Standard 4.3 in the QM Rubric emphasizes the importance of acknowledging “previously published, instructor created materials, journal articles, publisher materials, textbooks, images, graphic materials, tables, videos, audio recordings, websites, slides, and other forms of multimedia.” (Annotation, 6th edition QM Rubric). You will practice ways of “modeling” these concepts in this session.
Information technology is rapidly changing the way faculty and universities engage learners to ensure student success. The availability of new tools—adaptive learning, early alerts, predictive analytics—offers on demand insights and allows for personalized interventions from educators. The push for personalization challenges notions around quality. Most quality assurance is built around designing for a course or activity versus around student centered design. In this session, we will explore how faculty and advisors are using data to redesign classes.
Active learning research demonstrated that by adding student agency, peer review and reflection, collaboration and cultural awareness, students learning is greatly enhanced in terms of motivation, engagement and learning outcome. Adjusting the assignment to be culturally responsive is like putting on a pair of cultural glasses, and adding agency, reflection and collaboration to the assignment is like taking 3 jumps in the transforming process.
Idaho Digital Learning Alliance (IDLA) has developed a system to deliver data nudges to the right person, at the right time, in the right place, and for the right reasons to be a potent change agent. Data nudges are proactive ways of providing actionable alerts to parents, students, and teachers. Examples include when students fall behind, have late assignments, or have otherwise been identified as "At Risk" for failing. This nudging system, which we call Clarity, is helping us to assist students and close student achievement gaps proactively.
In a large unionized higher education setting, hear how this team has developed a process to educate and motivate faculty toward an appreciation and application of QM Standards. The presenters will share several tools that support this partnership building, including an internal review tool. Participants will be actively engaged in constructing their own internal partnership process that can be used at their institution.
Formulating a strategy for visioning and planning can be a bit overwhelming and puzzling. Please join us for an engaging discussion on how QM can help put some of the pieces together in order to embed quality into the fabric of your institution.
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.
Designing quality elearning courses is complex: there are many QM standards to address in addition to all the content outcomes, institutional requirements, and technology choices. How can faculty keep up with it all and not feel overwhelmed? To meet the needs of numerous adjuncts and our small college size, a common course shell was developed as a repository for sharing best practices, examples, tools, and recommended methods for meeting both QM and student success standards.
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
Standard 3.1 is one of the QM Alignment Standards that assists with learner success through demonstration of proficiency of assignments and meeting outcomes. This QM Standard helps higher education institutions demonstrate accreditation goals by aligning learning outcomes to assignments. This session will demonstrate one approach using the BASIC institutional outcomes (Broad Integrative Learning, Applied Learning, Specialized Learning, Intellectual Skills, and Civic Engagement) to assist with ongoing curricular improvement through outcome tracking.
The University of Mississippi Medical Center is leveraging its first QM certification in 2016 to scale across the institution. Through a cross-campus partnership, research-based metrics and processes are being developed using Kirkpatrick's four stage training model to pair digital credentialing with learning milestones achieved by QM faculty cohorts. Utilizing both quantitative and qualitative methods, the two-year project will empower the team to relay to administrators effective strategies for implementing future endeavors involving scale and behavioral change.
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).
Are there times when you find the prescriptive structure and processes of Quality Matters to be limiting? Do you want to know what Ernest Hemingway and Dr. Seuss have in common with QM? Join us for an interactive exploration of the unexpected freedom and creativity that can accompany constraint.
The QM Rubric is powerful and flexible. It is the balloon that can be flexed to many different forms and functions. How might the rubric be used beyond its original, intended purpose? Join this lively discussion of possibilities to find out.
All Hands on Deck! QM Coordinator Jam Session
The Inter-American Development Bank (IDB) has become a leading source of financing of social and economical development in the Latin America and Caribbean (LAC) region. One special activity of the bank is its support to social and economic development in LAC through distance learning. The IDB has become a leader in professional development in LAC, capitalizing on the knowledge and experience of the Bank in the region.
QM dreams can become reality! I will share how my initiative at a small Catholic university created a positive impact for students. It included a strategy that made a university-wide impact. We will explore my strategy and how it could drive student success and quality assurance at your institution.
Over the spring and summer of 2013, QM conducted reviews of 14 basic college and pre-college (developmental) MOOCs funded by the Gates Foundation. This session will provide an analysis of the outcomes and discuss the implications. As these are the first reviews QM has conducted on MOOCs, they offer the first insight on whether such MOOCs can meet quality design standards, incorporate proven methods of effective online instruction, and be effective for different learners.
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