The revised Universal Design for Learning (UDL) Guidelines 3.0, released in July 2024, focus on addressing biases that are structured into course designs. This session summarizes some of the key revisions to the UDL framework and provides participants with the opportunity to discuss and experiment with how UDL prompts can enhance and deepen our interpretation of how to apply QM SRSs within course design to build inclusive, equitable, and learner-centered course experiences.
Integrating RSI into online course design and delivery brings meaningful engagement between instructors and students which aids in student success and is vital to meeting compliance requirements. Participants will: gain a clear definition of RSI; discover actionable strategies to integrate RSI principles seamlessly into course components; and create a design plan for integrating RSI into existing online courses or when designing new courses.
We invite you into our journey in igniting our faculty to complete the APPQMR and how it impacted the learners of those that did. It is a full overview of incentivizing and being pragmatic with resistance; providing faculty the ultimate incentive of learner success. Participants will be better equip to develop their faculty through the APPQMR.
The session will teach participants how to use generative AI in a scaffolding manner to assist them to craft content alignment from the overall topic level down to a deeper dive into lesson creation. This skill is important because of the increasing workload demand of education professionals who need to know how to use emerging technologies in smart and efficient ways.
The transition from a traditional faculty role in higher education to a dynamic career in e-Learning. Drawing from personal experiences and lessons learned, the presentation aims to provide valuable tips, strategies, and practical guidance for faculty members and educators looking to pivot into a career in the e-Learning space. By sharing these insights, the presenter will empower attendees who are thinking about or have transitioned into a career in e-Learning in higher education.
The CHLOE Report offers insights from Chief Online Learning Officers at U.S. higher ed institutions on technology integration, online staffing, faculty development, and online student support. This session will provide strategies for making the data actionable by using CHLOE as a catalyst for deeper conversations around institution goals, planning, and strategy for quality online learning -- especially with senior leaders -- whether you're an administrator, faculty, or online staff.
Does your institution need Quality Matters (QM) buy-in? If so, follow the leaders! This session focuses on activating a community of practice (CoP) that are faculty leaders who assist with QM implementation and quality assurance.
Are you new to QM? Do you teach content that promotes impactful student conversations but are unsure how to design online meaningful engagement that you have with your f2f courses? We answered yes to these questions and then asked ourselves, "Can we use QM to make this part of the course better?”We faced some challenges, but here we are... QM certified and ready to share our experiences about promoting participant engagement in conversations about complex social topics.
Alamo Colleges Online has undertaken significant efforts to ensure quality in online course design. This proposal highlights our initiatives over the past four years, including faculty training, course certifications, district policy updates and enhancements, and the implementation of AI technology to enhance efficiency. Attendees will learn about our strategies, the importance of faculty engagement, and the innovative use of AI to scale our quality assurance processes.
In this session, participants will gain hands-on familiarity with an innovative program assessment process that has been shown to be effective for implementing meaningful, iterative assessment and in building faculty buy-in for assessment in large, multi-campus, online programs. Participants will leave the session with specific ideas for improving quality assurance processes at their institutions and for making assessment more engaging for faculty.
