Conference Presentations

Explore the "under the hood" design features of the Introduction to Online Teaching Using Moodle course to help make the design process transparent.

This course provides faculty members the opportunity to be students in an online course, create their own course as they work through the modules, and see QM standards and alignment in practice. In this session you will be able to access the course and explore as we discuss the three areas driving the design of the course: QM, Moodle How-To, and Authentic Learning.

Effective learner engagement is not limited to traditional classrooms. Experience enriching adaptive strategies for online courses to promote student-student, student-content, and student-instructor interactions

Learn how Worsham College of Mortuary Science built a highly-specialized, holistic program focused on quality student-centered design. We'll share our strategies to keep quality at the forefront in the planning, design and maintenance of the program.

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.

In this presentation, we will discuss how to foster a culture of quality in online teaching by providing instructors with flexible and varied design approaches. We will explore ways to enhance instructor presence using shareable templates, which are pre-approved courses that maintain alignment standards in the course design process. Shareable courses provide instructors with built-in course delivery options, giving them more flexibility in teaching the course without compromising on quality.

Deciding where to start when making online materials accessible is half the battle. Pitt Online has created a tool, the accessibility matrix, which can be used to help your unit or university make those decisions. This presentation is about what elements of making course materials accessible are included in the matrix and how decision makers can use it effectively.

Let's be honest: the QM Rubric can be downright scary! One way to help faculty and IDs apply the Rubric is to establish a standard operating procedure (SOP). The goal of a SOP is to map each step in applying the QM Standards, giving the ID and faculty member an overview of the course development process. This session will first look at California State University - East Bay's current three-year quality assurance initiative and then examine the SOP developed to implement it. Participants will also be invited to share procedures established on their campuses.

Designed for faculty and designers who are not in formal leadership positions, this session encourages attendees to grow ideas, lead from where they are, and increase innovation at their institutions. Presenters will share a toolkit for communicating and increasing innovation.

A study that explores strategies to better meet the needs of university students participating in blended/hybrid courses will be presented and discussed.  In this study, feedback from students on the challenges of participating in blended/hybrid courses was put into practice in 12 blended courses.  Implications for blended course design and instruction will be explored with suggestions for some simple strategies to enhance the blended/hybrid course experience for all students.

As education programs across the country transition from NCATE to CAEP accreditation, programs need new ways to present evidence of program quality. By aligning education course to QM Standards, education programs can create LMS course models that integrate assessment must-haves across programs; this helps accreditation leaders make a compelling case for program quality. Participants will see examples from a required graduate research course designed on the QM model and also see examples of how course-based assessment melds with course objectives within Canvas LMS.

Teaching online requires a unique balance of pedagogical and time management skills. Open 24 hours a day, 7 days a week, the online classroom can seem overwhelming to both new and experienced online faculty. In the demanding COVID-19 era of remote and hyflex teaching, faculty may experience burn-out associated with facilitating online forums, posting assignments, and providing feedback.

Don't know where to start with curriculum mapping? No instructional designer?  No problem!  Learn how QM Standards inspired faculty as they developed assessment models.  With QM Standards guiding the way, you will no longer be "lost in the woods."  Bring your electronic device for an interactive game.

Do your course activities go along with your learning objectives? You need course mapping to align your course components and meet QM Standards! This poster will break down course mapping into easy steps, share tips, provide samples and templates, and give you hands-on course mapping practice.

Courses become journeys into content for many learners.  Come experience how to map out and align their journey through your course by using a course mapping strategy!  Tools and explanations will be provided for participants to create a course map.

Often, faculty are unfamiliar with instructional design principles and at the same time instructional designers are unfamiliar with course subject matter. As for the students, their question is, “Why am I doing this?”  This session will discuss using course maps to help faculty and designers work together to conceptualize goals for instruction, to help students understand the purpose of course goals and instructional materials, and to design instruction that satisfies QM alignment standards (2.1, 2.2, 3.1, 4.1, 5.1, and 6.1).

 

If you have been involved in a Quality Matters (QM) review, you know how detailed and thorough these need to be. During our reviews, we started to notice that "course alignment" is probably the predominant aspect of most of the essential standards that the QM rubric measures, and that it is not always easy inferring the intentions of the course designer or subject matter expert (SME), when designing the course materials and assessments. In other words, the journey of mapping the alignment between course objectives, modular objectives, course materials and assessments is not an easy one.