Conference Presentations

This session will bring you up to speed on the MOOC craze. We will look at how Penn State has applied its online learning experience to MOOCs, exploring specific course design approaches that we have applied to MOOC models and platforms that were designed by relative newcomers to the field…and the advantages we have found in combining the “old” with the “new.” We will also explore the specific resources that are needed to support course development and learning at this scale. Bring your questions, your stories, and your ideas to share!

Join us to learn how to start and sustain a faculty professional development initiative focused on quality course design, effective integration of technology, and course management. In this session, we will discuss how workshops and training offered in different modalities reach the greatest number of faculty.

As long as you have cited the resources in your course, you can claim fair use, right? That's not always true. Come learn about the difference between attribution and fair use and walk away with strategies on how to apply both in your online course. Learning Outcomes: Explain the difference between attribution and fair use. Determine when to seek permission to use instructional materials in an online course. Identify strategies to more effectively apply SRS 4.3 in your online course.

As online learning practitioners, we spend time trying to figure out how to develop active learning within our courses. This session will showcase a variety of content samples that have been implemented to foster student-to-content interaction.

Classrooms continue to become more diverse. Students at all academic levels enter the classroom with various, unique needs. How do we ensure that students can participate? That all students are represented in the course? That everyone's needs are met? By designing courses with the Inclusive Pedagogy (IP) framework, faculty, and instructional designers can create courses that support and provide equity for all learners and fulfill QM standards.

By designing courses with the Inclusive Pedagogy (IP) framework, we can create courses that support and provide equity for all learners and fulfill QM standards. Through three short activities, participants will see the "research in action" and how the IP framework impacts student success.

The Teaching & Learning unit at a large private research university conducted an internal review of five online foundation courses in the business school’s flex MBA program. The study revealed a framework for conducting internal QM reviews useful to other institutions seeking to improve their online course development and revision processes. Workshop participants will learn how to use this framework to conduct dialogic, collaborative internal reviews that result in course improvements and context-specific recommendations.

The Teaching & Learning unit at a large private research university conducted an internal review of five online foundation courses in the business school’s flex MBA program. The study revealed a framework for conducting internal QM reviews useful to other institutions seeking to improve their online course development and revision processes. Workshop participants will learn how to use this framework to conduct dialogic, collaborative internal reviews that result in course improvements and context-specific recommendations.

Is storytelling an artform that can enhance an instructional designer’s toolbox? Or is storytelling a competency that can inform course design? We’ll look at elements and applications of storytelling in education and discuss ways that it can improve our ability to build quality courses.

Navigating the University of Indianapolis School of Nursing’s Online RN-BSN & MSN Programs from QM Infancy to Continuous Improvement and Beyond

The Online Training Tools for Cloud Community College site was created so teachers and staff at the college could easily access training information regarding Canvas, basic technologies and student help. It has accomplished those goals and has provided a springboard to launch staff and student email newsletters, giving the faculty college information, and upgrading the college’s technological abilities. This presentation describes the objectives of the site and  ways that a site such as this can benefit any program. 

Changing culture isn't easy, but changing one within higher ed can seem impossible. Join leaders from MSU Denver as we share our award-winning, adaptive approach to managing course design. This QM-informed, tokenomics-inspired framework has changed our culture, and it can change yours too.

An important component of facilitating learning is the development of clearly measurable rubrics that assist the learner to understand what s/he will need to be able to demonstrate and accomplish to achieve the specific learning outcomes related to a given assignment or deliverable. In higher level learning opportunities (high school, college, university, and corporate), many assignments and learning activities are related to more than one learning outcome.

Ringmasters share their backyard training practices for preparing your stars (course representatives) and their acts (courses) for the haul toward a successful QM Review.

Ringmasters share their backyard training practices for preparing your stars (course representatives) and their acts (courses) for the haul toward a successful QM Review.

Discover the hidden gems of distance ed with the Teaching & Learning Book of Secrets, a collection of insights from 11 experts with decades of experience and research. Join us to discuss strategies to foster collaboration, ensure quality, enhance efficacy, and leverage relationships. Learn how to transform online classrooms and entire institutions.

Increased online course enrollment has led to the incorporation of academic coaches as members of an instructional support team. This presentation will disseminate research findings related to this team approach. The session will conclude with group discussions using result-based case studies.

We are revolutionizing professional development for part time faculty! Come see how we transformed a 32 week program, specific to our part time faculty, to shortened terms of  8 weeks.  We achieved a 70% increase in completions and improved learner success.

Faculty and instructional designers who are new to Quality Matters often feel unsure or intimidated by the process of QM professional development, which leads to QM roles. I remember feeling lost when I was first introduced to QM several years ago. During last year's QM Connect conference, I was approached by several people with questions on how to become a Master Reviewer. Join this session for some answers about your peers' QM professional development journey.