Updating the curriculum within programs involves many factors. This session will identify some of the challenges our team faces during the curricular update. We will highlight the external forces that led to the curriculum update, how we initiated the process, the current progress, and our long-term goals for these improvements. Additionally, we will invite participants to share their insights on benchmarking to help our team improve the process.
In this session, participants will discover and discuss the development of a large-scale, programmatic quality assurance plan utilizing master courses across disciplines at a mid-sized community college for an accelerated Associate's Degree program using 5-week courses.
In this session, participants will explore and discuss the characteristics of an effective gamified course, as well as recommended technologies for implementation. In addition, participants will be able to apply effective gamification principles and strategies to different types of courses, using the Quality Matters Rubric as guide for design and quality assurance. Through a series of short case studies, participants will gain hands on experience applying gamification and evaluating its effectiveness.
We will review our research and findings on the myriad perceptions of who should lead varying course design tasks. We will then discuss an evidence-based approach to negotiate who should lead these tasks when working within an interprofessional course design team.
A unique course design evaluation instrument has been developed for students to provide their perspective on the design of an online course. Students are asked how easy or challenging it is to find information within a course and are asked how they think the course design could be improved.
Interested in "new" ways to boost learner engagement and success in your course? Have you heard about Open Educational Resources but wish to know more? Then this session is for you! Come explore the what, the why, and the how of OER. You will leave the session with a plan and a list of OER resources.
In an era where generative AI is advancing rapidly, the real challenge is not just to admire these technologies but to integrate them effectively into our workflows. This workshop offers a practical look at how we're embracing AI tools like ChatGPT, Claude, and Microsoft CoPilot for course authoring and development at MTDA. We'll share insights on our initial strategies, ethical considerations, and the journey toward effective AI integration. Join Jason for an engaging discussion on leveraging AI to enrich content and course development… a work in progress!
High Impact Practices (HIPs) have been getting a lot of attention recently. And why not? With data linking them to increased retention, persistence, and course satisfaction (Kuh, 2008) HIPs seem like a guaranteed ticket to academic success! However, rallying behind one or more HIP can seem like a daunting task when it comes to online education.
Despite the laws, publications, trainings, and standards out there for accessibility, the technical details still remain a very “gray” topic. How do you move forward with improving your courses for accessibility?This presentation will include some of the tricky technical information about accessibility requirements (Standards 8.3 and 8.4) Excelsior College has encountered during our 3 year project to make all our online courses accessible and strategies that we have used to make the conversion as painless as possible.
This session will discuss practical strategies for engaging students in online courses, including how to make your course feel welcoming, how to use interactive social media in your course, and how to manage group work effectively in the online learning environment.
This session will discuss practical strategies for engaging students in online courses, including how to make your course feel welcoming, how to use interactive social media in your course, and how to manage group work effectively in the online learning environment.
In this session we will discuss strategies used to engage faculty and staff in designing courses that align with the QM Rubric including professional development workshops that address Standards 2, 4, and 5. We will share how we are measuring success in terms of engagement and course quality.
Faculty responsibilities in higher ed continue to grow. At the same time, there are more instructional designers in higher ed than ever before. How can these two groups of professionals collaborate for a more productive and higher-quality course design - making the best use their time?
Research shows that 25% is the tipping point for social change. Malcolm Gladwell developed a model for starting social change beginning with identifying "mavens," "connectors," and "salespeople." Apply this model in the adaption of QM and ongoing QA. Are you a maven, a connector, or a salesperson?
Are your courses designed around the Quality Matters Standards, but you know there may still be issues with delivery? Do you have faculty teaching online courses who think it is easier than face-to-face? If so, come hear how New Mexico State University-Alamogordo is implementing delivery standards for online faculty. Come learn about NMSU's standards, how they were developed, the process of implementing them, and methods of tying them to online observations and online student evaluations.
