfect Module
Presented by Jim Marteney, Certified Etudes Trainer
To promote compliance with accessibility mandates, we developed a workflow to provide timely, accurate and cost-effective closed captioning for instructional materials. We share details about this process, and data about significant benefits of the captioning for ALL students.
This session will discuss practical strategies for engaging students in online courses, including how to make your course feel welcoming, how to use interactive social media in your course, and how to manage group work effectively in the online learning environment.
Do you need to update your video and multi-media course presentations to meet accessibility standards? In this session you will see an actual course with examples of alternative formats to meet diverse learners and discover tools you may use to help meet the accessibility standard.
We will be discussing different ways to collaborate using technology and describing how faculty community building helps with the implementation of the QM rubric.
Higher education faculty typically conceptualize alignment differently than instructional designers do. How can we engage faculty in effective discussions around this deeply essential aspect of course design? In this session we will discuss ways to support faculty toward stronger alignment by helping them to conceptualize a course as a thing apart from its designer. You will come away with new insights as well as practical tools to use when working with faculty.
Competency-based assessment means rethinking or even discarding traditional grade systems, not just reshaping instruction. This presentation shares the way badges have been used in Success in Online Learning (OLL101) at Tacoma Community College.
Sneak quality assurance into faculty development to help instructors design quality courses even before deciding to teach online. Ensure quality through consistent exposure to LMS templates and workshops infused with QM principles, while avoiding a prescriptive approach to course design.
Learn how a small, rural college created a common repository for best practice examples, technology tools and strategies, course design, and QM Standards using the directory approach to help faculty keep up with all the complex components of quality courses. Resources will be shared.
Portland Community College's Distance Education department instituted Accessibility Guidelines for online course content in 2011. These guidelines work to reinforce
the QM 8 standards. But if instructors are developing their own courses, how closely should we hold them to these
guidelines and standards? How much is fair to ask of the instructor? What roles do Distance Education and
Disability Services play? In other words, "Who's responsible for accessibility? " The truth is, we all are. In this
This session will examine the benefits/challenges of implementing the QM Rubric in online courses by way of a Faculty Learning Community (FLC) at CSU, East Bay campus. The faculty in the FLC come from a number of departments on campus (Anthropology, Communication, English, History, and Music).
Faculty often struggle with how to begin to evaluate alignment in their existing courses. This presentation demonstrates simple tools that any faculty can use when aligning course objectives, unit objectives, and course activities.
Join us for a discussion of how social media marketing and communications strategies can be used in an academic environment towards a successful implementation of Quality Matters. We will explore the use of Google+ WordPress, and Twitter and discuss how to build a dedicated academic community.
This panel will discuss the design and development of an internal course review process. Faculty members from across campus were invited to participate in the project which reviewed three different models. The process and final recommendations for an internal course review will be shared.