Conference Presentations

The "digital divide" was a term coined in 2012 to describe the disparity amongst those students who did have internet access and those who did not (Van Dijk, 2012). Research indicates teacher preparation and quality of teaching is the leading factor in student success. Poor preparation and inadequate quality of design strategies can deprive students of equitable use and access to optimal digital-based learning experiences (Delgado, 2019).

Don't just click Next! See how you can create meaningful learner-content interaction. We will examine instructional interactivity and identify ways to promote engagement and active learning to meet SRS 5.2 and SRS 6.2.

Don't just click Next! See how you can create meaningful learner-content interaction. We will examine instructional interactivity and identify ways to promote engagement and active learning to meet SRS 5.2 and SRS 6.2.

Are you daring to provide dual-credit courses?  Designing a dual-credit course doesn't have to be daunting.  Learn the design elements that are shared between both higher education and K-12 courses, and explore what needs to be included to facilitate student success at both levels.  Learn what QM recommends for course reviews, both formal and informal, and take a look at what some school districts are doing to make it happen.  Think your course is ready?  Bring it if you dare!

In this session we will be discussing the benefit to utilizing a landing/homepage within an online course and how it aligns with Quality Matters. 

What do students perceive as essential strategies for success in blended classes?

This session shares the results of a two-year research project soliciting student data on strategies for success in blended ESL college classes.

The data resulted in instructional strategies for metacognition and collaboration to facilitate culturally responsive e-learning using QM Standards.

How can online instructors maximize the power of digital tools to cultivate QM Standards 5.2 and 6.2 for student engagement and active learning in an engaging online learning experience?  We will peruse the digital tool buffet and sample a collection of tools just right for cultivating QM Standards 5.2 and 6.2 for the online course! We will start with an "appetizer" of general strategies, move to an "entree" of digital tools, and end with a sweet "dessert" application to our own online courses.

This presentation takes you through the  3 strategies used by the University of South Florida's Digital Learning department to introduce instructors to the Quality Matters review process and shows our central product, the Instructor Resource Center.

The assumption that better student performance data invariably leads to improved student outcomes does not, unfortunately, hold true in many schools and colleges. Often, many challenges get in the way of improving student outcomes. There are specific challenges in using data to empower teaching effectiveness on an ongoing basis. Getting the right insight at the right time from data requires a commitment to both informational and organizational change. This presentation explores some lessons learned from our experience.

Are your workforce program’s learning outcomes and curriculum relevant to today’s employer’s needs? Are your faculty and administrators aware of the current industry and workforce trends? Workforce program aligned advisory councils can help answer these questions. Their purpose is to support workforce program quality assurance. Learn how to form, facilitate and use academic program advisory councils. 

In this session, we will highlight how the QM K12 Rubric can be used to support instructional coaching in an asynchronous virtual program. We will provide examples of how the rubric's annotations for K-5 courses can guide teachers in creating effective content. We will also discuss how coaches can use the rubric to provide constructive feedback that improves teacher efficacy and student achievement.

Are you unsure how QM professional development can help your institution achieve its quality assurance (QA) efforts? Would it be helpful to have faculty complete online, virtual, or face-to-face workshops? Do you want a QM Facilitator or someone from your institution to facilitate? Whether you are just getting started or have most faculty trained in the APPQMR, come learn from community members how QM professional development helped take their QA to the next level. 

Despite two decades of rumors to the contrary, email is here to stay and it is a mainstay of distance and blended learning. Jason will discuss basic email strategy, and easy-to-adopt strategies to make your emails receive more attention and keep communication professional and productive.

We are revolutionizing professional development for part time faculty! Come see how we transformed a 32 week program, specific to our part time faculty, to shortened terms of  8 weeks.  We achieved a 70% increase in completions and improved learner success.

In this session, we will lead a discussion about the use of LMS templates to increase course quality informed by QM.

Tags

#MyTemplateMyQM

The purpose of the current study is to collect pre- and post-experiential data on the student’s perceptions of using emerging technologies in 2 online courses. We examined the student’s previous online experiences or expectations of an online course and compared that with their experiences in the courses that will use emerging technologies. The intent is to measure whether or not these technologies improved student engagement.

Would you like to learn strategies to empower your student’s agency in your course?  This session will discuss how voice and choice strategies were integrated in online environments to promote learner agency. 

In this presentation, we will discuss practical strategies to foster student engagement in the elementary virtual classroom environment.  The presentation will focus on ways to engage students both in the synchronous and asynchronous setting, particularly while using Google Jamboard.