Conference Presentations

Extensive educational data are available for examination through learning analytics. The paper on which this presentation is based applies learning analytics in the assessment of distance education, exploring opportunities for change at individual and programmatic levels. Analysis targets learner engagement, group processes, course tools, and online contexts, such as those described by Quality Matters Standards.

While our students may be mobile, faculty are often not sure how to ensure our courses are usable on mobile devices. There is a common misconception that in order to make our courses mobile, we need to invest in developing a mobile app. In this session we will investigate what it means to make your course as "mobile-ready" as possible. We will explore how students are accessing our courses and how our choices regarding the course design can impact a student's ability to use their devices.

Walk through a Certification Pathway that provides evidence to current and potential online students, district-wide stakeholders and accreditors that you are committed to delivering premier, quality digital learning experiences to online students.

The seven-month hybrid Learning Series, currently in its first year of implementation at Georgetown University, applies QM Standards to teach faculty how to design and develop online courses. The hybrid approach includes faculty participation in an online Canvas course--consisting of an orientation and three modules--and six, 2-hour long face-to-face sessions. The program applies QM Standards on two levels. First, as the Series developers, we apply QM Standards to the design and development of the online Canvas course and face-to-face sessions.

This presentation focuses on QM Standards integrated into the program review process. Data on course design, technology, satisfaction, and faculty support were analyzed. Participants review data collection, sample data, and a report.

QM Standards can be effectively applied to an in-person, traditional, lecture-based course to achieve a more dynamic and purposeful class room. This session will look at how course competencies can be supported using QM Standards, including the syllabus, independent and group activities, lectures, assessments for homework, exams, and projects.

We applied QM concepts to instructor delivery conducted via a teaching excellence rubric. QM-inspired revisions included splitting rubric criteria into distinct parts, clarifying language, and applying the 85% principle.

This presentation discusses micro-credentials and describes our process for creating a definition of micro-credentials for a continuing education training program. It will discuss the QM Continuing Education Rubric and how that rubric was applied to each short course in the micro-credentials. Finally, it will discuss challenges and lessons learned through the development of micro-credentials. 

This session is designed to share challenges and opportunities for applying the QM rubric to a doctoral dissertation course space or other individualized research course. A number of barriers and hurdles to development and delivery of the process will be shared as relate to the incorporation of QM rubric application and processes. Specific application in both Blackboard and Canvas Learning Management Systems will be included.

Are your online presentations reaching all your students? This session will discuss strategies to elevate online presentations to meet the needs of all students.  This session is grounded in research and will include role playing and open discussion of best practices to support presentations supported by Universal Design for Learning. 

Interested in discovering how to meet QM Standard 8?  Consider attending this session and learn how to create inclusive and accessible distance learning environments, while adhering to Universal Instructional Design (UID) principles.

Faculty complete the APPQMR within a year of first teaching online with the goal of continuing to offer professional development needed for successful course design. Our hope was to also introduce QM and encourage official QM reviews. Find out about our successes and areas for improvement.

This is a Poster Presentation, I will be printing the poster in poster format as well.

An instructional designer and a faculty member have the same goal in mind – a quality course. Yet, all too often we travel down two very different roads to reach our destination. More importantly, we have two different ways of evaluating whether we have indeed arrived. What we both need is a good road map. QM4Design is the ultimate, all-in-one GPS for course design. This innovative tool brings faculty and instructional designers together on a shared path toward the final destination: a course that meets all the Quality Matters standards.

Conduct an internal QM review during course design using QM4Design, an all-in-one GPS that keeps both instructional designers and faculty on the same road to quality. Make your reservation for a QM trip and plan your institution's destination.

The instructional designer and faculty member have the same goal in mind - a quality course. Yet, we often follow different paths to reach the destination. What we need is a good road map. QM4Design is the ultimate, all-in-one GPS for course design.

This presentaiton outlines how to access and use the Quality Matters Research Library. The article submission and approval process will be explained as well as the roles of Quality Matters Research Colleagues as well as the research databases and journals queried for inclusion in the Quality Matters Research Library.