Panel Presentation What's It Like to Use QM on Campus? A Panel Discussion

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1 Desmond McCaffrey, Associate Director, UConn ecampus, of Connecticut Karyn Holt, Associate Professor, Drexel Panel Presentation What's It Like to Use QM on Campus? A Panel Discussion Various institutional factors, including size, research status, private/public, faculty and mission, affect QM implementation. Instructional designers, media developers, curriculum support specialists, and other staff have important roles to play. Member institutions can adapt and customize QM to their unique needs. This rich patchwork of practice and experience have fostered a willingness to experiment and enthusiasm in the QM community. You'll get insight into these experiences among institutions. The panel will address questions from participants concerning QM adoption, implementation and improvement. Mary Jane Clerkin, Faculty, English and Liberal Arts, Berkeley College Engaging Busy Students in Today's World This session will provide a quick, convenient way for students to engage frequently with their content, with their professors and with each other using various forms of interaction without the restrictions of time or place and allowing for a high degree of student interaction in the course.

2 Fran Cornelius, Professor and Chair, College of Nursing and Health Professions, Drexel Diane DePew, Assistant Professor, College of Nursing and Health Professions, Drexel Meeting Standard 5 Through Structured Learning Challenges This presentation introduces a tool to meet Standard 5. This approach uses online simulation to enhance student learning and provides opportunities for interaction to support active learning. Faculty can conduct authentic assessment of students' mastery of the stated learning objectives. Diane DePew, Assistant Professor, College of Nursing and Health Professions, Drexel Scaffolding Measurable Objectives This session provides participants with tools to review their own objectives from the course level through to the activity level. Whether you are building up or building down, the components and process to create measurable objectives remain the same.

3 David Des Armier, Jr., Instructional Designer, of Connecticut, Storrs Jennifer Parker, Instructional Designer, of Connecticut, Storrs UConn's QM Recipe: A Pinch Here and Dollop There Are you looking for ideas to enhance your institution's QM recipe? Then come participate in our recipe swap! We will discuss UConn's QM recipe by sharing our tools, processes and strategies for online course development. We will also facilitate a QM recipe swap to discuss and share ideas. Matt Dingo, Instructional Technologist II, Ohio Dan Harper, Assistant Dean of the College of Fine Arts Facilities and IT, Ohio Models of QM Implementation The Arts in the Age of Online Reproduction This presentation will outline the six month process of developing and implementing the College of Fine Art's strategy for an economically viable distance learning program in the arts utilizing an instructional technologist and Quality Matters standards as guides to success.

4 Cindy Hart, Director, West Virginia Karen Donovan, Associate Dean, West Virginia Elizabeth Vitullo, Assistant Dean, West Virginia Case Experiences: Challenges, Successes and Lessons Learned Through the Looking Glass: Examining QM Through Different Lenses in the Development of an Online EMBA A case study of online program development and implementation of the QM process from inception to review is presented. The importance of leveraging university, college and faculty support at all stages of development, delivery and review are specifically addressed. Victoria Hutchinson, Professor of Dance, Director of Dance Program, Salisbury Three QM Standards That Make Future Teachers Think in a Blended Pedagogy Course Future dance teachers are often lost when textbook approaches break down in their practicum teaching. In response to the "learning vs. thinking" question, an approach for discussion called "Process Journey" was developed with a synthesis of ideas to meet QM standards that make students think.

5 Deb Adair, Managing Director and Chief Planning Officer, Quality Matters QM focused Research The Impact of QM: What we Intend, What we Know, and How You Can Help Quality Matters standards reflect what is known from learning science research and evidence based practices. What remains to be explored is the impact of the application of QM processes for assurance, improvement, and benchmarking on students, faculty, and institutions. This session will discuss frameworks for evaluating impact, what we know from QM research as QM institutions broaden and deepen their implementations, and how you can participate in this research agenda at your own institution. Denise Kreiger, Instructional Design and Technology Specialist, Rutgers, School of Communication and Information Mary Chayko, Teaching Professor and Director of Undergraduate Interdisciplinary Studies, Rutgers, School of Communication and Information How Can Educators Improve Course Quality and Learner Outcomes? It's in the Design Starting with Course Alignment! The presenters collaborated to design/develop a new hybrid course, "Digital Technology and Disruptive Change." They will discuss the course design process that focuses on course alignment (QM standards 2 6) and a hybrid model that can be used for broader applications in diverse disciplines.

6 Ray Lum, Associate Professor, Drexel Shannon Marquez, Associate Professor, Drexel Sabrina Devose, Academic Coordinator, Drexel Case Experiences: Challenges, Successes and Lessons Learned Leveraging the CPE Rubric to Strengthen the Evaluation Component of a Training Grant The Opening Doors Program's application of QM's Continuing and Professional Education (CPE) Rubric plays a critical role in the evaluation component of training grants. The clear alignment of activities, outcomes and competencies increases the opportunity for grant renewal and funding. Ray Lum, Associate Professor, Drexel Kimberly Stott, Assistant Vice President, Academic Partnerships, Drexel Ken Mawritz, Professor and Program Director, Drexel Building Competencies for Online Education: QM Professional Development Integrating QM into Graduate Teaching Assistant Training for Online Teaching The Social Presencing Theater and Non Verbal Communication in a Virtual Space The OLC's purpose is to improve and enhance the academic experience at the university through innovative teaching approaches, collaborative course reviews, and professional development based on QM standards. These skills are relevant to the 2,000 graduate teaching assistants. In the past, achieving desired learning outcomes associated with 21st century leadership approaches required F2F interaction. This presentation includes an interactive experiential activity, "The Field Dance," to demonstrate an approach to meet Standards 5 and 6 while engaging students.

7 Deb Adair, Managing Director and Chief Planning Officer, Quality Matters Brenda Boyd, Director, Professional Development and Consulting, Quality Matters QM focused Research Faculty as Student: The Semantic Analysis of Feedback from QM Workshops As a pilot study for a national research project, QM has collected realtime feedback in QM professional development workshops for analysis and comparison to. DropThought, Inc. s tools collected participant feedback and coded it using semantic analysis technology to assess affect and how the feedback provided throughout the workshops was related to the QM General Standards. The results will serve to calibrate the analysis engine for future studies and will also provide insight on participant experience in QM s own courses and how these are related to the QM General Standards. Michelle McClave, Associate Professor, Morehead State Jodi Myers, Assistant Professor, Morehead State Building Competencies for Online Education: QM Professional Development Use of QM in the Faculty Mentor Mentee Relationship This session will provide an exemplar for those interested in mentoring of novice online educators using the QM Higher Education Rubric as the guiding framework. The perspective of both the mentor (a seasoned online educator) and mentee (a novice educator) will be provided in this discussion.

8 Diane Menago, Assistant Professor of Counseling Psychology, Holy Family Unviersity Stacy McDonald, Associate Profesor of Psychology, Holy Family Case Experiences: Challenges, Successes and Lessons Learned 5 Techniques for Creating Online and Blended Courses This presentation will share five techniques for creating courses that address QM standards learned from the trials and errors of designing blended and on line courses; the do's and dont's, improving course quality through creative ways to engage students and improving learner outcomes through novel course materials Brad Prince, Professor of MIS, of West Georgia Stephanie Taitano, West Chester Closed Captions Made Easy Tweet2Learn: 10 Ways Teachers Tame Twitter This session supports Standard 8.3 which states, "the course provides alternative means of access to course materials in formats that meet the needs of diverse learners." Attendees will be exposed to tools and methods of creating closed captions for videos to meet this standard. Is Twitter a senseless sphere of hash tagged nonsense? Maybe. But I will propose ten specific strategies for implementing Twitter as an instructional tool which, especially when combined with other social media and web tools, can have a profound influence on learning.

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