Conference Presentations

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Oh Caption, My Caption

Videos can make learning come alive. Especially if they are teacher created. One misconception is that Closed Captioning (CC) is just for deaf and hard of hearing. What about students who are not auditory learners or students whose native language is not English? Closed Captioning can help all learners, but not all CC videos are created equal. Participants will learn how to search for CC videos on both YouTube and Google and evaluate it for accuracy.

Oh the Places We Can Go: When Elementary Course Content is Accessible!

Imagine that you were sitting in on a class and you could not hear, view, interact with, and/or interpret the material being taught. Chances are, you might end up feeling disconnected, isolated, and more than anything, frustrated. The good news is that when we take time to specifically focus on accessibility when designing and deploying course content, we can break down those barriers and the possibilities are endless. Come join me on this accessibility adventure!

On Quality AND Student Success: The Dream Team

The last 10 years have seen the rise of large-scale student success efforts focused on helping more and more diverse students finish what they start in higher education. In this presentation, we'll explore how quality online and blended learning - including competency-based options - have expanded access and success in higher education. Next, we'll dive into how the digital signal coming from these efforts has informed and improved student success work, especially advising and strategic-nudging outreach.

On the Outside Looking In: Student Equity and Accessibility Experiences in the Secondary Classroom

Education has seen an increase in the number of one-to-one initiatives in the past few years. As a result, many institutions have been replacing traditional printed textbooks with a variety of digital resources. Moving away from print options should have brought good news for individuals with different perceptual, motor, or cognitive abilities. Unfortunately, digital content developers have implemented new technologies without regard to persons with disabilities leaving many students on the outside looking in.

One Bite at a Time: How to Eat the QM Elephant

Over the past few years, our college has been working on encouraging faculty to develop robust QM courses. However, we discovered that faculty are overwhelmed at the thought of redesigning courses to meet QM standards and recommendations. One faculty even said that taking on QM was like “eating an elephant.” We found that her views were shared by many other faculty who simply did not want to invest the time due to the fear of beginning and undertaking such a large project.

One Step at a Time: How to Improve Student Persistence through Low-Stakes Assignments

This session will demonstrate how a well-designed on-line course can enable professors to use unique, low stakes, write-to-learn assignments to (1) improve engagement and student persistence, (2) help students develop an effective learning, researching, or writing process (3) help instructors to improve their understanding of their student's capabilities and points of confusion and (4) improve the social presence of students in their online courses.

One Step at a Time: Improving Student Persistence through Low-Stakes Assignments

This session will demonstrate how a well-designed on-line course can enable professors to use unique, low stakes, write-to-learn assignments to (1) improve engagement and student persistence, (2) help students develop an effective learning, researching, or writing process (3) help instructors to improve their understanding of their student's capabilities and points of confusion and (4) improve the social presence of students in their online courses.

One Stone Two Birds: A QM Model for Course Development and Faculty In-House Training

This presentation showcases our attempt at Stevenson University to use Quality Matter rubric as a guide, a free, cloud-based Course Management System (CMS) as a structured supplementary channel, and emerging technologies as a model for the process of online course development. We hope this approach would help our instructors embrace both QM Rubric and emerging technologies, and build the collegial and collaborative relationship between faculties and instructional designers to improve the quality of our online courses.

Online and International: Faculty Collaboration and Student Connections The College of Westchester, NY and Empire State College, Panama

The presentation will highlight the alignment of QM standards in an international, collaborative, and online learning context. It will center on the development and engagement of an international collabortion learning unit between two colleges and courses - The College of Westchester (New York) and Empire State college (Panama).

Online Course Design, Quality Matters Training, and Student Outcomes

A STEM faculty learning community was created at North Carolina Central University to assess online science course offerings and instruction. Faculty completed the APPQMR course coupled with services from the Division of Extended Studies and implemented changes in their subsequent online courses. This presentation describes the impact of that training and application of Rubric Standards on the design and student outcomes for an Introductory Biology course over four terms, as published in the QM-focused 2017 edition of the American Journal of Distance Education.

Online Course Design: Focus on Structure and Interface

Clear expectations, intuitive navigation, easily found course components -- all good ideas for online course design, right? We know them when we see them, but can we purposefully design them? Join us to discuss how the design of structure and interface of online courses can benefit the  learner, educator, and organization as a whole. Also, discuss how program-wide design standards can help support learner success, and break down examples of structures that can serve as a  guide when designing, updating, or improving online courses.

 

Online Course Quality Improvement: “Switching Roles Between

Course Developers and Instructors work together to create a course that best meets student needs, facilitates learning, and encourages communication.  Often, members of the team do not realize the full scope of each others role.  Switching roles affords a new appreciation for the contingencies and systems involved. This contributes to a better working relationship, as well as improves the quality of the course as a whole.

 

Five Learning Objectives:

Online Education Institutional Leaders

Two recent surveys, by the University of Rochester and by Quality Matters in partnership with Eduventures, have focused on the role of chief online officer, how that role is being defined at institutions across the U.S., and their perspectives on current institutional practices, priorities, and challenges. Among many responsibilities, these individuals are key to the response of their institutions to accreditation, regulation, and compliance issues.

Online language teaching and learning: Does class size make a difference?

This study explored how class size affects the quality of online language teaching and learning. The present study compared the experiences of instructors and students in two second semester Spanish language classes. There were 125 students enrolled in the large-scale class and 25 students enrolled in the small-scale class. Each class had one instructor and no teaching assistants. Two instruments were used to collect data, a Teacher Questionnaire and an anonymous Student Questionnaire.

Online Quality Course Design vs. Quality Teaching: Aligning Quality Matters Standards to Principles of Good Teaching

Survey participants were asked to align the Quality Matters (QM) higher education rubric standards with the seven (7) principles for good practice in undergraduate education developed by Chickering and Gamson (1987).  Participants reviewed the QM higher education rubric standards and categorized them into the seven (7) principles based on their perception and experience.  The participants were faculty, instructional designers, online program coordinators, directors of centers for teaching and learning and other educational professionals.

Online Student Orientation: The Impact on Grades, Retention, and Preparedness

ASU's Online Campus created, designed, and implemented a one-week online student orientation course last fall for a subset of its online population.  The results -- increased student retention, decreased DEW rates higher grades in subsequent courses, and prepared students.  Find out what we did, how we did it, and why we are expanding the orientation to all ASU Online students.