UL Lafayette has conducted nearly 50 QM Subscriber-Managed course reviews: 7 between 2019-2022 and 42 between 2022-2024. The increase in successful reviews was the result of a novel course review cohort model. This presentation will discuss (1) incorporating a cohort model in support of the established QM Subscriber-Managed review; (2) quantitative results reflecting the actual and perceived benefits to courses and faculty; and (3) lessons learned from implementing a cohort-review model.
The presentation tackles challenges in online course creation: inefficient processes, inadequate SME training, and inconsistency, crucial as online education grows. Ensuring quality, aligned with industry standards, is vital for effective learning. Indiana Online's journey offers insights: Comprehensive documentation and SOPs ensure consistency. Ongoing PD for IDs and SMEs keeps practices updated. Effective communication and clear processes ensure a consistent learning experience.
We will share the lessons learned while using our institutionalized Emergency Academic Plan (EAP) to successfully transition and retain academic quality in face-to-face courses that were moved to a virtual modality due to the constraints faced by the COVID-19 pandemic.
Our transition from Blackboard to Canvas was a big undertaking. On top of that, I was the relatively new hire who was to help boost the Quality Matters program at our university. I will share the six lessons I learned from our LMS transition and how these lessons affected our QM program.
Have you been asked to serve elementary students fully online for the first time? We can help. Learn about the "Glow and Grow" opportunities that IDLA experienced when serving elementary students last year.
Discussions again?? I know, "Post by Wednesday then respond to two classmates by..." Let's examine ways to make our discussions more engaging, using other tools that can expand the online classroom conversation.
This poster session will cover a 2015-2016 pilot in which 9 California State University campuses participated to establish formal course reviews through a CSU cadre of certified reviewers. Feedback from coordinators, instructors, and peer-reviewers, as well as recognition strategies and a student feedback instrument will be shared. Additionally, two campuses, San José State and Fresno State will share their activities to train and support faculty in preparing their courses for formal certification.
Too often, learners construct barriers to their own learning with problematic self-identifications like "I'm bad at math" or "I'm a bad writer" causing them to disengage. Game-based activities and game-like learning can help learners shed these identities and embrace new ones as active players in the game of learning. Join us to explore the underlying principles of game-based, game-like, and gamified learning, apply these design principles to the classroom, and play a rousing round of Fear Pong.
Looking to level up your teaching game? Join us for a session on gamification in education and discover how to increase student motivation and engagement through the power of game mechanics. Learn about successful examples of gamification, gain practical design strategies and tools, and explore the potential of gamification to enhance student learning outcomes. Join IDLA teachers and developers to explore the power of gamification and take your teaching to the next level!
Is collecting direct evidence of student learning for accreditors/annual reports difficult? Is getting instructors to submit data for program assessments maddening? Join us as we demonstrate how the Canvas LMS can be leveraged to excite your faculty about collecting this data for you in real time!
ASU Online offers thousands of online courses a semester with a goal of ongoing course enhancement. This presentation will provide recommendations on how to leverage institutional and course data to identify key course health indicators in online courses and prioritize them in ways that ensure ongoing course improvement. Dashboards with examples will be shared along with a customizable process to identify and prioritize enhancements for online courses at scale.
Creating a perfect rubric is elusive. Writing a good rubric is challenging. Developing a meaningful rubric is critical. This workshop focuses on expanding rubrics in the course development and evaluation process into a powerful teaching and evaluation tool. We will look at various types of rubrics and build on experiences of participants to construct rubrics which can be easily modified to make a consistent grading tool and connect assignments to objectives. The workshop will then identify simple tactics which can leverage rubric criteria to strengthen fundamen
Students’ learning needs are not monolithic and have posited that inclusivity in online education should be multi-dimensional in order to break away from a one-size-fits-all model (Clow & Kolomitro, 2018). Therefore, we need to rethink the QM rubric to be inclusive of the course delivery component vs only looking at the design. Moreover, Hollingshead and Carr-Chellman (2019) argued that as a result of the change in student demographics, there is an amplified need to create opportunities for student engagement through instruction and instructional design utilizing UDL.
Students’ learning needs are not monolithic and have posited that inclusivity in online education should be multi-dimensional in order to break away from a one-size-fits-all model (Clow & Kolomitro, 2018). Therefore, we need to rethink the QM rubric to be inclusive of the course delivery component vs only looking at the design. Moreover, Hollingshead and Carr-Chellman (2019) argued that as a result of the change in student demographics, there is an amplified need to create opportunities for student engagement through instruction and instructional design utilizing UDL.
Zoom fatigue has become a new term. It doesn't have to be that way. Synchronous classes have their place in good quality online learning. How do we find the sweet mix of synchronous, asynchronous, and offline activities in our online learning?
This session will discuss the faculty technological, pedagogical, and content knowledge (TPACK) growth that occurs when attended a QM workshop and taught online courses.
Have you attended the APPQMR workshop? Have you applied QM Standards in your own courses? If not, come and hear about the insider's secret regarding the workshop and their perspectives about QM Standards and the benefits of QM. If you have, come and share your experience with others who are passionate about QM. The presenters are eager to share the results of a study on the impact of APPQMR training with you.
