ELI and Quality Matters Online Seminar
Title: Online and Blended Learning: Institutional Case Studies on Implementing a Quality Assurance Program and Designing Research on Effective Practice
Date: March 10, 2014
Time: 1:00 p.m. ET (UTC-4) runs three hours; 10 am
Date: March 10, 2014
Time: 1:00 p.m. ET (UTC-4) runs three hours; 10 am
Summary
Quality Matters, https://www.qualitymatters.org/ (QM), a quality assurance program focused on continuous improvement of online and blended course design and professional development, has been in existence for over a decade and has made significant contributions to building quality in online and blended learning environments. During that time, positive results have emerged from the application of the QM rubric and the continuous improvement process, as evidenced in the literature and in case studies of effective QM institutional implementations. This seminar will review how institutions have used QM tools and methods, their results, and how they have measured its impact on student success. Following institutional case presentations, we’ll hear from several prominent national researchers in the area of online and blended learning environments and their suggestions on how institutions can apply research, where future research is needed, and how to design research for quality assurance initiatives.
Participants will come away from the seminar with
- Ideas about how they can demonstrate the efficacy of their blended/online learning implementations as a result of hearing how the panelists describe successful research of QM and quality assurance efforts;
- Examples of frameworks or approaches for measuring impact of blended/online programs;
- Ways to translate findings into best practices and applications that may serve their institutions; and
- Research on quality assurance in blended/online environments (based on panelist and attendee reflections/experience)
Quality Matters Institutional Cases
- University of the Rockies: Tina Parscal
- Texas A & M Central: Barb Altman
- University of the District of Columbia: Suzan Harkness
- University of Louisiana at Lafayette: Luke Dowden
Panelists: Online and Blended Learning Researchers
Thomas Reeves, Professor Emeritus, Learning, Design and Technology, University of Georgia
Thomas C. Reeves, Professor Emeritus of Learning, Design, and Technology at The University of Georgia, has designed and evaluated numerous interactive learning programs for education and training. In 2003, he received the AACE Fellowship Award and in 2010 he was made an ASCILITE Fellow. His books include Interactive Learning Systems Evaluation (with John Hedberg), a Guide to Authentic E-Learning (with Jan Herrington and Ron Oliver), and Conducting Educational Design Research (with Susan McKenney). His research interests include educational technology evaluation, authentic tasks for online/blended learning, educational design research, and educational technology in developing countries.
Thomas C. Reeves, Professor Emeritus of Learning, Design, and Technology at The University of Georgia, has designed and evaluated numerous interactive learning programs for education and training. In 2003, he received the AACE Fellowship Award and in 2010 he was made an ASCILITE Fellow. His books include Interactive Learning Systems Evaluation (with John Hedberg), a Guide to Authentic E-Learning (with Jan Herrington and Ron Oliver), and Conducting Educational Design Research (with Susan McKenney). His research interests include educational technology evaluation, authentic tasks for online/blended learning, educational design research, and educational technology in developing countries.
Melissa Burgess Layne, Director of Research Methodologies, APUS
Layne earned her doctoral degree in reading (digital literacies) from Sam Houston University in Huntsville, Texas and also holds a master’s in curriculum and instruction from University of Missouri in Columbia, Missouri. Layne’s research agenda includes topics on student retention, adaptive and personalized learning, multi‐user virtual environments, self‐paced instructional design and implementation, text analytics, informal learning, and quality assurance in online learning at the institutional, program and course levels. Her research has been recognized by several distance learning organizations including the National University Technology Network (NUTN), an d the Distance Learning Administration (DLA) organization. Layne also serves on the advisory council for the New Media Consortium, which is responsible for the annual world re‐known publication, The Horizon Report and also serves as Editor‐in‐Chief for the Internet Learning journal. Her work has been covered in well over 30 peer‐reviewed journal publications, 5 book chapters, 35 presentations and invited keynotes.
Layne earned her doctoral degree in reading (digital literacies) from Sam Houston University in Huntsville, Texas and also holds a master’s in curriculum and instruction from University of Missouri in Columbia, Missouri. Layne’s research agenda includes topics on student retention, adaptive and personalized learning, multi‐user virtual environments, self‐paced instructional design and implementation, text analytics, informal learning, and quality assurance in online learning at the institutional, program and course levels. Her research has been recognized by several distance learning organizations including the National University Technology Network (NUTN), an d the Distance Learning Administration (DLA) organization. Layne also serves on the advisory council for the New Media Consortium, which is responsible for the annual world re‐known publication, The Horizon Report and also serves as Editor‐in‐Chief for the Internet Learning journal. Her work has been covered in well over 30 peer‐reviewed journal publications, 5 book chapters, 35 presentations and invited keynotes.
Karen Swan, Professor, University of Illinois Springfield
Karen Swan is the Stukel Professor of Educational Leadership and Research Associate in the Center for Online Learning, Research and Service (COLRS) at the University of Illinois Springfield. Karen’s research has been in the general area of electronic media and learning. She has authored over 100 journal articles and book chapters, produced several hypermedia programs, and co-edited two books on educational technology topics, and has directed projects funded by the National Science Foundation, the US Department of Education and the New York City Board of Education, as well as several corporate foundations. Karen has been teaching online since 1997 and has been researching online learning almost as long. Her research in online learning has focused on learning effectiveness, interactivity, social presence and the development of online communities of inquiry, and she has published and presented on these topics extensively.
Karen Swan is the Stukel Professor of Educational Leadership and Research Associate in the Center for Online Learning, Research and Service (COLRS) at the University of Illinois Springfield. Karen’s research has been in the general area of electronic media and learning. She has authored over 100 journal articles and book chapters, produced several hypermedia programs, and co-edited two books on educational technology topics, and has directed projects funded by the National Science Foundation, the US Department of Education and the New York City Board of Education, as well as several corporate foundations. Karen has been teaching online since 1997 and has been researching online learning almost as long. Her research in online learning has focused on learning effectiveness, interactivity, social presence and the development of online communities of inquiry, and she has published and presented on these topics extensively.
Patricia McGee, Associate Professor, University of Texas at San Antonio
Dr. Patricia McGee is Associate Professor and Program Coordinator for the Digital Learning Design program at the University of Texas at San Antonio. With over 20 years experience in distance learning, she has worked, taught, consulted, and researched in multiple sectors in the areas of online and blended learning with a particular emphasis on pedagogy. Currently she is researching eCollaboration in various delivery modes, and writing book on digital storytelling as an instructional method.
Dr. Patricia McGee is Associate Professor and Program Coordinator for the Digital Learning Design program at the University of Texas at San Antonio. With over 20 years experience in distance learning, she has worked, taught, consulted, and researched in multiple sectors in the areas of online and blended learning with a particular emphasis on pedagogy. Currently she is researching eCollaboration in various delivery modes, and writing book on digital storytelling as an instructional method.
Facilitators:
Kay Shattuck, Director of Research, Quality Matters
Kay Shattuck, was a member of the initial group of Maryland distance educators who developed what would become the Quality Matters program. She continues to provide direction for the research efforts of QM. Recently, she organized and acted as editor for the soon to be released book, Assuring Quality in Online Education: Practices and Processes at Teaching, Resource, and Program Levels. Kay's academic affiliation is with The Pennsylvania State University’s College of Education, Education/Learning Performance Systems where she has been teaching online with the World Campus since 2000.
Kay Shattuck, was a member of the initial group of Maryland distance educators who developed what would become the Quality Matters program. She continues to provide direction for the research efforts of QM. Recently, she organized and acted as editor for the soon to be released book, Assuring Quality in Online Education: Practices and Processes at Teaching, Resource, and Program Levels. Kay's academic affiliation is with The Pennsylvania State University’s College of Education, Education/Learning Performance Systems where she has been teaching online with the World Campus since 2000.
Veronica Diaz, Associate Director, EDUCAUSE Learning Initiative
Veronica has been the associate director of the EDUCAUSE Learning Initiative since 2009 conceptualizing and developing resources that support its nearly 300 member institutions in integrating teaching, learning, and technology on campus. Prior to her position at ELI, Veronica supported and led learning technologies and faculty development initiatives at the Maricopa Community College Center for Learning and Instruction serving its 10-college system. While at Maricopa, she served as co-principal investigator for Maricopa's Technological Literacy National Science Foundation grant, as co-chair to the Instructional Technology Leadership Council responsible for directing the Maricopa Community Colleges's learning technology strategic plan, and managed the district-wide Teaching and Learning with Technology Grants Program supporting faculty member research and development in the areas of emerging technologies, assessment of online learning, and blended learning. Active in the field of online and blended learning and instructional innovation, Diaz serves on various national teaching and learning advisory boards, presents seminars nationally, and has authored several articles on faculty use of instructional technology, blended learning delivery models, intellectual property policies for distributed learning environments, privacy, and emerging technologies.
Veronica has been the associate director of the EDUCAUSE Learning Initiative since 2009 conceptualizing and developing resources that support its nearly 300 member institutions in integrating teaching, learning, and technology on campus. Prior to her position at ELI, Veronica supported and led learning technologies and faculty development initiatives at the Maricopa Community College Center for Learning and Instruction serving its 10-college system. While at Maricopa, she served as co-principal investigator for Maricopa's Technological Literacy National Science Foundation grant, as co-chair to the Instructional Technology Leadership Council responsible for directing the Maricopa Community Colleges's learning technology strategic plan, and managed the district-wide Teaching and Learning with Technology Grants Program supporting faculty member research and development in the areas of emerging technologies, assessment of online learning, and blended learning. Active in the field of online and blended learning and instructional innovation, Diaz serves on various national teaching and learning advisory boards, presents seminars nationally, and has authored several articles on faculty use of instructional technology, blended learning delivery models, intellectual property policies for distributed learning environments, privacy, and emerging technologies.
