Conference News

Twitter   LinkedIn   FaceBook   YouTube  GooglePlus

Check out the Conference Wrap-up pages

Download the Proceedings (.pdf 3.25Mb)


November 20

November 21

November 22

Watch the Keynote Addresses

Download or Update the Sloan-C Conferences Mobile App! Don't forget to click "refresh" to get the most current conference information!

All Registered Attendees (Onsite and Virtual): Review Your Virtual Conference Access Instructions

New - View Session Trailers created by presenters!

Sign up for Conference Updates

Save the Date for 2014: Oct 29-31 @ WDW Dolphin Hotel, Orlando FL

Save the Dates

22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Can Existing Quality Guidelines Inform Faculty Participation in Online Course Design?

Melissa A. Venable (, USA)
Amy Hilbelink (Ultimate Medical Academy, USA)
Session Information
November 20, 2013 - 12:00pm
Faculty and Professional Development & Support
Areas of Special Interest: 
None of the above
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Session Type: 
Information Session
Northern Hemisphere E4
Session Duration: 
35 Minutes
Information Session 1

A look at how the Quality Matters Rubric and Quality Scorecard could be used to frame the requirements of online course design for faculty members.

Extended Abstract

The future of online education continues to evolve and expand with a variety of options ranging from single courses, to full degree programs, and open courses like MOOCs (Massive Open Online Courses). According to the Babson Survey Research Group's 2-12 survey of more than 2800 academic leaders, "the proportion of [those] who say online learning is critical to their long-term strategy is at a new high of 69.1%."

As higher education institutions ofAll types, for-profit and not-for-profit, decide to increase their online learning offerings, the process of creating an online course, either a new course or an online version of one that already exists in a face-to-face format, can be underestimated in terms of the time, resources, andExpertise required. Fortunately there are a number of existing guidelines that can be used to guide the work and two specifically addressed in this presentation are gaining popularity:

1) Quality Matters Rubric: Through "8 general standards and 41 specific standards" this system is "used to evaluate the design of online and blended courses.

2) Quality Scorecard: "For measuring and quantifying elements of quality within online education programs in higher education," this system includes 70 quality indicators organized in 9 categories.

Both sets of guidelines are openly available online.

Faculty members may be involved in online course design in several ways. They are often relied upon to serve as "SMEs" providing the essential component of content areaExpertise working with a multi-member design team. They may also work independently to create online versions of the courses they have designed for and taught in traditional college classrooms on campus. In both scenarios, the availability of faculty support resources can be limited. How can existing tools serve as guides to inform their work?

The objectives of this presentation include: (a) side-by-side comparison of the similarities and differences between the Quality Matters Rubric and the Quality Scorecard, (b) proposed list of knowledge areas critical for faculty members involved in the online course design process, (c) suggested strategies for faculty development and support that incorporate Quality Matters standards and Quality Scorecard indicators.

The presenters approach these instruments and the discussion of their possible implementation in a faculty development context from their perspectives and prior experiences in roles related to instructional design, online teaching, student support, and faculty development.

Session attendees will be asked to share their concerns and experiences with the Quality Matters Rubric and the Quality Scorecard and/or working with faculty members on course design projects. The presenters will seek attendees' recommendations for future faculty support as it relates to the implementation of these guidelines and online course development. Attendees will also be encouraged to participate in session and conference backchannel communication through the use of Twitter and designated hashtags.


Changing course: Ten Years of Tracking Online Education in the United States,

Quality Matters Higher Ed Program Rubric, Retrieved from

A Quality Scorecard for the Administration of Online Education Programs, Retrieved from

Lead Presenter

Melissa A. Venable, PhD is an Education Writer for the Inside Online Learning blog ( Her background includes work in higher education, €“not-for-profit and for-profit, as an instructional designer. Melissa is also an experienced instructor and career advisor working with both undergraduate and graduate students. She earned her doctorate in Curriculum and Instruction - Instructional Technology from the University of South Florida. Join Melissa on Twitter ( and Google+.