Tuesday, July 6
5:00 PM-6:30 PM
EDT
Room 7

From Emergency Remote Instruction to Quality Online Education and Digital Learning: A Practical Checklist and Course Design Guide

Workshop (Live Presentation) ID: 58852
  1. aaa
    Yaping Gao
    Quality Matters, US
  2. aaa
    Fernando Senior
    Quality Matters, Latin America and the Caribbean

Abstract: Due to the disruptive impact of the ongoing COVID-19 pandemic worldwide, institutions are making big investments to offer online/blended/digital learning in different formats to meet the needs of an increasingly diverse student population. What resources are available to help faculty ensure that students are achieving the desired learning outcomes during remote instruction? What checklists, guidelines, recommendations, standards, and best practices can be used by faculty and instructional support staff to pivot from remote instruction to quality online education and digital learning? Participates in this workshop will be engaged to review, exam, and reflect on 1) a USA-based research-supported quality assurance system adopted by over 1500 institutions in 28 countries globally, 2) an Emergency Remote Instruction Checklist, a tiered list of considerations, tips, and actionable strategies to enact during an institutional move to emergency remote instruction of classroom-based classes, 3) a Bridge to Quality Online Course Design Guide, a phased, iterative approach to be best applied during a multi-week period set aside for online or hybrid course design. The workshop will conclude with reflection from participates on what strategies and resources are needed and available to ensure quality teaching and learning at their own institutions and help their students succeed in the digital learning environments.

Objectives

After the workshop, participants will be able to: ● Describe key steps and considerations to ensure the continuity of remote instruction during the ongoing pandemic ● Identify and use recommended actions and priority tips from an “Emergency Remote Instruction Checklist” to improve remote instruction ● Articulate the difference between remote instruction and quality digital learning and importance of applying research-based standards to course design ● Describe the major phases in designing quality online or hybrid courses ● Identify and use recommended design steps from a “Bridge to Quality: A Course Design Guide” to ensure quality course design for digital learning environments ● Identify resources and training needed to improve the quality of online education or digital learning at one’s own institution

Topical Outline

● Part I – Introduction of a research-supported quality assurance system o Quality standards to guide the design, development, and review of online, blended, and e-learning courses o Professional development pathways for faculty, support staff, and administrators based on their roles at institutions o Course and program review and certification as evidence of commitment to quality online education and digital learning ● Part II – Examination of Emergency Remote Instruction Checklist o Step 1 - Set students up for success by quickly preparing the digital learning environment o Step 2 - Continue to ease the transition and build student confidence by establishing teaching presence and providing guidance and engagement opportunities o Step 3 - Develop additional components for the remote course to enhance the learning experience ● Part III – Examination of Bridge to Quality Online Course Design Guide o Phase 1: Align - Begin with foundational design: measurable learning objectives, aligned assessments, activities, materials, and technology o Phase 2: Engage - Focus on designing activities, content, and technology to elevate presence, interaction and engagement o Phase 3: Connect - Connect all course components by organizing content into modules and/or units to help students succeed.

Prerequisites

None It's suited to ALL experience levels

Experience Level

Intermediate

Qualifications

With a doctoral degree in curriculum and instruction and concentration on instructional design and educational technology, Dr Gao has over 25 years’ experience in higher education, both in China and USA, as faculty, instructional designer, LMS manager, and online education administrator. Dr Gao believes quality course and program design supported by research and institutional resources facilitates effective instruction, promotes student engagement and active learning, lays the foundation for student success, and supports institutional accreditation process and advancement. Since the COVID-19 started, Dr Gao has been invited to give keynotes, featured speeches, presentations, webinars, workshops for higher education communities in many countries on topics relating to remote instruction, online education, digital learning, academic integrity, best practices in assessments, and quality assurance, among others. In her current position as Senior Academic Director of Member Services and Partnerships at Quality Matters (QM), USA, Dr. Gao leads and oversees QM’s member services, external collaborations and international partnerships.

Topic

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