OLC Accelerate 2016 CFP Strand Descriptions
Please review the following strands and program categories prior to submitting your proposal. Submissions are now closed.
Please review the following strands and program categories prior to submitting your proposal. Submissions are now closed.
This year we are transitioning from “Tracks” to “Strands”, following with industry trends, and enabling us to use the language of “weaving strands together” to create a robust conference experience.
As you work through the proposal submission process, you will be asked to select associated tags within your proposed session strand. These tags will enable us to curate and showcase themes and trends through the proposal process as well as the virtual and on-site conference experiences. You will be able to select more than one tag option within each strand, and if need be, add a unique tag to your proposal submission.
Please review the following strands and program categories listed below prior to submitting your proposal. Click on the (+) to expand each strand to get a full description and list of possible tags. (Tags represent emerging or accelerating themes and topics in the strands and will be used to crowdsource knowledge and content from conference participation. Select from the list the tag(s) that best represent your content and the strand you select. You will also have an opportunity to add additional tags.)
Both research and evidence-based proposals are encouraged for submission. Please align submission to the session type as shown on the session detail page.
If you do not receive your notification by the end of the day on August 5, please contact us.
The explosive movement in learning analytics and big data has also accelerated and increased the velocity of actionable and responsible reporting of student success and many other contexts of online and blended teaching and learning. This strand encompasses theory or research-based projects on big data and analytics to improve online or blended learning and/or to improve the evaluation and assessment of online or blended learning. Possible areas might investigate or emphasize the following:
Tags — Analytics: models; paradigms; learning analytics; big data; student learning; student success; evaluation; assessment; online; blended; participation; engagement; diversity; cross-cultural; cross-institutional; multi-institutional; global; consumption; consumer; ownership; actionable; responsible; reporting; planning. dashboards; visualization; innovations ; educational data mining; business intelligence; decision making; content; interaction
Education professionals are experiencing significant challenges in leveraging the acceleration of transformational changes in technology and education. Innovative programs for professional development and support services are critical to continuous improvement in all levels of operations committed to academic quality and service. This strand focuses on topics concerning fully online or hybrid professional development courses, programs, and practices. Possible areas might investigate or emphasize the following:
Tags — Development & Support: faculty; teachers; instructors; staff; faculty development; professional development; staff development; online; blended; professional; models; development; support; approaches; satisfaction; workload; effectiveness; training; international; accessibility; diversity; specific populations; future; online community; remote; transformation; graduate; governance;formative feedback; online course development; rubrics; engagement; teaching; pedagogy; certification; faculty roles; service learning; feedback; leadership presence; confidentiality; quality instruction; copyright; faculty well-being; virtual schools; universal design for learning (UDL); mentoring; mentorship; organization; workflow; competencies; team teaching; STEM; collaboration; project management; instructor evaluation; faculty management; peer review; OER; scholarship; analytics; automation; facilitator; instructor experience; reflective practice; multi-disciplinary; diversity; teaching presence; boot camp
Academic institutions are experiencing the acceleration of technology change and education innovation. This strand targets new initiatives leveraging online strategies and technologies to reinvent, redefine or innovate across the institution. Contributors to this strand are encouraged to share evidence of practice through qualitative and/or quantitative approaches. Possible areas might investigate or emphasize the following:
Tags — Institutional Strategies & Innovations: institution; enterprise; program; organization; reinvent; redefine; innovate/innovations; leverage; strategies; technologies; strategic planning; alignment; scale; institutional culture; cross-institutional teams; operationalizing innovation; marketing; recruitment; initiatives; evidence of practice; employment; workload; readiness; innovations; practices; retention; online certification; faculty credentials; outsourcing; online provider; program assessment; quality assurance; quality matters; quality score card; next generation of learners; FERPA; cloud computing; privacy; academic records; planning; governance; strategy; management; institutional change; change management; competency-based learning; student success; student retention; marketing; enrollment management; big data; university policy; institutional mission; compliance; accreditation; leadership; strategic change; institutional effectiveness; resistance to change; integration instructional design; lowering costs; infrastructure; platforms; learning analytics; action analytics; administration
This strand recognizes online teaching and learning leadership and innovation from around the world. Proposals in this strand will showcase the acceleration, advances and innovations taking place in online and blended learning in communities around the world. This strand highlights various pedagogical perspectives connected to contemporary innovations across the globe.
Proposals submitted to this strand will be accepted in English, and may be presented in either English or the presenter’s native language.
This strand will ideally address the conference theme in the following specific areas:
Tags — International Perspectives: Spanish language; international perspectives; global; teaching; learning; teaching and learning communities; professional development; faculty development; staff development; online; blended; support; institutional strategies; innovations; leadership; effectiveness; trends; learner services; tools; technologies; virtual trips; pedagogy; blended learning; learning effectiveness; quality; comparative analysis; leadership; professional development; culture diversity
This strand focuses on visionary leadership and its impact on governance, policy, and programs to effectively accelerate, shape and support successful implementation of online, blended, and technology-enhanced initiatives. Contributors to this strand should directly address the relationships that online learning, values, and society share and the role of leadership in academic hierarchies (e.g., institutional, practitioner, community levels or other). Proposals should focus on leadership (e.g., in terms of governance, policy, or programs) and include exemplary examples of practice as support.
Tags — Leadership: leadership; values; society; visionary leadership; impact; governance; policy; programs; online; blended; technology-enhanced initiatives; values; society; share; roles; institutional; leadership; societal factors; channel; adapt; diversity; economic; civil; engagement and partnership; globalization and internationalization of education; open education; access; outcomes-based education; development; practice; women; accountability; ethics; workforce; spirituality; wholeness; connection; meaning; campus culture; virtual schools; practitioners; community
Learners need services and support for online and blended learning — services and support that also advance, accelerate, and keep up with learners’ needs. Learner readiness for online and blended learning is also vital to student success. What innovative ways are learners receiving services and support? At what rate (acceleration) should they be given services and support? Are learners satisfied with services and support? This strand focuses on how support is key to successful implementation of online and blended learning modalities. Topics span the issues and approaches to providing services, supports, accessibility, and readiness preparation for those students who at a distance. Research on the evidence of impact of these topics is strongly encouraged.
Tags — Learner Services and Support: student services; learner support; information provision, acceleration; rate; information; accessibility; community; orientation; learning communities; student clubs; student activities; academic support; tutoring; academic advising/coaching; library services; peer mentoring; IT support; help desk; student readiness; accessibility; academic wellness; personal counseling; online students; campus students; ethics; learning analytics; new student support; personalization; mentoring; career readiness; online learner readiness; engagement; virtual assistant; retention; completion; UDL universal design for learning; GI bill; disability services; student success; international students; social media; educational benefits; admissions and enrollment; learning management systems; student affairs; students
Advances in technology accelerate the need for effective theories, strategies and practices that lead to evidence-based successful learning outcomes in online and blended environments. This strand encompasses theory or research-based projects focusing on improving learning effectiveness in online or blended environments. Research on effectiveness is strongly encouraged. Possible areas might investigate or emphasize:
Tags — Learning Effectiveness: learning effectiveness; learning outcomes; theory; research-based projects; improvement; learning; online; blended; online environment; flipped classroom, MOOCs; quantitative; qualitative; collaboration; community; learners; diversity; cross-cultural; learning analytics; student success; visual design; persistence; online discussions; retention;learning design; instructional design; instructional design model; instructional design theory; active learning; interdisciplinary; interactive media; online group work; synchronous; asynchronous; student engagement; content; interaction; assessment; needs analysis; task analysis; learner analysis; self-assessment; evaluation; service learning; school community; laboratory; agile; culture; learner-centered; learner preferences; teaching; knowledge transfer; self-regulated; knowledge construction; collaborative learning; virtual teams; social presence; STEM; online science; efficacy; student-developed; competency-based education; special education; mobile; engineering education; learning management systems; student satisfaction; learning outcomes; content analysis; student participation; learner interaction; course development; sense of belonging; community of inquiry; community of practice; online communities; computer mediated communication; achievement; peer evaluation; scaffolding; civic engagement; quality matters; motivation; learning personalization; gamification; game-based learning; badges; badging; digital badging; micro-credentials; validation; serious games; virtual reality; augmented reality; mixed reality; embodied cognition; adaptive learning; social network analysis; technology integration
Do you have experience with a unique technology-enhancement that inspires learning? With teaching? A new integration that captures learner interest, and administrator satisfaction? New tools and technologies are accelerating with such high velocity that innovating with technology-enhancements is the new norm for many educators. This strand is about sharing your teaching and learning practices with tools and tech, with new media and innovative learning environments. The focus is on effective practices facilitated with tools and tech. Come share your experiences. Quantitative, qualitative, mixed methods, and other analytic approaches and research on these environments and instructional tools is encouraged.
Tags — Tools and Technologies: technology; tools; emerging; content; practice; assessment; web 2.0; Web 3.0; mobile devices; mobile learning; mLearning; innovative learning environments; gaming; simulations; immersive environments; personalized learning environments; adaptive learning; e-portfolios; case-based learning designs; blended learning; flipped classrooms; competency-based education; problem-based learning; teams; collaborative learning; social presence; authentic learning; badging; digital badges; digital badging; alternative credentialing; micro-credentials; mobile games; online support; learning analytics; knowledge management; quantitative; qualitative; mixed methods; learning outcomes; technology applications; adult learners; student perceptions; virtual schools; video; media; video collaboration; infographics; digital storytelling; proctoring; game dynamics; learning scenarios; biometric; engagement; community of inquiry; community of practice; interaction; participation; participatory; 21st century; curation; learner achievement; instructional design; instructional technology; robots; virtual reality; augmented reality; gamification; automatic or dynamic feedback; formative assessment strategies
This strand focuses on current trends and innovations within online/blended education! Contributions are invited that bring fresh and passion-driven perspectives, ideas for innovations and creative uses of technologies. This strand brings out experience, wisdom, and gusto to discuss, demonstrate, and/or explore current or future trends that drive, accelerate, and reinvigorate our commitment to online and blended teaching and learning. The range of “topics” of trends and innovations is a wide net, left up to your imagination and experience to share original and creative ideas. Evidence of impact, even at an emergent level, is welcomed.
Tags — Trends and Innovations: trends; innovation; open; global; mobile; models; open educational resources (OER); OER; open models; mobile learning; mLearning; smartphones; tablets; sensor data; wearables; assistive technology; remote monitoring technologies; authentication; e-textbooks; global, international education; evidence; impact; MOOC; social networking; edutainment; digital identify formation; branded digital content; learning resources; professional learning; digital badges; badging; micro-credentials; personalized learning; access; persistence; social learning models; open access; content; interaction; assessment; future; emerging; emergent
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