Discussion threads can be tedious for students and instructors. Lengthy responses, required participation minimums, and failure to connect with lived experience may result in discussion chore vs. discussion engagement. Photovoice offers an alternative by challenging students to visually respond to discussion prompts and explore the course content through each other's "lens." This interactive session provides a framework for implementation along with practical constraints.
Discussion threads can be tedious for students and instructors. Lengthy responses, required participation minimums, and failure to connect with lived experience may result in discussion chore vs. discussion engagement. Photovoice offers an alternative by challenging students to visually respond to discussion prompts and explore the course content through each other's "lens." This interactive session provides a framework for implementation along with practical constraints.
This session shares the far-reaching impact a QM Consortium relationship can have on a large university campus. With more than 300 online courses offered in any given semester, finding a way to manage quality assurance is a daunting task. Faculty collective bargaining agreements can restrict what access an institution has to review faculty courses, so the university worked collaboratively with the faculty union to reach an agreement of minimally invasive online course review.
Quality Matters has recently created and piloted a new rubric for continuing education and professional development courses. As part of the pilot program, the Center for eLearning submitted an online professional development course for recognition. This course is called the eLearning Designer/Facilitator Certification (EDFC) course, and the faculty who take it are assisted by instructional designers in creating new online courses.
Are you looking for a way to create, promote, and sustain learning communities within your organization for FREE? Join us to learn one way you can “unconference” the professional learning experiences you provide within your organization to be beneficial and purposeful for all stakeholders. During our time together, we will explore what makes a good learning community and explore a tool/concept (Pineapple Chart) that can be used to promote an exemplary learning community while also having time to create your organization's plan for implementation.
How do we begin to address equity at our institutions and help our students take advantage of real opportunities? Join our session to explore ways to apply QM standards to online student communities and begin closing knowledge and experience gaps.
As academics and educators, we realize what plagiarism is but do students? This session will cover a general definition of plagiarism as well as a few tools outside of the normal plagiarism checkers that are already embedded in an LMS. Traditional students as well as international students may not understand what plagiarism is in a post-secondary setting. How do you address this? Some fun ideas will be presented to participants as well as a good example of of an assignment that was plagiarized that but not caught by an embedded plagiarism checker.
Planning and designing courses for the online or hybrid classroom can be challenging! Learn how Michigan Virtual Instructional Designers take a team approach to creating quality online courses using research-based strategies, design templates, and best practices for planning and designing an online course.
This poster presentation centers around planning a focused Faculty Learning Community based on working with course or program level mandated objectives which are not measurable (QM Standards 2.1 and 2.2).
This presentation focuses on a strategic plan for piloting a focused Faculty Learning Community built around courses with mandated program or course objectives which are not measurable (Standards 2.1 and 2.2).
The focus of this session will be on Fall 2021 and beyond. What will be the status and role of online learning in the post-pandemic era, when effective immunization reduces the threat of spread to the point that "normal" life can resume?
Will campus and community-based resistance to online learning gain momentum?
Will hybrid or hyflex models combining online and in-person instruction gain currency and enable students and faculty to shift delivery modes seamlessly by preference or in any future crisis?
Finding partners to build and grow your QM community is at the heart of the successful Ohio QM Consortium. Come experience how this statewide group welcomes institutions of all types and provides professional development, support, and leadership to drive innovation and initiate change. Participants will leave with strategies to build and strengthen partnerships with other institutions.
Designing a quality online course can be time consuming and often leave you feeling overwhelmed. Discover how you can design a quality online course in half the time using design resources and standards supported by research and application. Participants will walk away with tools that have helped several faculty produce quality online courses, enhance the teaching/learning experience, and were awarded institutional recognition and national certification.
Implementing Quality Matters for your institution may initially seem like a clear and easy choice. If you're like us, you want to ensure the quality and continual improvement of your online and hybrid course offerings. You may have reviewed QM alternatives and considered feedback from faculty who have experience with other models. Now that you've chosen to pursue the implementation of QM at your institution, maybe you've realized that there's more to this implementation process than you initially thought.
The QM Review process stops if the course does not meet the QM Essential Standards for Learning Objectives (Competencies). In this presentation a model of how to assist faculty with developing and aligning course and unit-level learning objectives is demonstrated. The session emulates a faculty development workshop.
How do you ensure consistent quality in formative, internal reviews? A full QM review is a significant investment of time and funds -- How can you be confident that a course and a faculty member are “ready” before they go up for a full review? This situation is faced by many QM institutions. In this moderated panel, QM Coordinators from three universities (New Mexico State, Texas A&M International, and Indiana) will compare and contrast how they have approached this challenge.
A short presentation regarding the experiences of the hosts with four sequenced official QM reviews and the lessons learned. Guided discussion about preparation for the first review and how to build on that experience to decrease future preparation time and make each subsequent review easier.
