Conference Presentations

CAST UDL Guidelines recommend providing multiple means of engagement to develop learners who are purposeful and motivated, and therefore successful in their learning pursuits. Join this active learning session to discover and map the connection between UDL checkpoints in the affective domain and QM Review Standards and then develop a UDL strategy for designing and delivering engaging learning environments that through this alignment implement numerous QM Review Standards.

In this workshop, an instructor and a librarian working as team teachers will demonstrate how they designed a Hybrid Business Communication course to meet QM Specific standards 2 and 5.  Library Literacy Skills are highlighted in the research portion of the course.  Session participants will be able to apply the tenets of hybrid course design to any course that they are creating.  In addition, standards 2 and 5 will be spotlighted and defined.  An explanation will be shared to help improve course design as a hybrid blended course.

Did you know you can meet 10 of the 43 QM standards with little to no work on your end? Our office collaborated with other stakeholders in online education at Indiana University to develop a syllabus template you can adapt and use for your courses. Not only does this template help you meet 10 QM standards, it's also accessible for all students. Come find out how you can use this template to make your online course design a little simpler.

Brief catalog description:

This innovative Web-based teaching approach uses online simulation to enhance student learning—linking learning experiences from the real situations to the online classroom while actively engaging students in problem solving.  This strategy provides opportunities for interaction that support active learning. Faculty members, in turn, are able to conduct authentic assessment of students’ mastery of the stated learning objectives. 

Brief catalog description: This innovative Web-based teaching approach uses online simulation to enhance student learning—linking learning experiences from the real situations to the online classroom while actively engaging students in problem solving. This strategy provides opportunities for interaction that support active learning. Faculty members, in turn, are able to conduct authentic assessment of students’ mastery of the stated learning objectives.

Objectives

After a few false starts in defining a new process for designing courses, a QM Coordinator at a K-12 virtual school will discuss with participants how to utilize QM to improve all parts of the course design and revision process. 

Join us to hear about how the ASU RN-BSN faculty used the QM rubric as a framework to implement a complete curriculum change in about six months and changed the college's culture in the process.

Looking for new ways to promote quality assurance on your campus? Join me for this fast-paced exchange of marketing ideas and you'll leave with a list of easy, creative, and inexpensive ideas for promoting quality assurance and QM on your campus.

OUR MISSION: design an online, simulation-based, senior capstone business strategy course, GOT ANTACIDS? Witness
how the strategic use of interactions can make the online learning experience successful and extremely engaging for
learners and instructors.

The mission: design and develop a course template that models QM Standards, supports student success, and offers practical capacity building models for faculty. If you choose to accept: discover the template design challenges and tips for success.

"Mix It Up!" will be a real time blended presentation demonstrating the combination of emerging technologies that can be used to provide professional development (PD) for faculty teaching blended and online courses meeting many expectations of the Quality Matters framework. Tools for sharing content for online learning that are engaging and interactive will be shared as well as our successes, challenges, and lessons learned from using the tools.

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!

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