Master Reviewers and Facilitators, have you ever heard questions like these? How much is enough to pass a standard? How many items from the annotations should they have?How do you know that it’s 85%? While facilitating QM Applying the Rubric workshops and chairing reviews, I find that participants and reviewers alike can be challenged when it comes to determining if individual Standards are met.
Three years into our Online Teaching Fellows program, we were asked this question: Is it working? After an awkward silence and some shuffling of papers, we realized that we had been spending too much time assuming that it was working and not enough time assessing it. This session will introduce our assessment process and facilitate a discussion on how best to start meaningful assessment of a QM-centered professional development program.
QM is an excellent tool for assisting institutions with meeting regional accreditation requirements associated with online and hybrid learning. However, implementation of QM on a campus runs much more smoothly if faculty collaborate with staff and administrators on selection of the Rubric and on campus-wide adoption. This session reviews strategies for introducing the Rubric to faculty and discusses how faculty can be best utilized during the implementation process.
Everyone agrees that quality course design is a good thing, and administration is supportive of QM as a process and rubric, but no one is mandating adherence to the process or standards. Now what? How do you get faculty interested and involved? This presentation covers the subtle and not so subtle ways which have worked for one institution.
The attached document was saved as PDF/A. If you have any difficulty accessing it, please feel free to contact the presenter directly for a copy.
Explore the "under the hood" design features of the Introduction to Online Teaching Using Moodle course to help make the design process transparent.
This course provides faculty members the opportunity to be students in an online course, create their own course as they work through the modules, and see QM standards and alignment in practice. In this session you will be able to access the course and explore as we discuss the three areas driving the design of the course: QM, Moodle How-To, and Authentic Learning.
A study that explores strategies to better meet the needs of university students participating in blended/hybrid courses will be presented and discussed. In this study, feedback from students on the challenges of participating in blended/hybrid courses was put into practice in 12 blended courses. Implications for blended course design and instruction will be explored with suggestions for some simple strategies to enhance the blended/hybrid course experience for all students.
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!
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.
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.
My presentation will be in prezi.
Survey participants were asked to align the Quality Matters (QM) higher education rubric standards with the seven (7) principles for good practice in undergraduate education developed by Chickering and Gamson (1987). Participants reviewed the QM higher education rubric standards and categorized them into the seven (7) principles based on their perception and experience. The participants were faculty, instructional designers, online program coordinators, directors of centers for teaching and learning and other educational professionals.
Designing quality elearning courses is complex: there are many QM standards to address in addition to all the content outcomes, institutional requirements, and technology choices. How can faculty keep up with it all and not feel overwhelmed? To meet the needs of numerous adjuncts and our small college size, a common course shell was developed as a repository for sharing best practices, examples, tools, and recommended methods for meeting both QM and student success standards.
All Hands on Deck! QM Coordinator Jam Session
Besides student success and completion rates, what are the other areas in which QM has made an impact? What tools can extend the reach of QM's impact into the culture of an institution? How can you collect data using action research?
QM Tackles Competency Based-Learning
We will examine schematics on QM impact and determine how they can be applied.
We will provide tools (handouts) on various ways to examine QM impact
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