Conference Presentations

Using principles from graphic design, UDL and QM Standard 8, best practices for using color, contrast, fonts, and text styles in online courses will be introduced. The psychology of color and font usage will be discussed. The benefits of visual best practices for accessibility and inclusion will be demonstrated. Activities will include analyzing colors and contrast, evaluating the layout of visual content on print and web pages, and examples of how visual elements are utilized by screen reading applications.

In this session, an Instructional Designer from Columbia University will lead discussion and activities on how designers and faculty might use visualization to make alignments more explicit within a course.

An online course is just a web page with information on a particular subject. NOT. An online course is a self-paced tutorial. NOT. Teaching online is the same as teaching in a face-2-face environment. NOT. We will share our keys to a successful Online Teaching Certification Course, including some conversations with instructors who are preparing to teach online, and tips from our seasoned instructors on their best practices for online teaching.

The Diversity, Equity, & Inclusion Course Audit rubric was developed to identify areas of strength and areas of opportunity to create a more inclusive curriculum particularly for those from the historically marginalized communities we serve. In this presentation, we will discuss the application of the DEI Course Audit rubric to curriculum.

In this   session, we’ll discuss how creating an alignment chart that maps out   standards and learning objectives to instructional content and assessments   will actually make personalizing content more manageable. Come discover the   benefits of alignment and increase your flexibility as a designer and   teacher. 

Have you ever wondered just how flexible you can be when you have specific standards to teach? Have you felt stuck in the rigidity of standards? If so, this session is for you. In this session, we’ll discuss how creating an alignment chart that maps out standards and learning objectives before creating instructional content and assessments will actually make personalizing content more manageable. Come discover the benefits of alignment and increase your flexibility as a designer and teacher.

We value your input! Come prepared to discuss the future of Quality Matters in Washington State. All Washington folks are invited to attend.

One of the great debates that Professors/Instructors have is whether or not to incorporate a group assessment. Many concerns exist related to collaborative activities, but there is research to suggest that student to student interaction is beneficial to student learning outcomes. In fact, alongside the QM Rubric which has a category of learning interaction/engagement, our presentation will also include up to date research revolving around Social Learning theory.

One of the great debates that Professors/Instructors have is whether or not to incorporate a group assessment. Many concerns exist related to collaborative activities, but there is research to suggest that student to student interaction is beneficial to student learning outcomes. In fact, alongside the QM rubric which has a category of learning interaction/engagement, our presentation will also include up to date research revolving around Social Learning theory.

One of the great debates that Professors/Instructors have is whether or not to incorporate a group assessment. Many concerns exist related to collaborative activities, but there is research to suggest that student to student interaction is beneficial to student learning outcomes. In fact, alongside the QM Rubric which has a category of learning interaction/engagement, our presentation will also include up to date research revolving around Social Learning theory.

Moving faculty from teaching in a traditional classroom to teaching online can be a difficult task. Uncovering factors that influence participation in professional development designed to support quality online course development can provide valuable insight. This session will share research results concerning factors impacting faculty participation in Quality Matters professional development at a midwest teaching university.

Ever wonder who is behind all that robust feedback that comes from an official course review? They’re teachers just like you! Learn what it’s like to be a QM-Certified Reviewer, and about new opportunities for you to get involved, and give back to the community!

Orientation is a quintessential moment for residential students heading off to college. But what about online learners? Join us for a lively discussion-focused presentation and test drive some of our flexible, scaffolded orientation experiences. (Bring your own device!)

Are you hungry for course alignment? In this session, you'll practice the fundamental process of designing an aligned course from "scratch." Using the tools created by the USI Instructional Designer team as your main ingredient, you will end up with a delicious course recipe.

Connection, community, support, and inclusion are critical to establishing a foundation for learning. Cultivating a sense of belonging is crucial for this foundation. We will talk about the science and research behind sense of belonging and its connection to learning and mental health and wellbeing. The panel will also specifically talk about how fostering a sense of belonging is vitally important within digital learning environment not only for your learners but also for yourself as an educator.

With growing concerns about student wellbeing in higher education, this session provides an overview of trauma-informed pedagogy and its application to teaching and learning. Specific classroom strategies and technologies addressing toxic stress/promoting self-care for students will be highlighted.

Online learning was once viewed as an educational “alternative”- but attitudes may be shifting. Are there benefits to online learning that exceed face-to-face courses? This poster shares results from a qualitative study with online instructors who discussed perceptions of the benefits unique to learning online. The analysis includes ways in which instructors’ perceptions varied based on years of teaching experience. Results provide insights for faculty development and course design.

The purpose of the present study is to understand faculty, student, and administrator perceptions of quality in distance education courses. Our research question was: What is the meaning of "quality" in an online course to administrators, faculty, and students? Qualitative data revealed the top 7 quality features and the discrepancies among the rankings of the 7 quality features among faculty, students, and administrators.

We will consider if the “special sauce” of a college experience lies in a sense of belonging or involvement in extra- and co-curricular activities. Are these adequately being extended to online students? Participants will consider how to create equitable opportunities in the online setting.