2015 Annual Conference

As a new kid on the block, our Canadian College has adapted QM for its approach to continuous improvement of online and hybrid (blended) courses. Having learned from our successes and challenges, we will share key takeaways for promoting and creating buy-in for the initiative, and tailoring the measurement of rubric standards to meet the needs of your institution.

Sneak quality assurance into faculty development to help instructors design quality courses even before deciding to teach online. Ensure quality through consistent exposure to LMS templates and workshops infused with QM principles, while avoiding a prescriptive approach to course design.

The University of Texas Rio Grande Valley (UTRGV) Center for Online Learning, Teaching and Technology has developed and implemented a gamification framework, which applies best practices and Quality Matters principles to their online and hybrid courses. The framework provides a means of using such items for storytelling, achievements for badges, and clever application of adaptive release within learning modules. Join us to learn how to apply game thinking, game elements, and game mechanics into non-game environments.

Our job is to meet or exceed consumer demand. To provide learners a well-designed product that supplies "more bang for their buck." We must aim our focus toward the learner. Learners today expect more than they did a few years ago. There weren't as many options in the past. The demands of learners and course design are continually changing. If we do not meet learners' needs, they will be lost -- to competition or to complacency. This session examines innovative ways to improve these areas of demand: Course Navigation, Interaction, Content, Calendar, Support.

Telling the story of two courses (one developed in accordance with QM standards and one which was not) we will see how the online standards can improve student preparedness and attitudes, instructor confidence (and sanity), and coordination across multiple sections of the same course.

This session will discuss the design and development of an internal course review process. Faculty members from across campus were invited to participate in the project, which reviewed three different course review models. The process, the three review models, final recommendations, and next steps for an internal course review will be shared.

Full Description

"Completing the Course Map is 90% of designing a course. Once that's done, the rest of designing the course falls into place much less stressfully. "

                                            Faculty professional development participant