Twitter is the largest Professional Learning Network in existence, and we need to get QM attendees plugged in. What does #QMConnect mean??? Come find out and learn how to keep up to date with @QMProgram all year long. We will also discuss whom to follow, Twitter tips, and more. Join the #QMConnect discussion.
After this session, participants will be able to . . .
Are you an online introvert? Do you feel shy getting to know your students online, or are your students already in a cohort and you are the new kid on the block? This session will show some quick tips and tricks for online introductions, icebreakers, and team-building techniques.
The journey from a "No Template LMS Template" to a "One-Stop-Shop": the trials, errors, and progress in continuous improvement for meeting General Standard 7 Learner Support - plus a few others - in all courses in a multi-campus institution.
After this session, participants will be able to . . .
Identify strengths and weaknesses of a one-stop-shop approach to General Standard 7 Learner Support.
This five-minute presentation will help you visualize how alignment has the power to make visible the interconnection between outcomes, materials, assignments, and assessments, providing fluidity to the design process and structural integrity to the final product.
After this session, participants will be able to . . .
Quality is perceived as intrinsically connected to cost and access, as defined in the eternal triangle concept; that is, an increase on one side of the triangle necessitates adjustments in the other two with at least one of those being decreased. The Iron Triangle has been related to education in that increasing quality of education increases cost and therefore would greatly reduce access to education. Technology is suggested as a way to break, or at least add flexibility to the iron triangle. But, from whose viewpoint and how?
As educators, we commit to high quality standards when designing online courses. Join us for a presentation on incorporating alignment of Standards 2, 3, and 4 in the development of your online courses. We will share and discuss creative course design strategies to meet these standards.
What is regular and substantive interaction, anyhow? The Department of Education doesn’t provide a clear answer, but it is an important compliance question. Specific Review Standard 5.2 discusses *opportunities* for learner-instructor interaction, but Indiana University wanted more. Recognizing that compliance is part of quality assurance, our academic leadership asked us to create a QM-style “interaction standard.”
In this presentation, we cover the following:
What is interaction?
How might we creatively use the QM Rubric to inform the design and/or review of our face-to-face courses? What are the barriers to using the Rubric in this manner? Could a new Rubric be developed that is specific to face-to-face course design?
This session will present a model for using the Quality Matters Rubric in accompaniment with a competency-based educational model that follows an open entry early exit enrollment model. Each "Course" in the program has three modules that a student must complete consecutively ie: Module 1, Module 2, Module T (mastery). The former single 3 credit course model is split into three less intense and self-paced pieces that the student can complete at their
leisure within a 5-week timeline; in order 1 - T. This model also lends itself to mapping of competencies across
Self-study curricular design offers unique opportunities through formative, systematic work using QM Standards during development. The purpose of this session is to propose Scholarship of Teaching and Learning be intentionally integrated into program development.
This session will discuss a cross-departmental initiative supported by state, system, and institutional stakeholders at a four-year institution to implement the Accessible Syllabus Project, lessons learned, and compliance improvement data; and will demonstrate related tools and resources.
Do you find world language and English as a new language courses tricky to design? We can help! Bring your smartphone/device with you to explore OER activities and tools aligned to common language objectives in this highly interactive session.
Learning Objectives: After this session, participants will be able to . . .
Does the inclusion of technology alone make a course innovative? While technology plays a significant role in education, it should serve as a means to an end rather than the end goal.
Innovation in it's simplest form means change. It's in the way we design our courses, create our objectives, implement our instructional materials, and design our assessments; rather than the colors, templates, technologies or the size of our wallets.
Members of a research team at a Midwestern university will provide a brief overview of the findings from their 12-month comprehensive analysis and criticism of the scholarly literature detailing published research about online higher education within the last three years.
Members of a research team at a Midwestern university will provide a brief overview of the findings from their 12-month comprehensive analysis and criticism of the scholarly literature detailing published research about online higher education within the last three years.
When in doubt, check if your actions are aligned with your purpose.
New course projects require a great deal of skill to manage adeptly and efficiently. For many design teams, instructional designers serve as project managers with responsibility for completing the course and for managing a cross-functional team.
What can you do with an initiative that had an exciting beginning but has sadly stalled since then? That was the question that Yavapai College needed to answer- and quickly!
Once you hear the challenges faced, it will be your turn to imagine how to apply what we learned to your own program!
Learning Objectives
What can you do with an initiative that had an exciting beginning but has sadly stalled since then? That was the question that Yavapai College needed to answer- and quickly!
Once you hear the challenges faced, it will be your turn to imagine how to apply what we learned to your own program!
Learning Objectives
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