Leadership Network Symposium: Bridging Student and Faculty Perspectives in Digital Learning

Brief Abstract

As a network member of Every Learner Everywhere, APLU leadership has helped institutions change organizations to leverage technology and create equitable digital learning. We will review the findings from the 2023 Time for Class Report. This 2023 study – the largest and longest-running study monitoring digital learning in higher education – aims to identify the differences between student and institutional stakeholder experiences and preferences to suggest ways institutions and solution providers can address these differences.


The OLC Leadership Network Symposium will bring together trailblazers and influential voices in our field in a highly collaborative one-day event, fostering discussions and debates about our digital learning futures. Together, we will determine our top priorities for the upcoming year, addressing the most significant challenges and opportunities facing our field. It aims to collectively identify areas that require our focused attention in addressing the ubiquitous challenges and promising opportunities for creating equitable, inclusive, and quality online and blended education. This year’s symposium promises a truly engaging experience, featuring a keynote address, panel discussions, and numerous networking opportunities. Do not miss out on this unique and prestigious event, where you can connect with leaders from around the world and gain valuable insights into critical topics. Learn More and Register: https://onlinelearningconsortium.org/attend-2023/accelerate/leadership-network-symposium/


Karen Vignare, Ph.D., M.B.A, is a strategic innovator leveraging emerging technologies to improve access, success and flexibility within higher education. As Vice President of the Office of Digital Transformation for Student Success (DTSS) and the Executive Director, for the Personalized Learning Consortium (PLC) at the Association of Public and Land-Grant Universities, Karen manages a US network of public research universities committed to improving student success focused on enhancing teaching and learning. The PLC is committed to effective use of technology to scale equitable outcomes and improved learning. She also oversees several courseware grants providing leadership and support to multiple public four-year universities. Since pioneering work in 2016, she has helped institutions achieve scale in leveraging digital courseware and transforming to using data driven instruction. Karen previously served as a Vice Provost, at University of Maryland University College, the largest online public open access institution where she led innovations in adaptive learning, student success and analytics. Previous to that work, she served as Director of Project Planning and Implementation for MSUGlobal at Michigan State University where she helped multiple units leverage emerging technologies in extension, non-credit programs, corporate settings, and research projects. Prior to moving into administration and distance learning, she was a faculty member teaching business and computer literacy courses. She has published extensively on digital learning, digital courseware, online learning, analytics, and open educational resources. She has a Ph.D. from Nova Southeastern University and an M.B.A from University of Rochester, William Simon Business School.
Megan Tesene, Ph.D., is the Assistant Vice President, Digital Transformation for Student Success at the Association of Public and Land-grant Universities. Megan directs several complex national initiatives within the PLC’s Digital Transformation for Student Success portfolio. In this role, she collaborates with a broad range of post-secondary leaders and constituencies across the United States to support public universities in the adoption and implementation of evidence-based teaching practices and educational technologies. Her work centers on enhancing pedagogy, improving accessibility, building institutional capacities to support equity in higher education, and ensuring that students and faculty have the support and resources necessary to thrive.

Extended Abstract