Let’s talk about Quality: Time, Dime, or Badge.
Concurrent Session 8
How do you ensure quality courses when you cannot mandate course design? What motivates faculty participation: time, money, digital badges, or something else. Let’s have a conversation about what has or has not worked at your institution as you address the issue of quality in your online programs.
Identifying and acknowledging quality, while not a new trend, has received more attention lately as intuitions look for ways to measure effectiveness and equivalency of online courses. There are a number of nationally recognized tools and rubrics for measuring quality, such as Quality Matters and the OLC Quality Scorecard. Regardless of the tools and processes employed, ultimately you need faculty buy-in to make a quality initiative successful. How do you ensure quality courses when you cannot mandate course design? What motivates participation: time, money, digital badges, or some combination of incentives. In this session, the presenters will share what their institution is attempting to do with its quality course initiative and facilitate a discussion with the attending participates about what has, has not, might, or might not work at their institution as they address the issue of quality online programs. A sample of questions posed during the session include:
- What incentives motivate your faculty to rethink their course delivery; to voluntarily put their course through a quality review?
- Do you pay faculty to redesign their courses to ‘quality’ standards? Does the amount of money matter?
- Do you provide faculty release time to update courses? How much time?
- Would faculty prefer someone else design their course to meet quality requirements?
- Would a digital badge identifying “quality” courses be appreciated, useful, desirable?