What is QM?

You may know that OSU is a subscribing member of Quality Matters (QM), a nationally-recognized program focused on online learning course design. Its mission is to measure and guarantee the quality of an online course. QM uses research findings to recommend best practices in online course design.

As an instructional designer (ID), I use and apply the QM rubric and quality assurance principles when working with faculty to design Ecampus courses. About a year ago, I took the first QM workshop, called Applying the QM Rubric or APPQMR.

By the way, this excellent training is offered through Ecampus each quarter. If you haven’t yet participated, take advantage of it. For more information, contact Karen Watte.

Not Just for Beginners

I had nearly nine years experience as an ID at another PAC 12 land-grant university, so I considered myself quite knowledgeable. Frankly, I didn’t expect many significant insights from this entry-level training. Boy, was I wrong!

A few months ago, in September, I presented at the annual QM conference in Fort Worth, Texas. I presented what they call a “Quality Talk,” which is a five-minute structured slide show, where each screen automatically advances every 15 seconds, so precise timing was essential. The title is “An Ode to QA: Teaching an ‘Old’ ID New Tricks.” Meant to be lighthearted and lyrical, I hoped the audience would not mind my non-traditional presentation using a rhyming poem.

The content is my reflection of how QM principles improve online learning. The poem bases each stanza on the letters from the phrase, QA Collaboration Works.

Enjoy the Show

Before you watch, these points about QM are important to know:

• QM principles are called “general standards” and each has a number, such as 2.1 or 4.0.
• Each general standard includes detailed notes and examples called “annotations.”
• The primary principle behind QM is that course content and activities must align with the learning objectives.
• Instructors who want their course certified by QM go through a rigorous peer-review process.

I refer to these and other ideas in the poem, so if you’re not familiar with QM you might not recognize all the connections.

And now, for your viewing and listening pleasure, here’s “An Ode to QA” (cue the drum roll).

Susan Fein, Ecampus Instructional Designer

Want to add an engaging “wow!!” factor to your teaching, on-campus or online? Try using augmented reality (AR). It’s simple, easy, and there is a wide range of educational apps for iOS and Android devices, many for free. Best of all, AR taps into the eager desire many young people express to use technology in innovative ways, including as part of their learning experience.

Per a recent survey from Adobe Education, 93 percent of Gen Z students said that technology in the classroom was essential for their career preparedness, as reported in a 2016 EdTech article. The survey found that “Gen Z students see technology and creativity as important and intersecting aspects of their identities.”

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Remember the headlines for Pokemon GO? Maybe you, too, got hooked. If so, you were one of about 21 million users who were playing every day! This is the compelling aspect of AR–it’s fun, engaging, innovative and for some, nearly addictive. The astonishingly realistic and detailed displays of many AR apps, such as those for physiology, add an exciting and engaging dimension to learning. And with AR instantly available in the palm of your student’s hand, there’s no reason not to explore this creative and exciting technology.

(Image by Paintimpact pokemon go)

But AR isn’t just for fun or entertainment. It got serious and life-saving applications as well. AR, and related technologies like virtual reality (VR), are being used in medicine with extraordinary outcomes. In 2015, a baby in Florida was born with only half a heart. Surgeons used a cell phone, 3D imaging software, and a $20 Google Cardboard VR viewer to “peer into the baby’s heart.” The surgeon, Dr. Redmond Burke, said, “I could see the whole heart. I could see the chest wall. I could see all the things I was worried about in creating an operation,” as recounted in How Virtual Reality Could Change the Way Students Experience Education.

Though many AR apps are geared towards a K-12 audience, there are still plenty of ways to effectively include AR in the college classroom. Nearly every discipline has AR apps, including anatomy and physiology, physics, geography, American history, language translation, astronomy, science, geometry, chemistry, marketing and advertising, mechanics and engineering, interior design, architecture, and more! Check out the 32 Augmented Reality Apps for the Classroom from edshelf, or simply do your own internet search for “augmented reality education” and explore.

You might be wondering how to employ AR technology in the online classroom. For apps that make AR targets available online (many do), just provide the URL and have students download and print. Some apps use the natural world as a target; for example, Star Chart uses GPS to calculate the current location of every star, planet, and moon visible from Earth – day or night – and will tell the viewer what they are looking at.

The possibilities are endless! Give it a try yourself. I am willing to bet that you will exclaim, “Wow, that’s so cool!”