The Online Course Improvement Program (OCIP) at New Mexico State University (NMSU) blends formats and technologies- including using the Quality Matters framework for course design- to provide professional development (PD) for faculty teaching blended and or online courses (http://ocip.nmsu.edu/).
A Professional Development Program for Faculty Teaching Blended and Online The Online Course Improvement Program
The session presents a new Quality Assurance Taxonomy devised via a Delphi study with a panel comprising shareholders in online higher education at the student, faculty, and administrative levels. The taxonomy can be used to facilitate both internal and external evaluations and inform quality standards, documents, practices, processes, and measurements. It introduces a concept no t previously found in literature--the increased criticality of QA dimensions (such as student support and faculty support) that results from the online modality.
Several years ago when we first decided to adopt Quality Matters (QM) on our campus we encountered a problem of buy-in from administration and faculty. They did not know what QM was all about and did not want to invest the time, energy or money into an unknown. We started a grassroots effort to spread the word about QM through those wonderful early adopters, but we were still missing people. We found there were opportunities at events on campus to prompt QM, but did not have a formal presentation.
Student success begins with faculty development. Demands are placed on educators to produce quality online courses and there is a clear need to "teach the teacher." Institutions must provide training and support before the design and delivery phases.
Working together, the eLearning Advisory Committee (eLAC), Center for Engagement and Learning, and eLearning developed an internal QM Review process and infrastructure. Using a slow-roll approach, we kicked off internal reviews with only two courses at first, building our pathway as we progressed forward. We will present an architecture of our decision making and creation of processes and support infrastructure, as well as the results of our efforts.
(Poster Session - w/ PPT)
Listen to how two business professors have merged tools supplied by their Learning Management System (LMS) together with publisher teaching assets to achieve QM Standard 4.5 - “A variety of instructional materials is used in the course.” This Standard requires us to sort through instructional technology tools to use in our courses. In this poster session, we will explain Course Learning Objectives (CLOs) in introductory Economics and Marketing classes, and link them to QM Standard 6.1.
Although visual representations have been around since cave paintings, visuals created with new technologies are changing the definition of what it means to be literate. Visual literacy is not just an "add-on," because incorporating visuals into learning practices helps the brain create meaning. Learn how to integrate visuals to capture the interest of today's learners and invoke emotions of curiosity, excitement, and enthusiasm. Explore digital tools and resources to support and enhance visual literacy in today's face-to-face, blended, or online classrooms.
Academic institutions seem to be facing an accelerating threat to integrity and, consequently, to the credibility of academic degrees (especially those earned online). Growing in both number and scope, these incidents include - but go well beyond - student cheating. For example, acquisition and sale of an institution's course material, such as assignments and exams, appears to be increasing through both the manipulation of students to share materials and cyber attacks.
Academic rigor is promised by educational institutions, but translation from theory to practice poses challenges. This session explores attendees' definitions, interprets QM Standards as evidence of rigor, and solicits areas needing further research.
Originally confined within four walls, classes have expanded into a multitude of blended and online options that offer flexibility in terms of time and place. Advances in technology have changed the way we teach, communicate, and learn from each other. However, what happens when we don't account for various perceptual/motor/cognitive abilities when designing and procuring digital course content? Let's get together in this session to discuss the human impact and to create more accessible content.
Are you interested in meeting QM Standard 8.3 by improving the accessibility of your course syllabus? Join me for this hands-on session where we'll explore the accessibility features in Microsoft Word. You'll have plenty of practice time during the session, so please bring your own computer. Included for your information is a link to WA SBCTC's Access 101: Introduction to Accessibility Training Course Materials
Accessibility as a Learner Engagement Strategy: motivating instructors by reframing the conversation
Did you know universal design improves learner engagement? Hear how an urgent accessibility need resulted in more engaged students. Gain tangible resources and ideas to improve collaborations with instructors by reframing the benefits of universal design as a learner engagement strategy.
Our university has approached accessibility as a something that should be part of the campus culture. Quality Matter course reviews provide an opportunity to use Quality Matters Rubric Standard 8 as a means of solidifying the concept of accessibility being something that is part of the fabric of campus rather than something that only occurs when asked or required to do so. The university began using Quality Matters course reviews approximately two years ago.
The Academic Learning Center at Marist College has created a joinable iLearn site that is an extension of the support services that we offer to all students, faculty, and staff at Marist. The site offers links to campus resources and support topics. The list of topics was generated by Marist students and can be accessed remotely by the entire Marist community. The site is interactive, as suggestions and recommendations for additional resources are encouraged and can be requested for addition to the site. The Academic Learning Center staff takes all suggestions and researches topics and
An experienced APPQMR facilitator will explore the complexities of Specific Review Standard 8.3 as part of the APPQMR workshop. The presentation will include a review and analysis of all of the instructional materials available to APPQMR facilitators. The presentation will conclude with an activity in which participants craft a personal plan to introduce this standard, using a storyboard or other lesson planning tools.
Meeting Specific Standard 8.3 has never been easier! In this session, we will explore the "nuts and bolts" of Adobe Acrobat DC accessibility tools and create an accessible PDF in 1,2,3! We will create searchable text, set heading styles, label table header rows, check logical reading order, fix contrast issues, set a document title and language, create alt text on images, and even make a scanned document 100% accessible!
According to the Numbers, Templates are Good for You: How Data Promotion Contributed to a University-Wide Template in Over 4,900 Courses and Counting …