Successful LMS transition requires implementing course tools and design best practices. Incentivizing faculty to attend training and integrate skills into course shells is meaningful. Faculty members attended training and obtained badges with a 75% acceptance rate. This session focuses on identifying the benefits of badges to promote an LMS transition, showing how an assessment guide can serve as badge metadata, and examines the design approach used to develop a QM-based LMS transition training.
Oregon State University College of Engineering and Ecampus have partnered to establish the Center for Research in Online Engineering Education, which conducts research projects on online engineering education and provides seed grants for SoTL research related to online engineering courses. The partnership has funded four research projects in its first two years and may result in the creation of tenure-track positions in computing and engineering education in the College of Engineering.
The Student Experience Project identified seven learning conditions correlated to student retention and success, notably for historically-underrerpresented learners. These conditions include belonging certainty, identity safety, institutional growth mindset, and self-efficacy. Each is linked to pedagogical interventions that quantifiably raise retention and success. Data indicates that combining QM standards with SEP strategies has greater impact for online learners than for F2F courses.
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.
All too often, online course quality is determined by a course’s compliance with industry standards rather than consultation with actual students. In this presentation, we share a case study of student-driven quality assurance practices recently developed in a University Center for Assessment, Teaching, and Technology. Attendees will leave the session inspired to create their own student-driven quality assurance practices at their respective institutions.
Join us as we unravel the challenges obstructing effective online learning and introduce a transformative solution. Discover integrated strategies that prioritize learner wellness. Engage with the foundations that inform our comprehensive design. Prepare to be enlightened by the compelling results, which reveal enhanced self-awareness, affective regulation, and coping mechanisms. It's an opportunity to participate in meaningful change that you won't want to miss!
Are students actively engaged in your online course? Does your course encourage organic conversations driven by the students? This session is grounded in research that will include open discussion of strategies to integrate experiential learning communities into the course design.
Would you like to learn strategies to empower your student’s agency in your course? This session will discuss how voice and choice strategies were integrated in online environments to promote learner agency.
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.
Creating quality courses for online learning can be a challenge. The University of Wisconsin Oshkosh is offering a professional development opportunity called “Quality Courses by Design”. How does one get instructors to share with each other on course design? By being students in an online course and sharing their lived experiences on teaching!
