Conference Presentations

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Communities of Practice: Combating online faculty isolation, promoting online faculty support

This presentation will examine faculty satisfaction and perceived benefits of participation in communities of practice (CoP) for supporting online faculty. Faculty isolation and navigating the transition from face-to-face  to online teaching will be discussed. A brief presentation will be followed by a community brainstorming session to explore ways to sustain faculty buy-in, promote online pedagogical excellence, foster peer-to-peer community, and encourage continued improvement in online instruction.

Comparing RN-BSN Research-Course Changes Pre/Post QM Certification

Student's grades on assignment for an undergraduate nursing research course the academic year before QM certification were compared to grades the academic year after QM certification. Significant improvement was found in grades for research papers and posters. Changes made to the course will be described, study findings presented, and implications discussed.

Comparing Students' Scores Pre/Post Quality Matters Certification for Program Quality Assurance

Nursing faculty responsible for the Quality Assurance (QA) of one of our state’s largest online nursing programs will present a Quality Talk. Our question is “What is the difference in students’ scores before and after QM certification for the eight core courses of an online Bachelor of Science in Nursing (BSN) program?” We will use story-telling technique to share transformation of online courses into a complete QM certified program for registered nurses (RNs) earning a BSN.

Competency-Based Education - How to Keep Students Interested with Mandated Curriculum

This session focused on courses where the curriculum is mandated, either by state licensing requirements, testing requirements, or industry standards. It can be difficult to keep learners interested when course material must be geared to a test or licensing requirement - but it can be done! Methods for keeping learners engaged, encouraging learning, and achieving the results that learners want are the focus of this session.

Competency-Based Education: Craze or Way Forward for Online Learning?

Competency-based education (CBE) is getting a lot of attention. Defined by personalized learning and "authentic" assessment, advocates position CBE as a powerful toolkit to address some of higher education's biggest challenges- namely, high tuition, low completion and vague/uneven student outcomes. It could be argued that these challenges are relevant for "traditional" online learning, too. Amid the hype, what is truly distinctive about the new generation of CBE programs, and is CBE really a mainstream solution or a more specialized one?

Competently Designed: Building Capacity to Support the Competency-Based Revolution

In the last eighteen months, the number of higher education institutions publicly committed to competency-based education (CBE) has risen from 24 to over 225. Undersecretary Ted Mitchell said, “CBE is...the single most promising set of innovations we have to make improvements against the challenges facing our education system today.” (Competency-Based Education Network convening July 22, 2014). The marked increase in interest and commitment to CBE presents significant challenges for instructional design professionals.

Compliance Contagion: Building Faculty Buy-In with Internal Auditing

Building buy-in from faculty during the course audit process is paramount for the successful improvement of an academic program. Traditional recommendations for successful audits include openness, with timely and relevant feedback, as well as clear expectations. An innovative, collaborative approach towards course auditing can incorporate these recommendations, and create an audit process that fosters success within an academic program. Using the acronym, BUY-IN, peer auditing practices can produce results that motivate and empower faculty to achieve QM Certification.

Connecting the Dots to Create a Quality Map for Online Programs

As those of us well versed in QM know, the primary focus of the rubric is design. While quality design is an essential component of a quality online program, it is not the only component required to achieve overall quality assurance. Those of us who have taken the APPQMR would also recognize the pie image that is a trademark training piece of this workshop. While participants of the APPQMR are made aware of the fact that QM does not try to address all pieces of the pie, they are often hear about how the other pieces could be effectively addressed.

Conversations to Connections to Community

What is the QM Community? How can we benefit from it? How can we get involved? Come learn from a group of faculty, instructional designers, administrators, Peer and Master Reviewers, and QM Coordinators who watched as simple conversations resulted in established connections to create the QM Community. Listen to stories about how each of us became a part of the QM Community. Brainstorm with us about how to join the conversation, get connected, and continue blazing new trails in the QM Community.

Panel Discussion with Audience Participation

Copyright and Creative Commons: How to Find the "Free" Stuff!

Learn how copyright works within institutions of higher education, the implications of Teach Act for online courses, and get an understanding of how Creative Commons licensing allows designers and others to use images, video, audio, and software in online courses, increasing quality while maintaining cost-effectiveness! This session will briefly cover copyright, and then show a plethora of free tools and technologies for use in online courses.

Course Building 101: One Module at a Time

Consistency in course design is paramount. A simple way to achieve this is through a course-building template that incorporates QM standards. The course template provides consistency for students as they navigate an online program. It also allows students to focus on content rather than navigation and will assist with persistence and retention rates. This session will explore a template that guides instructors/instructional designers in building a course using the "Course Building: One Module at a Time!" model course.