One size does not fit all. This idea is especially true when designing an online course for maximum accessibility. How can we help educators power up in areas of accessible online course design in order to create a more effective learning environment for all students? Come to this session to find out how many paths we can discover to reach the same outcome.
This conversation started before the presentation using the #QMPBJ hashtag on Twitter.
Presenters: Renee Petrina & Anna Lynch of Indiana University's eLearning Design & Services
In the late 1980s an industrial fabricator, 3D Systems, produced three-dimensional models that became working prototypes of final products. In the world of instructional design, Rapid Prototyping has given us insights into a faster course creation process while retaining a quality instructional design methodology. By using the Quality Matters Rubric as a guide for the prototype, quality course design can be “baked-in” the end result. With the research-based practices in the course prototype, it is easier to create a quality course.
As educators, we commit to high quality standards when designing online courses. Join us for a presentation on incorporating alignment of Standards 2, 3, and 4 in the development of your online courses. We will share and discuss creative course design strategies to meet these standards.
Abraham Lincoln once stated, “When I read aloud, two senses catch the idea: first, I see what I read; second, I hear it, and therefore I can remember it better.” Expanding on Lincoln's idea, ReadSpeaker’s text-to-speech technology incorporates more than you seeing and hearing your material. Our suite of tools perfectly fit Universal Design for Learning: the WHAT of learning, the HOW of learning, and the WHY of learning.
Come to this active learning session to develop a model for an ID internship program at your own institution. Internships help professionalize the ID career while simultaneously benefitting the hosting organization.
What if you found out you were making all of your important decisions based on flawed perceptions? Empower successful online learning experiences by implementing an action research model at your organization that informs solutions that work.
Heard about "HyFlex" but not sure what it is? Bring your questions to this session, where we'll highlight some HyFlex-related research, discuss HyFlex design & teaching practices, & hear from a professor who's been teaching HyFlex courses for years.
How can collages, purposeful flaws, and no-win scenarios make over your engagement levels? Learn the subtle art of embedding microchallenge ingredients throughout your course to whet your students’ appetite and keep them coming back for more.
This session will take the format of a panel discussion framed by Gay's (2010) six attributes of culturally responsive teaching. The five-member panel will provide concrete examples of online instructional design and subsequent delivery practices that are reflective of Gay's six attributes of culturally responsive learning environments being validating, comprehensive, multi-dimensional, empowering, transformative, and emancipatory.
What does the term hybrid mean to you? Has it changed in the last year? We developed a new blended format that draws upon best practices for face-to-face, online, and the virtual classroom. Come join us to discover how Hybrid can be new for you too!
This presentation explores ways to develop an ecosystem that supports the teaching and learning process through support strategies needed to adapt and thrive. We can foster an environment of empowerment and support by embracing growth opportunities, offering tailored professional development, innovating pedagogical practices, and utilizing AI as a powerful ally for enhancing efficiency. This proactive approach ensures that transformative responses to new challenges become a lasting part of institutional culture.
Rethinking your multiple-choice exams? Tired of discussions that seem like busywork? This session will highlight assessment types, examples, and strategies, including designing authentic assessments and using LMS tools to support your assessment goals.
Due to the misfortune of the current pandemic, obtaining student engagement has become an extremely difficult endeavor. So how do we cope when our once effective delivery methods are no longer keeping our students engaged? Considering how the pedagogy relates to the student experience during this pandemic, is extremely important in the process of developing opportunities to transform passive encounters to active and meaningful experiences.
Typically, decisions guiding blended instruction were framed by considering what content could be moved online using well developed training and support tools. However, the COVID-19 pandemic suddenly shifted everything online. Instead of substituting established online approaches, some faculty began “remote instruction,” holding hours-long, large scale, online synchronous classes. This model met with mixed but mostly negative reactions from students.
Typically, decisions guiding blended instruction were framed by considering what content could be moved online using well developed training and support tools. However, the COVID-19 pandemic suddenly shifted everything online. Instead of substituting established online approaches, some faculty began “remote instruction,” holding hours-long, large scale, online synchronous classes. This model met with mixed but mostly negative reactions from students.
Imagine a serene, crystal-clear lake—its stillness reflecting the world around it, yet beneath the surface, it's teeming with life and renewal. Just like this lake, the NSQ Course Standards have long served as a mirror of effective digital learning, reflecting best practices in course design. However, to remain vibrant, even the most tranquil lakes benefit from fresh currents. By refreshing these standards, we invite educators to dive into new depths of course design, empowered to create learning experiences that are as refreshing and life-sustaining as a pristine body of water.
What is regular and substantive interaction, anyhow? The Department of Education doesn’t provide a clear answer, but it is an important compliance question. Specific Review Standard 5.2 discusses *opportunities* for learner-instructor interaction, but Indiana University wanted more. Recognizing that compliance is part of quality assurance, our academic leadership asked us to create a QM-style “interaction standard.”
The presenters, Denise Kreiger and Sharon Stoerger, School of Communication and Information at Rutgers University, discuss a newly designed course project where students construct digital stories about hashtag activism movements using the Storify technology tool. This project extends the large-lecture hall classroom through an "online component" in an LMS to create a substantial blended learning environment.
The presenters, Denise Kreiger and Sharon Stoerger, will discuss a newly designed course project where students construct digital stories about hashtag activism movements using the Storify technology tool. This project extends the large-lecture hall classroom through an "online component" in an LMS to create a substantial blended learning environment. It provides students with an engaging, inquiry-based authentic learning experience that integrates QM standards 2-6 and can be implemented in any delivery format: face-to-face/web-enhanced, hybrid/blended, or online courses.
