Polling, pairing, sharing, in partnerships and small groups will occur throughout. Participants should be prepared to self-reflect and share personal teaching experiences in connection with the 10 pedagogical principles and teaching strategies presented. This session will be highly interactive, with several stopping points in the presentation for personal interaction. Cell phones usage required, and the audience should be motivated to talk and listen to others throughout.
Bloom Carroll High School, a small rural high school in Ohio, launched an online Career Exploration Course, and 10% of the student body has enrolled. This course is designed to help students find their pathway from a backpack to the workplace. Students are able to work during their study halls at school, or from any external computer, tablet, or even phone! In this course, students immediately develop a personal connection with their work, as it is all about the road map to their life after high school.
What does an instructor do when an IHE has no Instructional Designer on staff?
Learn how QM standards influenced the design of a new, innovative educator preparation program. This is the IHE's only fully-hybrid designed program that is aligned to QM standards.
We'll discuss how this program has already influened other academic departments use of QM standards; as well as, share how Quality Matters has influenced both hybrid and fully F2F course design and delivery.
Interested in saving time and energy while you prepare your course for QM review? Want to decrease emails from confused students? Wish to boost student engagement in your class without increasing the “I live with my laptop velcroed to my hip” time commitment associated with teaching online? Then this session is for you! Come explore the connections between LMS tools, course design and the QM rubric standards. These “hot tricks” will get you on your way to meeting expectations while (hopefully) conserving time!
Interested in preparing your course for QM review? Wish to boost student engagement in your class without increasing your time commitment? Come explore the connections between LMS tools, and QM Rubric Standards. These hot tricks will get you on your way to meeting expectations while saving time!
A lack of resources - both funding and peer support - continues to be a barrier for institutions transitioning from traditional classroom structures to online or hybrid forums. We know that faculty collaboration, both institutionally and nationally, is key to successful delivery change. How can we use our existing resources to provide scalable and sustainable tools to support faculty with this delivery change?
The University of Tennessee at Chattanooga works diligently to find ways to make information, materials, and services more accessible to everyone to support our effort to become a more inclusive campus. UTC promotes the accessibility of course materials through extensive faculty development programming and use of accessibility tools. In this session, we will discuss strategies for promoting accessibility, describe common accessibility issues, and provide a demonstration of Blackboard Ally.
Last month, much of higher education was caught off guard as we were asked to quickly pivot classroom-based courses to remote delivery. As the situation moves from an emergency response to one of acclimating to our new learning methods and modalities, we now have better opportunities to discuss options moving forward, as well as contingency planning considerations for the future. This session is appropriate for administrators, faculty, QMCs, and instructional designers/DL staff, as we come together to discuss workable solutions based on institutional context and goals.
Once upon a time, there was a small college in Westchester County, NY. They believed that quality did matter - and still does! Follow their journey...
We are fortunate to have buy-in from the top, which gives us the ability to try different things. But how do we extend it throughout the college, to all of our faculty, the instructional designers, and keep it going when people move on? Learn how a small institution, with a small online division, emraced QM in principle and is preparing to move forward.
Ever wonder how your online teaching skills stack up? The National Standards for Quality Online Teaching provide a framework for you to benchmark your skills. Take the self-assessment powered by 2gnoMe to see your strengths and receive valuable professional development options to help address any gaps in your practice.
This presentation will introduce a crosswalk of the NSQ with Universal Design for Learning Guidelines. Participants will explore how this tool can support & promote equitable (re)design of virtual activities and lessons, and share strategies for increasing accessibility in online courses.
With a limited number of instructional designers and the number of online faculty increasing, our ID team developed a responsive and flexible training method. It is flexible enough to scale the number of faculty trained without neglecting quality, and is responsive and respectful to time and technology knowledge constraints of faculty. Attendees will get access to our flexible model resources including a unique QM Scavenger Hunt.
We applied two different approaches to the design and development of MOOCs and delivered them in the open source LMS Sakai using the QMContinuing and Professional Education Standards as guidelines.
Instructional design staff and faculty presenters will examine the highlights and pitfalls of the MOOC course design and development experience.
Providing multiple means of learning for students when designing World Language courses requires deliberate design and an intentional focus on digital accessibility. Meeting the needs of all learners in a World Language course often requires cross-organizational support and communication. Collaborate with fellow educators to discuss strategies for supporting World Language learners when designing and teaching online World Language courses that meet the digital accessibility needs of students.
Videos can make learning come alive. Especially if they are teacher created. One misconception is that Closed Captioning (CC) is just for deaf and hard of hearing. What about students who are not auditory learners or students whose native language is not English? Closed Captioning can help all learners, but not all CC videos are created equal. Participants will learn how to search for CC videos on both YouTube and Google and evaluate it for accuracy.
Imagine that you were sitting in on a class and you could not hear, view, interact with, and/or interpret the material being taught. Chances are, you might end up feeling disconnected, isolated, and more than anything, frustrated. The good news is that when we take time to specifically focus on accessibility when designing and deploying course content, we can break down those barriers and the possibilities are endless. Come join me on this accessibility adventure!
The last 10 years have seen the rise of large-scale student success efforts focused on helping more and more diverse students finish what they start in higher education. In this presentation, we'll explore how quality online and blended learning - including competency-based options - have expanded access and success in higher education. Next, we'll dive into how the digital signal coming from these efforts has informed and improved student success work, especially advising and strategic-nudging outreach.
Education has seen an increase in the number of one-to-one initiatives in the past few years. As a result, many institutions have been replacing traditional printed textbooks with a variety of digital resources. Moving away from print options should have brought good news for individuals with different perceptual, motor, or cognitive abilities. Unfortunately, digital content developers have implemented new technologies without regard to persons with disabilities leaving many students on the outside looking in.
Embrace the power of storytelling to increase engagement and information retention. Making that story interactive can be even more powerful. Join us for a hand-on session in which we create interactive stories using a free tool called Twine.
Over the past few years, our college has been working on encouraging faculty to develop robust QM courses. However, we discovered that faculty are overwhelmed at the thought of redesigning courses to meet QM standards and recommendations. One faculty even said that taking on QM was like “eating an elephant.” We found that her views were shared by many other faculty who simply did not want to invest the time due to the fear of beginning and undertaking such a large project.
