This session explores the critical role of reflective practice in fostering an innovation mindset within online learning environments. We’ll delve into how intentional reflection—examining our teaching practices, course design, and student interactions—fuels growth, identifies areas for improvement, and ultimately drives innovation.
Finding quality open educational resources is only part of the challenge when transforming course content using open educational resources. This interactive session will help you define, locate, and integrate quality open educational resources into your existing courses.
The amount of research on online learning and quality assurance accumulates faster than anyone can keep up with it. In this session, attendees will get a summary of recent research findings on some of today's hot topics related to online learning and quality assurance to see beyond the buzz.
The amount of research on online learning and quality assurance accumulates faster than anyone can keep up with it. In this session, attendees will get a summary of recent research findings on some of today's hot topics related to online learning and quality assurance to see beyond the buzz.
The amount of research on online learning and quality assurance accumulates faster than anyone can keep up with it. In this session, attendees will get a summary of recent research findings on some of today's hot topics related to online learning and quality assurance to see beyond the buzz.
The amount of research on online learning and quality assurance accumulates faster than anyone can keep up with it. In this session, attendees will get a summary of recent research findings on some of today's hot topics related to online learning and quality assurance that will let them see beyond the buzz to what has been found via research - and what has not - in order to put their own online learning and quality assurance agendas and efforts into practice.
When it comes to the development of online courses and programming, quality certainly does matter. But what does that mean in the context of practical application and realistic implementation? As online learning professionals, faculty members, and academic leadership, you understand that the answer to this question is unique to each of your institutions. In the ever-changing landscape of online learning, the needs of students and responsibilities of institutions are rapidly evolving, as well.
This panel conversation will explore the nuances of how online learning professionals support faculty and curriculum developers with vetting publisher materials. Owing to increased interest in ensuring publisher content meet accepted quality standards, this discussion will examine how e-learning teams provide clarity and guidance for the adoption of high-quality, publisher-created online learning materials and resources.
In this session, faculty, as well as advisors and administrators, will learn how to identify at-risk online learners, how to evaluate effective support strategies for online learners, and how to adopt practical approaches to support online learners' social-emotional well-being and academic success.
This hands-on session will explore strategies that can be used by faculty leaders, instructional designers and trainers when working alongside faculty members to assist in
formulating course- and module-level learning objectives that are measurable, observable, attainable and appropriate for online and hybrid environments in higher education.
URL to access to the hands-on scenarios: https://www.dropbox.com/s/13fvpyj3pxbxi1y/QM%20Hands-On.docx
Multimedia is more than just video; it also includes audio, screencasting, voiceover slide presentations, and immersive videos. We will review the research about these approaches and discuss what this means for creating quality content for our online courses. Then, we will examine key design and production considerations to help you start making your multimedia content that the QM Standards support.
Building faculty teams equipped for excellence involves (1) shared vision characterized by clarity and (2) accountability through peer auditors. The outcome of this process, according to surveys, is overwhelmingly positive for the student community.
We primarily use a bichronous approach to providing support and resources for faculty to prepare their courses for official QM review at our institution. We want to reflect and share on this particular approach while offering tips and suggestions for an intensive program with synchronous and asynchronous aspects. Key takeaways include a description of bichronous online learning and opportunities/challenges for this modality in the context of professional development for instructors.
We are starting to use Blackboard's (Bb) goals/alignment tool to highlight components of each course that are designed to improve student success. We have our faculty members complete the QM's Design Your Online Course and then structure workshops for faculty to learn how to use Bb Learn.
Does your school embrace neurodiversity? How can we better serve neurodivergent students to ensure their success? How do we translate neurodiversity-affirming practices into the online and digital learning environment? In this session, we will discuss the recently-published book, Neurodiversity Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported, by Emily Kircher-Morris and Amanda Morin. Read the book ahead of time or come to get an introduction to the topic. All are welcome!
If you have ever tried to tie your course competencies to specific pages and paragraphs in a required textbook, you know it is not a quick task. Once you have accomplished the task, it becomes even more difficult to motivate students when you ask them to read the first three paragraphs on page 12 and the last paragraph on page 14. This poster session is based on my solution to this cumbersome problem.
The poster session will demonstrate:
An instructional designer and Quality Matters (QM) Institutional Representative noticed an increase in the number of requests for several types of assistance with online courses across campus that tended to fall into one of four categories:
Creating an online course that is accessible to diverse learners can be challenging. This session explains the what, why, and how of providing all students access to content and activities so they can easily navigate and interact with online course modules.
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