Excellence in Online Courses and Programs: Moving Quality Forward at Your Institution

Concurrent Session 5

Session Materials

Brief Abstract

Quality checklists/scorecards provide a strategic resource for any higher education institution committed to excellence in online courses or programs. The purpose of this express workshop is to provide customizable checklists, rubrics, planning guides, and evaluations from which to choose for outlining an implementation plan for your unique role and institutional operations.  

Presenters

Lead Presenter: Amanda Major, University of Central Florida

Amanda Major, Ed.D., CPLP, PMP enjoys contributing to instructional design initiatives and leading projects to enhance online higher education. Dr. Major has experience delivering results in a variety of learner-focused and client-oriented environments. Prior to arriving at UCF as an instructional designer Amanda taught online courses, oversaw online program management, participated in strategic planning efforts, developed policies, offered instructional design assistance, and improved business processes to contribute to quality online programs at a large, public, research-intensive University. Actively contributing to the field of online learning, she has presented at national and international conferences and has peer-reviewed publications about organizational development, as well as e-learning operations and projects in higher education. Dr. Major holds a Project Management Professional certification from the Project Management Institution (PMI) and a Certified Professional in Learning and Performance certification from the Association for Talent Development (ATD). Additionally, she has earned certifications from the Online Learning Consortium and Quality Matters focused specifically on online learning in higher education. Her academic credentials include an Ed.D. in educational leadership, policy and law; an M.A. in industrial organizational psychology; and a B.A. in interdisciplinary studies with a concentration in social psychological issues.

Co-presenter: Charlotte Jones-Roberts, University of Central Florida

Charlotte Jones-Roberts, M.A., is an Instructional Designer at the University of Central Florida.

Co-presenter: Corrinne Stull, University of Central Florida

Corrinne Stull is an Instructional Designer at the University of Central Florida’s Center for Distributed Learning (CDL). Corrinne holds a B.A. in Digital Media with a focus on Web Design and previously worked in web development. Her interest in combining technology and education to design and create online learning experiences led her to pursue an M.A. in Instructional Design & Technology, focusing on Instructional Systems. In her current role, Corrinne specializes in personalized adaptive learning software and strategies. Other research interests include online course accessibility, active learning strategies, quality in online courses, and the use of OER materials. Additionally, Corrinne is the coordinator of CDL's Faculty Seminars in Online Teaching, standalone seminars offered periodically for collegial dialogue around best practices in online teaching.

Co-presenter: Nancy Swenson, University of Central Florida

Nancy Swenson has a MA degree in Educational Technology from the University of Central Florida. She has a B.S from Florida International University in Business Education. Nancy has worked at the Center for Distributed Learning at UCF as an Instructional Designer since 2000. Prior to working at UCF, she taught business education classes in the public school system for 13 years. She has also worked as an adjunct with Florida Virtual School, Valencia Community College, and the University of Central Florida. Her online teaching and learning research interests include adult learning theory, accessibility of online education, and universal design for learning. Nancy has presented on similar topics at a variety of conferences including: EDUCAUSE, EDUCAUSE Southeast, SLOAN-Consortium International Conference on Online Learning, EDUCAUSE Learning Initiative (ELI) Webinar, and Assistive Technology Industry Association (ATIA) Annual Conference, and Accessing Higher Ground, Annual International Technology and Persons with Disabilities Conference (CSUN)

Extended Abstract

Whether you are an administrator determining the resources and enhancements necessary to improve quality in your program or unit, an instructional designer enhancing courses, or a quality enthusiast, you will definitely want to participate in this strategic workshop focused on implementing quality. Outcomes of quality efforts provide accreditation documentation, a planning mechanism, a framework for strategic planning, and evaluation methods, as well as a mechanism for continuously improving courses and programs through reviews.

This express workshop will guide participants to consider the elements of checklists, rubrics, planning guides, and evaluation standards to enhance the quality of online/hybrid courses and programs, as well as operations. Facilitators present a brief summary of each of the checklists/scorecards listed on the TOPKit.org adoptable, adaptable, interactive resource. Participants can expect to engage in the following activities:

  • Identify methods for using assessments (checklists, rubrics, planning guides, and evaluation).

  • Evaluate whether the assessment would meet your needs.

  • Choose among any customizable combination of assessment resources to meet your individual or institution’s needs.

  • Identify your influence with stakeholders to move quality forward at your institution.

  • Identify the organizational behavior to best operationalize quality efforts at your institution.

  • Identify the predominant phase for implementing your selected quality assessment to identify next steps.

  • Discuss your institution’s current implementation of assessments as compared to other institutions.

  • Sketch some action items and prioritize based on the context of your unique higher education institution.

  • Discuss key considerations for successfully instituting your selected quality assessment.

  • Prioritize or revise your action plan accordingly.

Based on participants’ unique role and institution, they will select a checklists/scorecards, choose a strategy for using it, and imagine instituting this to enhance quality of a course, distance education functional unit, or online program(s), culminating with the creation of an action plan for moving quality forward at their institutions.