Conference Presentations

search by keyword

As Good As I Get: Self Review of Online Teaching

Jillian Jevack, Instructional Designer for Quality Matters, presents a process and worksheet for conducting a Self Review of a course. With an eye to continuous improvement and a focus on the QM Rubric Standards, this presentation at the Annual QM Conference on Quality Assurance in Online Learning shows participants how to access tools for a self-review process.

The webcasted video of this presentation can be seen on our YouTube channel.

As Good As I Get: Self Review of Online Teaching

Our teams use the QM Rubric as a valuable tool to build and review online courses. Now, we want to advance our faculty development initiatives to include a tool to review online teaching. This session will share an instrument, based on the Seven Principles for Good Practice in Undergraduate Education, faculty can use to review their online teaching and will describe the study that was conducted to refine this instrument for further use.

Assuring Quality Through Development of Evidence Based Assessment Practices: Case study on the Value of Applying Assessment Data through Quality Matters Standards

This case study highlights the efforts of three distinct schools and colleges within Drexel to develop a sustainable and scalable comprehensive process to establish evidence based assessment practices. The process establishes rigorous and measurable cycles of learning through by using Quality Matters standards to align institutional, program and course level objectives to student learning outcomes. In addition, the paper illustrates the application of direct and indirect assessment towards developing interventions leading to quality student learning outcomes.

At Large! QM Reviews at Multi-Campus Districts

Facilitating a QM program at a large college district can be very challenging. It is often difficult to achieve consensus among campus leaders regarding direction and procedure. Through trial and error and in cooperation with the seven colleges of the Dallas County Community College District, we have identified effective steps to facilitating the QM review process on a large scale. This presentation will address a variety of issues encountered when managing a QM program at a multi-campus institution.

Atta Girl/Boy: Acing Your Accreditation Review

Want to stand out at your institution?  Practical tips on how to have your accrediting body single your program out for praise and a significant accomplishment during your site visit.  Analyze the current state of your policies for Quality Matters reviews and generate a plan to position your institution for success.  Proven methods will be presented and the audience will participate by critiquing their current policies and procedures. 

Away We Go: Charting a Path Toward Quality Assurance via Online Faculty Development

The Pathway to Master Online Instructor Program (Pathway) was created to help faculty learn the fundamentals of course development and delivery, and current trends in the field of online learning. The Pathway program includes five unique courses that address online teaching, online course design, ADA compliance, and Quality Matters.

Baby Steps: Ways to Build QM Interest in a Research University Without Breaking the Bank

In universities with a large focus on research, it can be difficult to get faculty to concentrate on the teaching that occurs in their classrooms, and it is even more difficult to get them to look at the quality of their online courses.  This session will focus on ideas that need your time, meeting spaces, online communities, and, hopefully, a Quality Matters subscription, but very little financial investment on the part of your department.

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.

t.wheeler Mon, 10/24/2016 - 19:58

Badges? We Ain't Got Badges!

Gamification is popular in higher ed. What it boils down to is motivating students to keep trying, reach new levels of accomplishment, and be successful. (All of these are things we do naturally when playing games because we love challenges, regardless of the number of attempts it takes to attain mastery.) One way to foster achievement is to offer rewards for each level of skill attained or accomplishment completed.

Badges? We Ain't Got No Badges!

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.

Beating the Forgetting Curve - How to Bridge the Memory Gap with Low-Stakes Formative Assessment

In this engaging, interactive session you will learn an easy process that leads to higher rates of learner memory recall. Using simple Web 2.0 tools we will create our own strategically spaced "recall events" that can help students encode course content into long term memory. Attendees will leave this session with methods and tools which will allow them and their students to work smarter, not harder, and efficiently put the knowledge in technology.

Begin Here: Writing Quality Learning Objectives

This session will address the issue that faculty struggle in writing well-formed learning objectives. Learning Objectives are a key element in the Quality Matters rubric, forming the basis for determinations of alignment. Yet in my experience as a faculty member and instructional designer few instructors have formal training in organizing a course, especially when it comes to stating the learning objectives of the course in observable and measurable terms.