This paper is provided for OLC 2018 Special Edition from a 2018 InnovatePresentation in Nashville Tennessee. We will explore various emerging technologies at the writing of this article. It is important to note that, the authors believe that learning is not a complete circle when evaluated by what educators do, the technologies we use, nor how we communicate our knowledge to our students. Learning is only successful when we fully assess the impact of our preparations and presentations on student outcomes. Students need the opportunity to actively participate in the doingof learning. Modeling the literacies needed to skillfully enable us to meet the needs of our future world through strong use of technologies in a huetagogical setting enables learning success.
This paper reviewed the factors that make up quality assurance including course design, content, delivery, and institutional support, as well as infrastructure in relationship to professional development impact on teaching practice. Building on the assumption identified in literature is the concept of course design being the most critical component impacting both student learning and faculty teaching. Course design affects student learning, faculty satisfaction with the course, establishes a teaching presence, and influences the transactional difference that occurs between the students and the instructor. Using the premise of the critical nature of course design, this study reviewed how the use of faculty professional development through a Applying the Quality Matters Rubric (APPQMR) workshop using the Quality Matters (QM) rubric as a framework to impact course design created specific faculty perceptions and affected teaching practice. Six themes identified from the research related to faculty’s perceived value and rigor of the QM rubric and training are discussed in the conclusion section.
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