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.
The presentation will provide a lecture-style format discussing the journey to QM course certification in a nursing informatics course that adopted OER during the certification process. The presentation will provide time for discussion regarding specific courses that learners may want to implement with OER. The discussion will provide learners an opportunity to ask questions applicable to adopting OER in specific online courses.
In this session we will discuss how we have aligned our online course design strategy with the Middle State's 9 Hallmarks of Quality and the Quality Matters Rubric and how bringing on a QM trained instructional designer has had impact on course design and faculty development. Participants will then have an opportunity to discuss their current professional development offerings for faculty and to create or update a plan for the next academic year.
Accreditation hallmarks, QM Standards, and a DE gap analysis resulted in strategic enrollment action plans for institutional improvements. The process of self-study promotes DE growth that promotes student success when QA principles are followed.
Aligning QM Standards with Higher Education Accreditation Hallmarks: A Juxtaposition for Distance Education Gap Analysis and Action Plan Development
Accreditation hallmarks, QM Standards, and a DE gap analysis resulted in strategic enrollment action plans for institutional improvements. The process of self-study promotes DE growth that fosters student success when QA principles are followed.
Now that QM has been implemented at our institutions, what is the strategy to expand and grow participation? What tools or approaches have been proven to be successful in getting continued faculty buy-in and participation? How do we keep the momentum going even as we face major institutional changes that will impact our organizations? This session will enable participants in any phase of QM implementation to identify strategies that can move their own institutions forward in growing QM and improving course quality across the board.
Faculty yearn for the opportunity to share and reflect on course design strategies as well as best pedagogical practices for instructional delivery. QM now offers a fresh opportunity with the independent online IYOC. Discover how faculty at Portland Community College have benefited from this new flexible approach to the IYOC. Participant collaboration through a F2F follow-up workshop has provided the chance for faculty to share and refine course improvement plans as well as discuss teaching pedagogy best practices for instructional delivery. Early results have been promising.
Take a five-minute break from the serious! Enjoy this whimsical reflection about how QM Standards taught an "old" ID a few new tricks. A lyrical, light-hearted recap from an experienced instructional designer after completing the APPQMR workshop, this session is guaranteed to put a smile on your face!
An Online Quality Assurance Plan: A Six-Step Process for the Development and Implementation for an Online Program Area
Developing and implementing policies for the use of Quality Matters online course design standards and online course delivery standards in an online program area can be challenging and cumbersome. Additionally, it is important to have organized policies and procedures regarding course design and course delivery in place for oversight of fully online programs in order to compete in the education marketplace.
I have developed a six-step process for the development and implementation of a quality assurance plan in an online program area:
Extensive educational data are available for examination through learning analytics. The paper on which this presentation is based applies learning analytics in the assessment of distance education, exploring opportunities for change at individual and programmatic levels. Analysis targets learner engagement, group processes, course tools, and online contexts, such as those described by Quality Matters Standards.
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.
Walk through a Certification Pathway that provides evidence to current and potential online students, district-wide stakeholders and accreditors that you are committed to delivering premier, quality digital learning experiences to online students.
The seven-month hybrid Learning Series, currently in its first year of implementation at Georgetown University, applies QM Standards to teach faculty how to design and develop online courses. The hybrid approach includes faculty participation in an online Canvas course--consisting of an orientation and three modules--and six, 2-hour long face-to-face sessions. The program applies QM Standards on two levels. First, as the Series developers, we apply QM Standards to the design and development of the online Canvas course and face-to-face sessions.
This presentation focuses on QM Standards integrated into the program review process. Data on course design, technology, satisfaction, and faculty support were analyzed. Participants review data collection, sample data, and a report.
QM Standards can be effectively applied to an in-person, traditional, lecture-based course to achieve a more dynamic and purposeful class room. This session will look at how course competencies can be supported using QM Standards, including the syllabus, independent and group activities, lectures, assessments for homework, exams, and projects.
We applied QM concepts to instructor delivery conducted via a teaching excellence rubric. QM-inspired revisions included splitting rubric criteria into distinct parts, clarifying language, and applying the 85% principle.