OLC Innovate 2016 - Program Listing

Come see how Florida SouthWestern State College was able to get buy in from faculty to create formal policies for teaching online.

The core issue in overcoming barriers is for stakeholders to balance pressures of competition in attracting students with the academic quality of an online degree.

This paper reports on innovations in MOOC design providing dual-pathways to improve the transition of students from Secondary to Higher Education in Ireland.

How do you help teachers turn the average lesson into a great video lesson? A design focused and just-in-time faculty development framework

In this two-part workshop, participants will collaborate in an interactive mock class and develop a framework for synchronous online classes of their own.

Discover how a model of pedagogical knowledge ignited a community of practice, resulting in constructive conversations among diverse campus constituents about effective teaching.

Presenters will highlight best practices, exam outcomes and student perceptions on the use of the Anatomage Virtual Dissection Table for teaching anatomy and pathology.

A comprehensive look at the state of Robotic Telepresence in Distance Learning including an overview of current players in the space will be critically examined.

Gain tips for building an infrastructure to support innovation in online course design and development processes.

Direct and up to date report on a 2 year research project on hybrid learning at the Digital Worlds Institute, University of Florida

Micro-credentials benefit students providing an explicit record of competencies illustrating mastery of specific industry skills enhancing their employability.

As a case study, Penn State's World Campus is used to examine Amabile (1988)'s Model of Organizational Innovation in the context of online education

We will demonstrate how online instruction can deliver meaningful and engaging learning objects to "flip" the student laboratory similar to flipping the classroom.

Hire Technology uses a blended delivery model to provide Indiana high school students with unparalleled access to industry-driven manufacturing and logistics education.

Providing solutions in removing the cables from the technology-enhanced classroom and opening up the space for a truly collaborative experience.

What makes innovation succeed? This session examines 7 institutional actions vital to the successful roll-out of new technology coupled with new responsibilities for faculty.

An emerging framework to remove barriers to innovation by providing the faculty support services needed to embrace universal design and accessibility of instructional materials.

Details of an innovative, blended learning course design that promotes student affordability and interactive learning just one click away will be provided.

The OLC Quality Scorecard self-study process broke down barriers between organizational divisions and drives continuing innovation in Texas State University's distance education programs.

Learn how predictive learning analytics, paired with peer-led Supplemental Instruction, improved student performance by two letter grades within a highly repeatable undergraduate blended learning course.

If your course is delivered online, your face-to-face syllabus won't work! Learn to compose a structurally and discursively appropriate syllabus for teaching online.

This presentation explores evidence-based practices for creating online courses for students with LD, and offers new findings on the success of innovations for online education.

This presentation will cover the development of a new Mission Critical Operations curriculum and new technologies being used to encourage student engagement.

Faculty will integrate technology with devices students already have in their pockets

The move from 16-week face-to-face lecture/laboratory classes to 8-week fully online graduate educational statistics courses at the University of West Florida initiated a new challenge for faculty and students. The challenge focused on concerns related to students’ statistics anxiety levels. Statistics courses are often viewed by graduate education students as anxiety producing, frightening, difficult, and impossible for successful completion. Students often postpone or avoid taking required statistics courses until late in their programs. The need to explore enhanced instructional options for faculty working with statistics anxious graduate students within an asynchronous teaching environment prompted the implementation of a two-fold statistics-friendly online approach: (1) an interactive technology approach involving virtual assistance laboratory (VAL) case studies using real-world statistical problems and (2) a just-in-time-online (JITO) personal proactive personal feedback approach involving daily reassuring consistent feedback from faculty members via online discussion threads. Significant reductions in average statistics anxiety levels of graduate students were found to empirically relate to specific types of positive feedback from faculty members. In addition, empirical evidence supporting the use of virtual case studies as beneficial for reducing students’ statistics anxiety levels and increasing students’ satisfaction levels was documented in support of this effort as an effective practice.

Faculty development for asynchronous instructors is often delivered to large groups via a webinar or self-paced tutorial. For more complex instructional tasks, the traditional model is insufficiently robust, and it does not allow for reflection or resource dissemination. To address professional development gaps in offerings, the Center for Faculty Excellence developed the Walden Junto model, designed to meet the expressed interest among Walden faculty to share ideas with like-minded individuals in a structured setting. The Walden Junto model is based on Wenger’s (1998) concept of a community of practice in that it (1) focuses on a clear need for knowledge sharing; (2) incorporates a paradigm that supports the building of trusting relationships; and (3) supports the development of skills necessary for successful practice. Walden University as an institution supports the Walden Junto by providing key support elements include supporting the structure for University wide-involvement, soliciting faculty interest and input, supporting collaboration across disciplines, and encouraging ongoing learning through reflection and professional discourse.

In 2015, 8 Juntos were offered and served 121 faculty.

• Doctoral Learning as a Transformative Process
• Focusing on our Feedback: Strategies for Developmental Writing Instruction at the Capstone Level
• Supporting Students’ Qualitative Analysis
• Socializing Doctoral Students: Helping Students Become Professionals
• Hold Steady or Let It Go? Emotional Regulation in the Online Environment
• Supporting Mentors in the College of Education
• Supporting Mentors in the College of Management and Technology
• Challenges and Resources in Qualitative Dissertations

This presentation describes the accelerated design process undertaken by a senior faculty member new to online teaching;an exemplar model for continued faculty design partnerships.

Discover why mobility matters and explore techniques for mobilizing your blended and/or online course.

Learn how Aviation Institute of Maintenance is using adaptive, personalized learning and hands-on test preparation to ensure students' success with professional licensure from the FAA.

This session explores the use of a tool for discussion forum design and facilitation that is grounded in the Community of Inquiry framework.

Lessons learned from a 2-year, system-wide project that is collaboratively exploring the feasibility of digital badges, both for our students and for prospective employers.

To "personalize" learning, we must rethink learning design, pedagogy, content delivery, metacognition and learner-instructor relationships. Explore next generation digital courseware that applies this approach.

Technology enables, but it can also cause harm. Online teachers have an ethical responsibility to be aware of harm reduction practices.

An inside look at how Indiana University uses cutting edge dashboard to efficiently catalog course elements based on industry standard metrics across multiple disciplines.

Implementing effective instructional technology for your campus is a challenging process with many potential barriers. Come learn from our experiences navigating our complex vendor/client relationships.

"Name That Tune" Does the music in your head influence your interactions in your organization?

Utilization of pre/in-service teachers targeted video analysis with the intent of instructional decision-making deeply rooted in assessment data.

In this panel presentation, representatives from five institutions of higher education present a summary of their approach for student-directed hybrid flexible design: courses and programs.

Following its early support for MOOCs, Stanford built "soft infrastructure" that fostered and affirmed a diversity of faculty members' values, motivations, and interests.