Learn what the third annual CHLOE (Changing Landscape of Online Education) Survey of Chief Online Officers found about such issues as the institutional governance of online learning, whether quality assurance processes drive change, and the current status and potential of blended learning.
How can local and regional online programs thrive in an increasingly competitive environment led by nationally focused enterprise-level programs? This session goes beyond describing various sectors’ current online learning practices and articulated future plans. Based on CHLOE (Changing Landscape of Online Education) findings, the facilitators will identify strengths and opportunities of which local and regional institutions may not be not taking full advantage and vulnerabilities they need to address.
How can local and regional online programs thrive in an increasingly competitive environment led by nationally focused enterprise-level programs? This session goes beyond describing various sectors' current online learning practices and articulated future plans. Based on findings from the CHLOE (Changing Landscape of Online Education) surveys, the facilitator will identify strengths and opportunities that local and regional institutions may not be not taking full advantage of and vulnerabilities they need to address.
Computer Assisted Language Learning (CALL) is an important consideration for Emergent Bilinguals in K-12 and post-secondary settings. This session will provide insight and practice with a research based rubric for evaluation of online language learning tools.
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).
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).
Visit and comment on our presentation at the following Google Doc site: http://j.mp/NAUELC-NMQM2014.
Have participants encountered challenges making sure assessments align with the stated learning objectives? Or have they been part of a review and didn't quite know how to provide a helpful recommendation about misalignment? Then let's "hang out" during this interactive session to discuss tips on ensuring alignment between learning objectives and assessments, share with the group recommendations and experiences in addressing misalignment, and leave with several new ideas and answers to take back to the workplace!
Our hope is that, by the end of the session, participants will be able to reflect on the effect an integrated designed course blueprint has on their ability to improve teaching and significant student learning by:
This panel will discuss the design and development of an internal course review process. Faculty members from across campus were invited to participate in the project which reviewed three different models. The process and final recommendations for an internal course review will be shared.
This session will discuss the design and development of an internal course review process. Faculty members from across campus were invited to participate in the project, which reviewed three different course review models. The process, the three review models, final recommendations, and next steps for an internal course review will be shared.
Have you had to manage more than a couple of course reviews at the same time? Have you asked the same reviewer to serve on multiple QM Review Teams? Did you accidentally email the same reviewer twice in a week? Once the review is complete, how do you know if you have accomplished all the post review details?
As the "new normal" of online distance education continues, cultivating digital wellness is essential for everyone. In this interactive session, this presenter will share three methods for managing "screen fatigue" throughout the school year.
This session takes a look at the artisinal and factory models of online course design from the perspective of creating the best possible student experience in online courses.
This session is being presented by QM Research Colleagues. Through discussion of various examples as well as audience ideas and questions, we will address limitations and constraints as well as potential uses for conducting research using the QM Rubric.
Our team conducted a QM-funded research study exploring the effects of student readiness on student success in the online environment. We executed quantitative research measures (Chi-Square test) aggregating sub-scores of the Smarter Measure Learning Readiness Indicator with final course grades while controlling for course and instructor quality using QM certification for both.
How can you uphold and promote academic integrity while applying Standard 6.1 in support of Standard 3.1? Join faculty members and departmental leadership from four divisions to discuss the evolution and adoption of an institutional policy and system for a large community college.
How can we communicate the value of Quality Matters to our faculty partners in a compelling way? In this talk, we describe how we integrate authentic, relevant, and up-to-date research findings to convey the importance of Quality Matters to instructors across the University of Arizona.
In this interactive "Quality Talk" the presenters share a new initiative to increase quality assurance. The Fresh Start course was developed and employs Quality Matters standards to inform the online learning and enhance the learner experience.
Learning Management Systems (LMS) serve to accommodate the growing load of student enrollment in higher education programs: as a way to increase instructor and student connectivity, by providing a hub for learning resources, allowing a stream of data and analysis for systems learning, and increasing student engagement. Dependency on LMS for virtual delivery of learning content and use continues to increase (Allen and Seaman, 2016).
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