We are pleased to announce the program for OLC Accelerate 2018!
Start Planning your OLC Accelerate Experience
Start Planning your OLC Accelerate Experience
All Sessions are in Eastern Time (ET). All sessions are considered BYOD (Bring Your Own Device).
All Sessions are 45 minutes in length unless otherwise noted.
Participants will learn to apply the OLC Quality Scorecard metrics, uncover and evaluate quality indicators in key categories, and consider thoughtful recommendations for implementation.
Come to this workshop to meet OSCQR, the OLC Effective Practice award-winning online course quality design rubric and process. Participants will use OSCQR to complete their own online course review and earn the OSCQR Reviewer badge. The OSCQR rubric & dashboard are openly licensed. Participants will take away tools to apply to their own systematic online course quality review initiatives.
It’s time for accessibility to become the “norm”. This hands-on workshop explores helpful techniques and tools to add to your toolkit for becoming inclusive and compliant. Take a deeper dive into the most important universal design principles that will ultimately benefit all students and avoid potential lawsuits. Be proactive, not reactive!
This paper employed cross-cultural perspective and mixed method approach to analyze how an exemplary higher education institution in Southwest China redefined online and continuing education, constructed a unique quality measurement framework, and explored quality improvement pathway to respond to the nation-wide quality oriented transformation of online education.
Join us for a special half-day event in collaboration with senior digital learning leaders to address the biggest challenges we face today in higher education. Modeled after our popular OLC Collaborate events, participants will gather in small groups after each presentation to discuss, collaborate, and tackle the leadership issues at hand. This event takes place at our OLC Accelerate conference in Orlando on Tuesday, November 13, 2018, 12:30pm – 4:45pm.
Registration fee for the Leadership Network Event is $205 early bird/$235 regular price (with purchase of OLC Accelerate conference registration); or $290 (pre-conference workshop only registration). Note: the Leadership Network Event is not eligible for the pre-conference workshop bundle pricing.
This workshop focuses on steps taken by a large, complex institution in implementing the OLC Quality Scorecard. This is a working case study of how to begin the work of holistically exploring the quality of online programs at an institution. The session will support participants in thinking about messaging, creating buy-in and the overall development of a project plan. The session is also intended as an opportunity for participants to share and respond to the plans of colleagues from various sized institutions interested in the systematic exploration of quality as it relates to online.
Through a collaborative statewide process, the Online Student Support Scorecard was designed to assist postsecondary institutions in evaluating the strengths and weaknesses of the services available for online students. Participants will practice how to use the scorecard to evaluate services and discuss potential solutions to improve online support at their institution.
This pre-conference workshop will provide attendees with an overview of the Practical Evaluation of Digital Learning (PEDL) Toolkit and allow for guided implementation of PEDL. Attendees are asked to bring a topic for a research study on their campuses that they will have the opportunity to put into practice during the workshop.
This workshop is geared towards people or teams who want to conduct robust evaluations of digital learning and those who want to promote robust evaluation practices at their institution.
As a means of accelerating agency and autonomy within online classes, what if we reimagined our roles as students, educators, support staff, administrators as heroes on an epic quest? This ebullient, gamer’s delight will provide an experiential look at the application of monomyth structure within online learning, providing innovative tools and approaches to creating classroom heroes.
Don't wait in line Wednesday morning and miss portions of a workshop, the Global Quality Summit, or the Research Summit. Check-in at conference registration Tuesday evening from 5-7pm to pick up your conference badge and materials. After you check-in, take part in the Tuesday evening events including: the OLC Awards & Leadership Ceremony and Reception (purchased ticket required for non-award winners; this event replaces past years’ Awards Luncheon), Exhibit Hall Preview, and an evening party sponsored by Proctorio at the Atlantic Dance Hall @ the Disney Boardwalk. Be sure to make your travel plans to arrive early enough on Tuesday to participate in these events.
OLC Accelerate 2018 registration is located in the Convention Foyer in the Dolphin Conference Center. Walk through the hotel lobby to the conference center area, then look for the directional signs.
Join the A-Team, get Footloose, and Vogue with Proctorio at the Atlantic Dance Hall on Disney's Boardwalk. Bring your parachute pants, don your mullets and walk like an Egyptian, as you enjoy music, food and drink all night long. Time travel with the best of ‘em to that radical decade we know and love, the 80s.
Proctorio invites you to enjoy a fun night on Disney’s Boardwalk Tuesday evening following a day of pre-conference events at the most bodacious conference in town - OLC Accelerate 2018!
Join us, starting at 7pm (immediately following early registration and the exhibit hall preview), at Disney’s Atlantic Dance Hall; must be 21+ to enter. Conference attendees must show their attendee badge to receive a wristband to enter. Wristbands can be obtained at Proctorio’s booth during the exhibit hall preview or at the door of event. If you arrive to the hotel after badge pick up closes, simply show the dance hall door staff your OLC Accelerate registration confirmation email as proof of attendance to receive your wristband. Dress up optional, but best 80s attire eligible for prize!
**Bonus: Illuminations Fireworks can be seen from the Dance Hall, so join us for fun, food and firework
What if you could change the trajectory of your online learners by strategically supporting them in their first-year experience? This is an important question, but one not often asked for online students. Providing online learners with early supports tailored to their diverse needs can greatly impact both their success and persistence. In this session we will explore online first year experience (OFYE) strategies that meet these learners where they are in order to help get them where they want to go.
Universities are becoming increasingly aware of the need for online learning experiences and classroom-based learning experiences to converge somewhere along the digital learning continuum. While each institution may have varying reasons to pursue this convergence, faculty face many of the same issues. At the heart of these issues is how to envision and develop a digital learning experience that they themselves most likely have not had as learners. This workshop will examine strategies, tips and lessons learned in engaging and motivating faculty to envision and plan digital learning experiences to bring about institutional culture change.
Student-centered learning will be our focus as we explore heutagogical practices and emerging technologies. Attendees will participate in activities that exemplify the characteristics of heutagogical approaches to learning, be given hands-on opportunity to explore various online and mobile technologies and discuss how the technologies benefit the self-determined learner.
Leveraging adaptive courseware is a growing trend. Instead of just pockets of usage, is it time to figure out how you might adopt it on a wide scale at your university? In addition to developing criteria for selection of adaptive courseware, this workshop will also show you how to plan for faculty development, build institutional awareness, develop staff capacity to sustain innovation at scale, and measuring effectiveness of changes.
Begin your 2018 OLC Accelerate experience with leaders in the the field of digital learning research discussing empirical and evidence-based research, as well as providing insights on future areas of research interest.
In our inaugural research summit, we are joined by leaders from Arizona State University, Entangled Solutions, the Online Learning Journal, and others.
We invite both experienced researchers as well as those interested in learning more about research and its applications to attend.
Join us for the Global Quality Summit (GQS) as part of the Accelerate conference. In the GQS, you will have opportunities to learn, discuss and share best practices in online and digital learning with high level representatives from global institutions.
In this interactive and informative summit, our speakers will discuss how quality in digital learning is addressed in their region of the world. You will then have an opportunity to collaborate with other higher education professionals, to identify solutions to current problems and future trends in digital learning.
This event takes place at our OLC Accelerate conference in Orlando on Wednesday, November 14, 2018, 8:30am – 11:30am and is included in your OLC Accelerate 2018 conference registration.
You are invited to participate in a highly interactive, practical, and hands-on workshop to learn how to use various instructional technologies for assessment in online and blended learning that will enhance your students’ educational experiences and your ability to understand what your students know and can do.
This workshop will provide a unique perspective of both the buyer’s and seller’s journeys, in which edtech companies successfully sell new technology into institutions. How do universities really evaluate new technology and make decisions? How do edtech company’s authentically align their solutions with institutional strategies. Entangled Velocity will share proprietary data about the top institutional strategic objectives, analyzed across several hundred university strategic plans. We’ll also hear several case studies, in which institutions and edtech companies successfully aligned interests to the benefit of students, instructors, and administrators.
This session will examine competency-based education (CBE) as an instructional model to provide workforce development to STEM students, promote inclusion of students with cognitive disabilities in STEM fields, and foster discussion and potential collaborations on CBE projects between participants.
This session will provide eight steps faculty can take in order to begin producing high-quality instructional videos for their students.
During this session, staff from the Purdue University will discuss the pilot of the recently created peer review product, Circuit. Circuit is a peer review application that is easy for students to use and for instructors to manage. It allows students to upload a variety of file types including: rich text (including LaTeX math formulas), URLs, Video and several more. It then provides a mechanism for students (an instructors) to provide anonymous feedback scores, rubrics, calibrations or a combination.
In this session, the presenters will demonstrate a variety of interactive resources designed for a large-scale asynchronous workshop and discuss how the digital tools embedded in the workshop created opportunities for participants to explore innovations in teaching and learning. Several examples of resources developed using Articulate Storyline will be featured.
It can be challenging to create a scalable online program that provides a high-quality learning experience, incorporates best practices for course design, and fosters teaching excellence. This session describes our journey creating a popular online academic program. Tips for course design, faculty development and staffing strategies will be discussed.
For Fall 2018, The University of Arizona is reimagining its orientation for fully online students to move from an upfront "onboarding" framework to a continual education space providing just-in-time information to all students. The presentation will provide a brief timeline of the project, as well as discuss how the "orientation space" is transforming to a longer-term student resource.
As the online education space continues to grow, questions of engagement, retention, and experience have come to the forefront. How do we as student services administrators best serve this growing population? How do we provide the same level of support and community to remote students?
This presentation will explore different aspects of the student experience, including best practices for creating an inclusive and engaging experience for online and remote students. Additionally the presentation will discuss what aspects of this experience student services administrators influence, which often does not include much of the course structure, content, and pedagogy. The presenters will explore this tension and highlight ways in which we can collaborate with instructional designers, faculty, and other administrators to create a high quality student experience. Many of these best practices are relevant to the on-campus student experience as well.
In this express workshop, participants will learn the principles of gameful design, strategize for how to integrate autonomy into a course as well as use a tool called GradeCraft designed specifically to support gameful courses.
To help meet expanding demands on instructional design and online learning staff in colleges and universities, the Florida Virtual Campus conducted a statewide survey of them to identify their most pressing professional development needs. This presentation reviews the findings of that survey and provides recommendations for immediate and ongoing professional development.
This session describes results from a maturing three-year research initiative among two organizationally different universities and their common adaptive learning platform provider. Current findings indicated that the underlying pattern of learning in adaptive courses remains comparable across disciplines and institutions. These findings have implications for predictive analytics and instructional design.
Talk about cognitive overload! Faculty are not always exposed to learning theories and, when they are, can get confused on which theories to apply when. In this workshop, participants will map major higher educational theories to the instructional design process, noting when each theory should be applied during course designing, developing and teaching.
As eLearning professionals, we are often so focused developing that perfect course that we often forget all about the systems that we use to deliver our content. We often don’t take the time to consider how our courses fit into these systems, and how their designs can play a large role in how effectively students can learn. This is where user experience (UX) design can come into play.
Class management techniques are tools and strategies you can use with a class to accomplish different goals. This education session covers how various face-to-face techniques can be translated to the online classroom to monitor student understanding, engage students in topics, activate prior learning, promote student reflection, and to foster meta-cognition.
Don't get left behind! New 2018 tools to use in your classroom. Venngage can be used by both teachers and students, an alternative, fun, free, and easy way to present Infographics! Use InsertLearning to promote reading engagement opportunities with your students, free and easy to use!
This session will review findings from a five-part survey to measure student perceptions of instructor-personalized materials. The survey was based on a matrix of types of value and teaching presence across five dimensions (text, image, audio, video and interactive web tools). Presenters will review results of the study and relate it to creating a good balance between maximizing instructor presence and incorporating unique personalized learning components. Results are currently pending. The study will be completed by September.
The presenters of this session share the results of their ongoing, longitudinal research study on predictors of student retention, progression, and completion at a four-year, fully online university. Both civilian and military student demographic data (N = 288,726) spanning a ten-year period (2007-2016) were examined and revealed variables that predicted retention, progression, and completion of an online degree or credential, and further illustrate how, and why they have changed over this period.
Offering online learning experiences that not only enhance student’s critical thinking but enable students to connect theory to natural situations can be challenging. The data will present students’ reflections on their reactions of content disseminated through Articulate, and their reactions to Articulate barriers that inhibited learning.
Resilience significantly affects academic outcome and sense of personal well-being. The importance of students’ resilience and measuring resilience as an education outcome are not clearly addressed for online education. This workshop will provide in-depth information on essential resilience skills for academic success, including tools to measure academic resilience.
Explore the behind the scenes approach to designing, producing, and delivering VR inspired 360 videos in online courses from an instructional design perspective. Use cases along with the technology used will be discussed and demonstrated providing attendees with insight on best practices and challenges related to pursuing a VR initiative.
When online instructors don’t receive training to transition from traditional best practices to online best practices that encourage engagement through social interactions, cognitive experiences, and instructor interaction, students may disengage. Leaders must continue developing transition plans, and best practices as technology evolves while encouraging working relationships between instructional designers and faculty.
This session will provide a hands-on, discovery experience into the world of Virtual Reality and how I used the ThingLink platform to deliver an immersive Crime Scene experience to online and face-to-face students. Additionally, attendees will receive tips, tricks and lessons learned on how to build similar projects.
Closed captions enable greater learning and improved communication for people of all backgrounds. However, the cost of third-party captioning services can be prohibitively expensive to many institutions. In-house captioning provides a budget-friendly opportunity to create more inclusive media. Learn about free or low-cost options that can improve your institution’s accessibility compliance without causing financial strain.
Are you interested in a creative and innovative opportunity for collaborative learning applied to a music and technology project? During this session, faculty describe a robot dance project between majors and non-majors, share team building experiences, and present team competencies (expectations) for successful completion of interdisciplinary projects.
The coordination of UCF’s Faculty Seminars provides brief, focused sessions with an ever-growing library of best practices and resources through applicable, microlearning experiences. Participants will receive a sample implementation process document and glean microlearning ideas for their own efficiently, effectively coordinated faculty development programs.
Participants will explore the process of creating a faculty resource center while utilizing User Experience (UX) design methodology. In this session we will explore the methods and tools available to effectively execute the research, design, and testing necessary for a successful project.
In this discovery session we will present our current work on developing multiple partnership opportunities between a higher education institution and nonprofit organizations around the use of microcredentials. We will also look broadly at the promises and pitfalls that microcredentials hold for both entities. This session will focus on generating discussions that focus on solutions and identify gaps. Key issues that will be the focus of this session will include revenue sharing, content ownership and management, and evaluation. The format for the session's activities will be based on a "gap filling" protocol to facilitate the generation of innovative solutions.
Every online program aims to engage new students early and often, creating a learning community that connects students to their new institution and increases their persistence and academic success. What if doing so were free to students and produced great results? LMS course sites are a promising solution.
In a world increasingly captivated by virtual reality, the education community is just beginning to explore its use cases and, more importantly, impact on student success. In this session, learn best practices from successful VR implementations including when to get started, which questions to ask, and how to measure success.
Georgetown University School of Continuing Studies offers rigorous design online courses that provide rich representation of knowledge-in-practice. In this session, we will share with the audience how we work with experienced working professionals to incorporate rich real-world experiences into online courses to engage students and prepare them for the workforce.
While teaching future instructors in online environments has its differences from on-ground classes, there are many sound pedagogical skills that can and should make this transition. This interactive presentation illustrates practical applications to prepare instructors to successfully teach online, increase faculty and student satisfaction, and promote student retention.
“Accessibility” isn’t just about providing accommodations to students with disabilities; it includes proactively creating a course environment in which students of varying abilities are set up for success. Join us for a session where we will discuss the growing importance of accessibility and the universal standards by which it is assessed.
The Digital Education Fellowship program offered by Duke Learning Innovation provides fellows a year-long personalized, authentic learning experience captured in an online e-portfolio using the PebblePad personal learning platform. Portfolios showcase fellows’ learning experiences and reflective teaching practice, and provide an evidence-based collection of authentic learning artifacts, video, digital media, and reflection.
How do you leverage centralized expertise to create online programs in a diffuse university? A toolkit of resources for developing, implementing, and evaluating successful online programs builds capacity while supporting diverse goals and agendas. In this session you will create or enhance the infrastructure for your own institution by adapting a suggested framework and then crowdsourcing the components to support successful online program development.
In an effort to impact student learning by increasing successful course completion, particularly in GEP & STEM courses, UCF’s Board of Trustees made a strategic investment in a course redesign process that leverages the benefits of online, blended, adaptive, and active learning. Join a discussion on implementing innovations at scale.
Instructional design teams face increasing challenges to maintaining consistency and quality of services while being able to rapidly scale up to meet institutional goals. Learn about teamwork practices that are sustainable and design-centric. Virtual teamwork spaces we’ll explore include, Team Website, Team Sandbox, Faculty Development Portal, and Google Drive.
Does online learning impact sense of belonging at a residential campus? This session will combine literature on sense of belonging with an analysis of data from the Student Experience in the Research University [SERU] survey at The University of Texas at Austin.
UDL is purposeful framework to guide learning design. However, instructors and designers face challenges implementing UDL. Luckily, there are many tools out there that can help designers/instructors to design courses that utilize multiple means of presentation, multiple means of engagement and multiple means of representations
Creating an internal, online professional development program can encourage, support, develop and retain high-quality faculty and staff. In this workshop, we will explore how to develop, launch, sustain and celebrate your online professional development programs.
Instructors must break down barriers to student learning and engagement in elearning environments. Tools for building effective social presence in instruction will be discussed. Participants are encouraged to share challenges in design and instruction of a course. Facilitators will workshop with participants to ensure that all leave the session with a fuller toolbox.
Although the Provosts/Chief Academic Officer (CAOs) have come of age, both personally and professionally, with the technologies that are now ubiquitous across higher education, many remain skeptical about the impact and benefits of the often significant campus investments in instructional technology intended to improve student learning and institutional outcomes.
This panel session will focus on the experience of provosts who participated in the ACAO Digital Follows Project and the impact of that initiative and experience on their students, faculty, and their own perspectives on digital pedagogy. Specifically, the discuss will focus on what really works, and what's really needed, (b) the link between effective courseware and the the completion agenda, and (c) the ways digital course resource can contribute to enhanced student learning, improved retention, and increased graduation rates for ALL students.
This panel will explore innovative learner-centered approaches to teaching digital ethics in a post-truth society. Panelists will address ethical considerations inherent in digital learning environments, tools, and applications. We’ll discuss implications for learning analytics, share strategies and assignments, and invite audience input using polls, survey questions, and Q & A.
This session reports on the first phase of a wide scale benchmarking study of teaching and learning centers, which developed and validated a descriptive framework and instrument, and the implementation of the phase two benchmarking.
Faculty support professionals have varied roles, responsibilities and reach. We will explore the who and what of faculty support professions and share techniques to stay away from “The Dark Side” and inspire “The Force” that builds awareness and supports change for improved teaching and student learning in higher education.
Based on 5 Goals of Introduction Activities in Education, experience, evaluate, and create course-specific introduction activities for use online. Participants take away a process, an Introduction Activity Assessment tool to evaluate course introduction activities, a draft of an activity; and access to a repository of resources.
Join us as we share our journey of teaching our future biomedical science educators how to develop and teach online courses. Learn how a brainstorming activity identified an authentic need in a program that ultimately led to the deployment of three online, self-paced tutorials for use in a biology course.
Simulations using standardized patients offer health professional students highly authentic experiential learning opportunities to support the development of clinical skills. Participants will learn about two studies that investigated the potential to offer these experiences using virtual technologies, and discuss opportunities to use real-person, real-time online simulations in other learning domains.
Explore effective practices for blended learning based on the upcoming book, Blended Learning in Practice: A Guide for Practitioners and Researchers (MIT Press, 2019). After a brief presentation on blended learning at Georgia Tech, attendees will engage each other in fast-paced, small group discussions of meeting their own blended learning challenges.
The first part of this session will focus on an IELOL activity and the resulting lively network and groupthink it created. The second part would be sharing how each group member used this experience to highlight or jumpstart change to accessibility standards at our home university.
In this session, Dr. Bray will demonstrate how she re-designed a 120-student Intro to Exercise Physiology course with a high DWF rate into an instant success (over 100 A's) kicking lecture to the curb and using active, gamified, group project-based learning strategies.
Evaluating published figures and tables for informational visual quality is a vital skill across many fields, yet students often struggle with mastery. In this interactive session, we will demonstrate a multimedia learning object developed for biomedical informatics students and share preliminary results from a research study evaluating its effectiveness.
"You be the Reviewer: Quality Matters at NCCU," is a new text-based mobile game that reinforces participants' understanding of the APPQMR best practices. Learn about the development and implementation of our mobile application, and extend the fun of the APPQMR throughout the course design process!
Hear how a faculty learning community uses the Community of Inquiry Framework to help instructors address misconceptions by exploring and applying best practices for quality online course design and teaching. The program engages participants with social, cognitive, and teaching presence that inspires teaching transformation. Practical and time-tested strategies are shared.
Quality was thought to be an important factor in the delivery of online courses. This study documented the effects of quality within online learning environment on the performance of the student. Does the level of course quality have a statistically significant impact on course level student grades?
Based on doctoral research, this session examines the effectiveness of synchronous online learning environments in establishing social, cognitive and teaching presence in virtual instruction. In this presentation the research framework will be discussed followed by a description of the virtual instruction sessions and the results of the research study.
This case study outlines the success of Story Centered Curriculum (SCC) implemented in an online environment at the University of Texas and Rutgers University. Story centered learning will be defined and demonstrated in this educational session and the specific impact on student retention and engagement in an online environment will be the focus.
This presentation engages participants in a critical dialogue on the importance of integrating formative assessments throughout online learning, as well as the implications for learner and instructor. Instructors can check for understanding in several ways, including the use of oral language, collaborative assignments, questioning, writing, projects, performances, and tests (Fisher & Frey, 2007). Participants will see a variety of innovative examples that they can easily integrate into their online courses that build on learners’ prior knowledge and experiences. Discussions should yield bridges and barriers, along with future considerations to enhance online learning and how they can use this data to design instruction that will meet their student’s needs.
Creating videos and other multimedia for learners in an online or hybrid environment requires skills that instructors need to shape effective learning environments. Approaching these skills in a holistic manner embedded in course design helps ensure that instructional objectives and student needs are taken into account.
This poster session will discuss research that explores key stakeholder roles and relationships that exist within the higher education blended learning ecosystem. The findings may serve as a guiding force to drive institutions to adopt more dynamic, integrated, and collaborative blended learning environments.
A state university’s vision and strategy to create a campus-wide QA culture will be presented. Based on a 3 year case study, participants will be introduced to a new proposed online instructional design system and the results of the data analysis.
Recent advances in blockchain technologies will disintermediate higher education institutions as they currently exist, while more directly connecting students, educators, and content creators.
This session will provide insight into how existing online learning platforms can utilize the decentralization features of blockchain and smart contracts.
While online courses continue to proliferate, instructors struggle to get their students excited about participating in discussion boards. Discussion Hero is a gamified discussion rubric that turns discussion boards into debating boards. It encourages diverse points of view and respectful debate. It combines the traditional awarding of points with a progress meter that allows students to visually see how they are performing. This session will feature faculty and student perspectives on this new tool and what the future holds for its adoption in other courses.
Discover how one university uses student avatars in a virtual reality immersive space to engage online graduate students in developing inquiry skills such as observations and individual/focus group interviews in a collaborative environment. Participants will view recorded sessions using Mursion virtual reality environment and Zoom video conferencing.
The concept of what it means to be successful is complex and has largely omitted the personal narrative. Results from a mixed methods study exploring how human service students define student success and what may help them to achieve it.
Health Professions Education (HPE) programs are embracing online learning to accommodate learners’ diverse needs. USUHS’ HPE program has developed a 5-step onboarding process to address issues of isolation and unclear program expectations experienced by online learners. This process is replicable across institutions, programs, and disciplines.
Demonstrating effective ways to utilize live-streaming technologies at your university. You will learn how to prepare and launch a successful live-stream to better interact with students, faculty, and peers using tools outside of your learning management system.
In this discovery session, participants will explore ways to engage learners in today’s fast-paced and sometimes impersonal world of online education. “Traditional” but effective methods that optimize student engagement and learning effectiveness will be shared and participants will be asked to share and dialogue about strategies that work for them.
Student success in distance courses often lag behind face-to-face sections. Colleges struggle with ways to improve distance learning. This team worked together to create an initiative that promotes quality distance courses by institutionalizing a course design review process for all courses taught at a distance.
Comprehensive exams are a standard requirement in many Ed.D. programs. This discovery session will engage attendees in an open discussion of the outcomes of utilizing two online action research courses in an online Ed.D. program to prepare students from their comprehensive exam through the means of a Professional Practice Project.
This presentation recommends the use of Realistic Job Preview, an orientation technique widely used in the business field, as an alternative to student online readiness self-assessment surveys to provide future online students with a realistic picture of what online learning might be like.
In this session, we will share experiences with course design and peer observation scorecards based on appropriate online learning heuristics for a fully online MBA program. We will perform active demonstrations of each scorecard and discuss their development, roll-out, faculty feedback, and potential impacts for tenure and promotion.
The Pennsylvania State University -- World Campus Smart Track to Success program supports adult learners in their academic journey. Smart Track to Success focuses on retention, support, and community by providing scholarships, academic support, and career and financial planning. Students connect with academic coaches who provide support throughout the semester.
This presentation will introduce the challenges and opportunities associated with the use of digital learning software in a humanities class. Included will be a demonstration of Norton’s InQuizative, a best and worst practices discussion, and a presentation of data on the efficacy of this technology with regard to student success rates.
Students cheat. They have the means, motive, and opportunity to receive credit for work done by others. Internet sites will do their assignments for a fee. Others reward students for sharing exam questions and assignment solutions. Learn what you can do to discourage and detect this widespread practice?
What happens when an on-campus collaborative math experience goes online? This presentation will focus on what the instructors learned, how it informed their blended
pedagogy, and the questions they now have moving forward as they hone a blended model for graduate math education study.
This session is about creating a new Center for Innovation and Teaching Excellence at a College or University. We will include research on best practices in professional development as well as the impact of learning spaces (regardless of course modality) on faculty development and morale.
In this session, attendees will learn how to use the Thinglink digital tool to create a multimedia, interactive learning experience, which offers flexible learning paths to meet the diverse needs of students. Thinglink can offer background knowledge, videos, and opportunities for challenge all in on screen!
The University of Central Florida (UCF) has invested a considerable amount of capital in adaptive learning and uncovered a novel way to scale it. In this session, panelists will share insights into a ‘multifaceted partnership model’ that has paved the way for developing comprehensive adaptive learning solutions efficiently at scale.
This presentation describes online academic program implementation strategies within a large urban community college resistant to change on both structural and cultural levels. We demonstrate how we engaged such resistance through introducing a culture of inquiry that prioritized transparency, shared data, ongoing dialogue and a relentless focus on mission.
Demand for online classes exceeds supply at Southeast Missouri State University. Go behind the scenes to learn the strategies and tactics to address demand including part-time instruction, graduate students, SPOC, co-copyright courses and our newest tactics – the Master Template Studio and Adjunct Integrity plan.
During this session you will learn how Embry-Riddle Aeronautical University Worldwide views the solution to creating an online immersive experience and a sense of belonging to be holistic in nature and no one technology initiative can occur in isolation and meet the multiple needs and desires of our students.
In this session we will share a set of practices to create a high-touch environment for online students. Participants will learn a set of low-cost, high impact techniques involving both virtual and physical outreach that build connection and trust between students and those who support them.
So, you’ve decided to implement podcasts into your faculty professional development repertoire. Now what? Podcasts provide a flexible platform for anytime/anywhere, self-directed learning. This session will dive into the benefits and barriers to creating or repurposing podcasts, and how they may be integrated into a broader professional development ecosystem.
We all want learners to be deeply engaged, to take risks and be resilient in the face of failure. To increase learner engagement we need to tap into their intrinsic motivation. Gameful pedagogy, and gameful course design in particular, is a framework for giving learners agency and supporting their intrinsic motivation inspired by game design principles. This session will explore the philosophy behind gameful pedagogy, the principles, derived from that philosophy, which can guide your course designs, and the teaching practices that can further support the intrinsic motivation of your learners. Participants will brainstorm ways they might use gameful pedagogy in their own course design, understand the difference between gameful learning and gamification, and develop a plan for giving students choices in how to demonstrate their learning.
Learn about the current state of this track's topics, and get a glimpse into the future as well. The Accelerate Track Chairs and Best in Session presenters will share a snapshot of this year’s presentations in each track – the topics, the key words, the industries, and other trending details. Presenters will also guide a collaboration with our face-to-face and online participants to identify new areas needing exploration, examine growing challenges, and begin to investigate new topics waiting just around the corner to be explored.
Design thinking incorporates a creative, structured, and organized process for designing projects. In this presentation, we will define and share examples of how we applied design thinking to our instructional design practices.
This presentation will highlight research from a 2018 international study that examined neuro-pedagogical beliefs held by instructors, instructional designers, and professional development administrators at four-year and two-year institutions across the United States and worldwide. Awareness of evidence-based practices from neuroscience, cognitive psychology, and learning sciences will also be shared.
“Get by with a little help from your friends” and reflect on practices that help form connected and collaborative personal learning networks. This interactive session will highlight the ways educators can leverage social learning as a means of critical professional development, crowdsourced problem solving, and collaborative scholarly work.
Come connect with your colleagues from the OLC Institute for Professional Development. OLC faculty, participants and those interested in becoming faculty for the OLC Institute are invited to attend. An update will be provided on current and developing initiatives.
This presentation will demonstrate how a team of math instructors, instructional designers and instructional technologists completely redesigned college algebra as a blended, active, doubly adaptive course. This collaborative effort also informed redesign of the fully online version of the course leading to significant improvements in student success in both formats.
How does LMS/CMS quizzing features as formative assessment compare to openly available game based response systems in online courses? What is the impact of including student generated quizzes? How do these different strategies compare on summative assessments? Join us for the interactive Blackboard vs. Kahoot vs. Quizizz challenge!
VoiceThread is a educational technology tool that allows educators and students to upload media and have a conversation around that media using different modalities. But how does it work? Can it enhance communication and collaboration in an online course? If so, how? This Express Workshop will allow participacipants to get up close and personal with VoiceThread and walk home with instructional strategies to enhance communication and collabration in online learning environments.
In this session, we want to present and explore different technologies and tools that can make videos interactive and fun. These tools and technology can change the passive nature of watching these videos to an active and engaging experience. We will discuss best practices, examples, and resources for these tools.
This session defines student success through a gamified exercise, delving into technologies that collect and manage data, and preparing participants to lead data discussions. Our dashboarding activity challenges attendees to classify student success indicators, practice bridging direct and indirect evidence, and collaborate to synthesize meaning from real-world institutional problems.
As increasing numbers of faculty arrive at their new institutions with previous online teaching experience, the question becomes: how do we effectively assess and certify these faculty members to teach online? This session focuses on our individualized online faculty development option that operates alongside our standard online faculty development course.
Discussions about race and racism can pose challenges in face-to-face courses. Challenges are increased and altered in asynchronous online discussions. This study examines asynchronous discussions about race. Findings provide insight into how to design and teach fully online courses to engage students in conversations about race and racism.
Since 2012, the University of South Florida has certified online instructors through a fully online course. The course is successful; however, there were administrative challenges including scalability, tracking, and maintenance. In this session, you will learn techniques and tools we used to streamline processes, reduce facilitator workload, and improve tracking.
This session describes a multidimensional training institute for new and experienced faculty focused on developing exemplary online learning experiences. The Technological Pedagogical Content Knowledge (TPACK) model serves as the conceptual framework. A systematic process of data collection describes outcomes and supports replication and use by others
This session explores a qualitative study of tribal college leadership and online learning. The goals of this study were to examine the leaders’ perceptions of the strategies they determined to be most effective in leading their institution to achieve its mission, vision, and core values through online education.
How to re-use your classroom assignments effectively in an online environment. A step-by-step approach to transforming your in-class assignment for the online environment. Participants will engage in small group discussions, complete an alignment worksheet for the assignment and discuss ways in which to increase student engagement.
Designing an inclusive online learning community that utilizes choice and a variety of learning modalities is critical to enhance student learning. During this presentation, attendees will explore a variety of online teaching techniques and technologies which incorporate all three principles of Universal Design for Learning to foster engagement and inclusion.
Conventional wisdom says that the shorter a video is, the more students watch. A two-year study of student video viewing habits is presented here, attempting to find the “sweet spot” in length for lecture content. The study also explores the effectiveness of segmenting a long video into shorter sections.
Join me in learning more about integrating, assessing and evaluating cultural competence across a curriculum while addressing course, program and national outcomes/standards.
The session will explore the idea of universal journal prompts and rubrics. Attendees will be asked to discuss potential ideas for journal guidance and assessment that are broadly applicable to a wide range of student engagement activities.
This session will tell the story of MITx, the MOOC division of MIT Open Learning, and how its effective support model of online course development lends itself to innovative professional development opportunities for MIT faculty.
In a study involving 1,665 students at Rutgers University, we investigate the challenges and benefits associated with taking online college courses. Participant data will be broken out by disability type (Mental, Learning, Physical, etc.) and compared. Strategies to overcome the identified barriers will also be discussed.
Integrating video in online courses has increasingly become a medium of choice among faculty as a mechanism for creating instructor presence and engaging learners. In this session, attendees will explore three elements to effective use of video: how to manage cognitive load, establishing instructor presence, and increasing student engagement.
In this educational session, we will discuss how data driven decisions were made to impact student perceptions in online courses. We utilized the information drawn from the PSOL (Priority Survey for Online Learners) to identify key areas of strengths and concerns to improve the student experience.
In this session you have an opportunity to review our Student Orientation for Online Courses Canvas course used to support the success of undergraduates in the digital environment. We will discuss the steps and collaborations involved in creating this course and the associated student self-assessment for online learning readiness tool.
Online learning can feel overwhelming. Mastering the environment early creates success. Our 2-week orientation teaches students to navigate the LMS, use technology tools, be successful online learners, and learn the policies of their new school. Facilitators are able to spot and help struggling student, as well as connect with each student in a low-stakes environment.
This session will outline steps and actions to offer effective professional development options to online faculty. Areas of focus include understanding faculty needs, delivery of best practices and utilization of basic resources. Participants will walk away with solid examples of how to implement effective professional development at their respective institutions.
Harper College has developed three, two-week, fully-online courses for faculty who are new to online course development or facilitation. The courses— called Create, Facilitate, and Enhance—each address a specific training need of our busy faculty. Discover how Harper created this successful just-in-time and just-what’s-needed training experience
The Leadership in Online Learning Mastery Series provides current and growing leaders in the field with hands-on experience defining objectives, strategies, organizational structure, policy and finances surrounding the creation and upkeep of an online learning program. Come and talk directly to the current facilitator and an alumni of the program to learn how to take your leadership skills to the next level!
Academic dishonesty is an issue plaguing every educational institute today. This presentation will make a compelling argument to create fit to purpose assessments as a sustainable measure to curtail academic dishonesty. We will also discuss innovative resources, technology tools, and practical considerations to create new/multiple paths for demonstrating students success.
This presentation is about the changing role of memory in a technology society and the importance of a nurturing a good memory in ourselves and our students. We will learn the techniques used by memory athletes and will discuss how these techniques can be applied in online learning environments.
Weekly, low-stakes “Metacognitive Cafe” discussions raise students’ awareness of how they learn and their level of understanding while underscoring the need to more actively engage with course materials. This paper discusses students’ participation in, and reaction to, these discussions.
Working alone may feel like you are in a silo; however, adoption and development of central resource repositories offers the solution to get you back in the game! This presentation will focus on organization, excellent tools, and best practices to enhance teaching and take you out of isolation.
The presentation will report on an asynchronous online debate assignment, including survey data on student satisfaction, participation, and skills gained, as well as reflections from the professor. The presentation will include lessons learned, as well as recommendations for the implementation of online asynchronous debate in online courses.
Higher education faculty have expressed skepticism about the effectiveness of online learning. In response, the Oregon State University Ecampus Research Unit created a searchable database that helps users find discipline-specific research comparing online, hybrid/blended, and face-to-face modalities. Participants will be able to explore the database and learn about recent updates.
Transitioning your LMS? Going offline for a short period? Stop by to see how this university migrated from managed hosting to SaaS and survived! You’ll learn about archiving, prepping your designer staff and marketing to students and faculty students. Also, tips on communicating with your LMS provider.
90% of information transmitted to the brain is visual. It's time to communicate beyond text. Come and learn the value that visuals bring to communication in an online learning environment.
Online instructors need to be intentional about crafting a sense of presence in their courses. Acquire quick and easy tools for your toolbox to successfully establish your presence in your online class. Various tools we will be exploring include, GroupMe, Doceri, Remind, Google Forms, Flubaroo and other beneficial apps.
Researchers can access large volumes of data generated by hundreds of online courses each semester through the use of system logs. An analysis of these logs, paired with enrollment records and other data, can lead to rich insights. This method is less intrusive and does not contribute to survey fatigue.
This Express Workshop explores maximizing the efficacy of team-based instructional design (ID) leadership strategies from both the perspectives of team leader and team member. Various vignettes, lessons learned, and best practices are unpacked to help attendees glean deep insights into the successes (and failures) of a higher education/federal government ID team.
This panel, featuring four members of the University of Arizona's Online leadership team, will showcase how innovations emanating from digital and online initiatives are shaping the future of the entire institution while re-envisioning the 21st Century "residential" university.
Join in for an interactive, “recorded live” episode of TOPcast: The Teaching Online Podcast, a podcast for leaders in online/blended learning. Stimulate your thinking. Grow your network.
Discussion boards present the opportunity for engagement with course topics and higher level thinking if designed and structured well. Adaptive learning provides for self-paced, flexible learning paths. How can the self-paced, personalized flexibility of adaptive learning be combined with online discussions between students at very different places in course content?
Access and delivery of tutoring, peer mentors, and librarian support resources by integrating them directly within a LMS platform connects students to support at their point of need. Partnering with our course system engineers, our Library and Learning Services staff implemented innovative ways to increase students’ awareness of essential academic support resources.
Few platforms exist for faculty to collaborate, learn, and develop new techniques which foster inclusion and diversity especially when in the online environment. This session will provide educators with researched strategies and ideas to be interactive when working with students to promote awareness and acknowledgement of diversity.
Connectedness in online learning has an impact on retention and completion, but what activities build a sense of community? The National Survey of Student Engagement for undergraduates, and the Online Student Connectedness Survey are well-established, but there is need for a survey for graduate students and guidance for course design.
Learn about the current state of this track's topics, and get a glimpse into the future as well. The Accelerate Track Chairs and Best in Session presenters will share a snapshot of this year’s presentations in each track – the topics, the key words, the industries, and other trending details. Presenters will also guide a collaboration with our face-to-face and online participants to identify new areas needing exploration, examine growing challenges, and begin to investigate new topics waiting just around the corner to be explored.
Storytelling is key to student engagement. What better way to design a course than as a storyboarded, engaging narrative? From exciting characters, to a rising plot, and multiple dialogues, this panel presents a case study in thinking about course development as storytelling.
Do you feel you have tried everything to get your students to engage in your online course? Does it seem like nothing works? "Is it something I’m doing wrong?" It might be the new “just-in-time” student. Come learn techniques and strategies for engaging the just-in-time learner in this panel discussion.
Over the last 3-5 years, an increasing focus in higher education has occurred around the topics of universal design, inclusivity, accessibility, and diversity of learners. The increasingly complex digital resources incorporated both within and outside of the classroom have presented challenges towards inclusivity for faculty who are striving to make their class materials accessible to all.
Seeing this obvious gap between faculty knowledge/skill and student needs as a growth point for enhancing services, the presenters (administrators in online learning and faculty) will outline several distinct case examples from multiple campuses' successful implementation of a tool to heighten the overall accessibility of educational content; to shape the culture of accessibility on a university's campus; and to provide metrics to assess growth in digital accessibility over time in a campus envioronment. Additionally, through an audience demonstration and participation activity, we will illustrate some remaining gaps in full educational inclusivity and understanding that have yet to be addressed, and will provide best practice recommendations on how to address these concerns.
Gamers are showing us the way to the future of online learning. Are you ready to play? In this keynote from acclaimed game designer and futurist Jane McGonigal, you’ll take a trip ten years into the future to see how new ways of collaborating, questing, and scoring (all directly inspired by today’s most popular videogames, from Fortnite to Pokemon Go) have transformed online learning. Immerse yourself in a future world where anyone, anywhere can be both teacher and learner – exchanging learning credits as easily as people are trading Bitcoin or collecting Pokemon today. When you approach the future of learning with the mindset of a gamer, who knows what doors you’ll unlock, what super powers you’ll gain, or what level you’ll break through to? This playful session will help you imagine alternate realities that you’ve never considered before.
The use of adaptive learning technologies improved student success in STEM courses at our institution and now supports blended and online courses. In this session, participants will identify their own needs, consider best practices, and develop a plan to gain support for integrating adaptive learning technologies on their own campus.
In this session, we will share our approach to reimagining our general education core curriculum for adult learners where the essential workforce skills and behaviors that are critical to the future of work are introduced, practiced, and mastered through the lens of traditional liberal arts disciplines.
This session will demonstrate how to obtain and use free software, originally developed for gamers, to record and broadcast your content for free. Record and broadcast in real-time almost any combination of screens, computers, green screens, video backgrounds and other video sources with little to no post-production.
In order to engage online students, FlipGrid was used in place of one-dimensional text-based discussion boards. Flip Grid is a web-based video discussion platform that allows meaningful collaboration in an online environment. During this interactive presentation, FlipGrid will be explained and participants will be able to try it out!
After a brief overview of online education compliance (e.g., program integrity and web accessibility) presenters will guide a discussion of policy formation and implementation strategies that are inclusive of the various stakeholders affected by compliance mandates, including students, faculty, staff, and vendors.
Faculty and online master’s students conducted a study to examine the hallmarks of an ideal online learning community, determine the strength of their online program’s community, and recommend improvements. This presentation will describe the methodology and findings regarding key elements of community and facilitate a discussion of successful community-building strategies.
Higher Education is changing! We need to adapt to meet the growing demands for students as well as potential students. The Brenton Center at ISU has attuned its services to meet the common needs of faculty and students. This session addresses strategies and operations of a distance education unit.
Create impactful visual stories with Adobe Spark, one of the easiest tools for creating stunning and effective images, web pages and videos! Join us in this hands-on workshop to see uses of Spark in actual courses and leave with completed Spark examples of your own.
Open Educational Resources (OER) offer the promise of more affordable, more current, and accessible learning for our students. This unique session, itself an Open Educational Resource, is for those who want to better understand and promote the most effective and research-based use of OER at their own institutions or in their own courses. Participants will learn how to identify, find, evaluate, and implement OER, and will walk away with workshop materials, enabling them to adapt and deliver a faculty development program at their own institution and start integrating OER into their own courses.
We know what constitutes student success in online education, but can we define institutional success online? This session compares different institutional models, based on the CHLOE surveys of chief online officers, and contrasts the organizational structures, goals, policies and practices of online enterprise-level, community-based, regional, and specialized programs.
Harness the power of authentic assessment through innovative strategies for online, blended, or face-to-face learning environments. Educators from all levels will be introduced to the attributes of authentic assessment, and engage with multiple student-centered approaches for implementation in any content area.
What if we already have what we need to be truly connected in our educational encounters – including engaging students? What if connection and engagement does not require technology? What if all we need is love? In this session we will consider the idea of caring pedagogy as an expression of that love.
One of the biggest challenges for online faculty is to elicit participation in their synchronous sessions. What’s the best way, they ask? This session will present 7 tried & true methods; participants will share ideas; resulting in a crowdsourced set of shared best practices by the end this session.
Research has shown that if total costs run too high, students often opt out of purchasing textbooks, or may drop courses altogether, leading to delays in graduation or dropping out. Faculty don’t always know what their required course materials cost, and even if they do, they may not have the knowledge and/or resources available to redesign their course with cost and quality in mind.
The Affordability Counts program was created as a direct response to the increasing costs of textbooks in higher education. As part of the Affordability Counts initiative, faculty self-identify as teaching courses that contain course materials that are low cost. Courses that meet the selection criteria earn the ‘Affordability Counts’ medallion which can then be displayed within the course in the learning management system and course syllabus. The Affordability Counts initiative was awarded an OLC Effective Practice Award at OLC Accelerate november 2017.
** This session can function as either a Education Session or a Discovery Session
Come and explore a new approach to online course development realizing high quality course design, effective faculty development and support, and capacity building within your instructional design team. At Wilfrid Laurier University, we are building more online courses and programs by supplementing the front-end on-boarding process with a just-in-time resource.
Computer simulations are a useful tool for hands on learning, and a number of computer simulations for teacher training exist; however, they can be difficult to locate. This session will focus on an upcoming grant-funded project to develop an open source repository of information about teacher education computer simulations.
Résumés and transcripts show a degree, courses, and grades, they don’t tell the whole story. There’s more students can share about their knowledge and competencies. Bay Path’s ePortfolio incorporates the curricular and co-curricular as well as advising and other student services to help students articulate who they are.
Instructor presence is equally important in traditional and online classrooms. Faculty must be intentional about creating an environment that encourages student learning. This session examines the results of a yearlong research and development initiative focused on leveraging technology to increase instructor presence and improve student learning, lower drop rates, and increase student/faculty satisfaction.
Social presence is essential to online programs, but many programs do not start cultivating social presence until the first class begins. What if students could begin connecting from admission? Participants will experiment with and provide feedback on technologies and methods for fostering social presence through an online orientation course.
An exploratory study examined online faculty’s perception of the most valued pedagogical elements that support effective online teaching and learning. Results from faculty focus groups revealed a number of key themes: Personalization, Faculty Efficiency, Instructor Presence, Making Connections, Immediacy and Content Development. The presentation will review the results of the focus groups and provide research-driven recommendations for maximizing instructor efficiency AND effectiveness while incorporating unique pedagogical elements.
Creating information literacy modules, learning objects and consulting with classroom faculty on research assignments gives students greater research experience without faculty having to give up precious lab or class time and extends the research of instruction librarians to have a more significant impact on our students.
In online classes, forum discussion promotes interaction and learning, yet students often find the questions and overall format to be monotonous and unengaging. In this session, two program directors will provide practical approaches to reinvent the online discussion forum for optimal learning and engagement to occur.
The Center for Distance Education (CDE) at Mississippi State University uses Google Analytics to track all website visitors and evaluate our marketing efforts. This session will take a look at Google Analytics, a free tool, metrics and data to highlight the most useful tools to better understand your website visitors. Using this data will allow you to better use your marketing dollars and provide more resources for program recruiters.
Ready to bust some myths? This panel from the field of online learning will discuss several elearning myths including quality, instruction and student interaction, design, preparation, and delivery. Participants are encouraged to bring myths ready to be busted. Myths will be countered with research, industry standards, pedagogy, and effective practices.
This session explains how instructional designers tailored professional development and support services to meet individual needs of new and experienced faculty related to online course design. A successful course redesign process, resources, lessons learned, and outcomes will be shared about this incentivized faculty development program.
Demand for online classes is far exceeding supply at Southeast Missouri State University. To address this, a holistic plan was developed that can scale online courses. This includes the development of master course templates, an adjunct recruitment pool, training, and an adjunct support system.
This session will share the unique and comprehensive student advising model at Columbia University’s School of Social Work (CSSW), as well as how the Online Campus administration works with the Office of Advising to support the success of online students who live across the U.S.
The participants will discuss noy only why training for eMentoring is important to improve underrepresented minority women students’ STEM self-efficacy and mentorship skills but also design and development considerations for developing mentoring training online. Participants will also learn about the efficacy of the eMentoring training through presentation of quantitative and qualitative findings from a pilot study.
As academic technologies are more deeply integrated into higher education, the ‘data exhaust’ emitted can provide insights into student success, technology adoption, and instructional design. What should we do with large- and smaller-scale research findings about student learning? What barriers prevent further progress and what can we do?
Playtesting is an essential process for designing games for learning. This presentation examines the playtesting ethos incorporated in online undergraduate courses on Game Design and Development and graduate courses on Digital Games, Simulations and Learning, and offers suggestions for faculty on using playtesting when developing their own educational games.
Many tire of twitter feeds and long lists of hyperlinks and would enjoy more visual appeal when utilizing the web for professional development. This visual is also wonderful when sharing information with colleagues or creating projects for online courses. Digital content curation can help to meet these needs and more.
In this Discovery Session, presenters will showcase their pilot project and emerging research around implementation of a 1-1 device model - every student brings a laptop to every class meeting - in conjunction with major curricular redesign to foster high-demand, 21st century skills that include multimodal content creation and digital collaboration.
Script concordance-style (SC) vignettes were used to enhance critical thinking and discussion among students in a fully-online pharmacy therapeutics course. Students independently responded to SC cases, then posted answers on VoiceThread®. Responses from peers aided students in selecting final answers. Reflections were included in weekly assessments.Script concordance-style (SC) vignettes were used to enhance critical thinking and discussion among students in a fully-online pharmacy therapeutics course. Students independently responded to SC cases, then posted answers on VoiceThread®. Responses from peers aided students in selecting final answers. Reflections were included in weekly assessments.
The Maryland Open Source Textbook (M.O.S.T.) initiative’s statewide mandate is to scale adoption of “openly licensed, fully accessible” instructional materials. This session shares how M.O.S.T., using effective partnerships, supports sustainable OER adoptions across Maryland’s public colleges and universities to strengthen access, affordability, and achievement.
UCF is redesigning the foundational Business curriculum from a large-scale lecture capture model to a new model of instruction combining blended, adaptive, and active learning. Goals are enhanced student engagement and increased success—at scale.
A Key Performance Indicator (KPI) is a performance measuring tool used to evaluate the success of an organization. Identifying and analyzing critical performance measures through a KPI dashboard supports efficacious faculty coaching which leads to effective operationalization of student success. A collaborative, operational approach provides a synergy of effectiveness leading to student success.
Faculty ask, “how can I notify someone about a student who needs help beyond my scope?” Student support teams ponder how to reach those same online students proactively. Join Oregon State Ecampus to learn about faculty/student support collaborations that offer creative solutions and effective interventions for all.
This session focuses on the use of student engagement strategies and technology to personalize master courses. Presenters will review best practices to increase student engagement, and discuss how implementing these strategies can help online instructors bring their personalities and expertise to master courses. Presenter and audience experiences will be shared.
It has been described as the most important technology since the internet, and for good reason. The blockchain is no longer a fringe technology with narrow economic applicability; it has become the digital backbone for thousands of innovative applications. Discover the tools and trends on the verge of (re)defining online learning.
The University of Central Florida’s Faculty Center for Teaching and Learning and Center for Distributed Learning collaborated to offer a blended semester-long Course Innovation Project about active learning across modalities for faculty. In addition to receiving the materials from this project, participants will engage in activities which model active learning.
In 2018, the OLC Research Center for Digital Learning and Leadership conducted a broad environmental scan of the field of digital learning. This session will provide background the process, as well as the topics covered in the scan in 2018 and those to come in the future. Attendees will be asked to provide input on topics which they deem important to better understanding the field.
We built an online faculty development course to explore games and gaming concepts in online course design. The course itself implemented gaming concepts and gave the faculty an immersive, gamified, online learning experience. Come see how we did it, and how faculty experienced it!
We know that students and even some instructors, especially online, view group work unfavorably. Does this have to be the case? There are different levels of group work that can ease both students and instructors into the benefits of collaboration that can only be practiced through a group work experience.
The idea is simple yet transformative: empower faculty and designers to create engaging instructional content without needing to understand all the traditional considerations of producing that content. Give them flexibility. Give them robust options to educate students. Make it easy. Make it accessible. Give them HAX.
Learn about the nuts and bolts process of creating the UNMC E-Learning Scorecard resulting from the building of over 400 online curriculum modules by health sciences faculty and students. Explore the study results of the scorecard's usability and inter-rater reliability with both novice and expert faculty users.
People use social media every day to connect and gather information. Its presence in higher education is increasing as educators find ways to incorporate technology to engage their student and enhance learning in their course. This session will provide information on how to use Twitter, LinkedIn, Instagram, and YouTube in a formal class setting to engage the student and promote active learning.
More than simply being about the technology, effective teaching with adaptive courseware is about ways in which faculty, coaches and their institutions can provide support to prepare students before they arrive on campus and to continue that support in class on an on-going basis. The quality of faculty effectiveness is greatly improved with focused faculty development sessions that prepare them to use the software to its best advantage for themselves and their students.
n higher education, breaking the “iron triangle” means simultaneously reducing costs, improving the quality of learning, and operating effectively at scale. This multi-institutional panel shares perspectives from SUNY and CUNY students and faculty about using open educational resources (OER) with personalized learning courseware to break the proverbial iron triangle.
With new technologies available every day, opportunities to pursue new initiatives in online education are limitless. However, knowing who to collaborate with and how to frame your ideas are paramount to gaining leadership’s support. Join us in a lively discussion on key strategies for developing collaboration, networking, and innovation skills.
Was your dream to become a reading teacher? Students struggle with the required reading in an online course. This session will provide research-based strategies for faculty to aid students in becoming more proficient readers using eText. Attendees will leave with tools to assist students in diving deeper into the content!
This session will focus on the aftermath of Pikes Peak Community College’s implementation of a Web Accessibility Plan, including lessons learned, success stories, suggestions for other institutions, and what the future holds for digital accessibility.
All full time and adjunct faculty are required to successfully complete our online teaching orientation prior to teaching online in graduate programs. This three-week facilitated online course includes assignments directly tied to preparation of the courses they will be teaching. CBE (Competency Based Education) exemptions are awarded depending on existing skills.
Teacher preparation programs are increasingly delivered using online and distance technology. A comprehensive, state University will share its approach to the development and implementation of a fully online Master of Education program in Special Education. In addition, the presenters will emphasize the planning, organization, delivery, obstacles, and successes of the first five years.
Research on student learning outcomes (SLOs) in higher education online learning environments indicates a number of factors impact student success. This research takes a hands-on, dual-factor approach by addressing concerns on both the student and the faculty side relating to a positive student experience, precipitated by a well-prepared faculty member and course.
During this session, we will be presenting the eLearnReady Student Readiness tool, which includes a personalized and/or class-based scoring system, indicating a low, medium, and high range of skills needed to succeed as an online students. A discussion of collected survey data alongside a showcase of the elr tool will be presented, along with a walk-through to the audience of how-to's for free, course-level or campus-wide adoption of this tool may be enacted. Additionally, elr 2.0--which focuses on online faculty readiness characteristics--will be showcased to inform attendees how faculty may individually evaluate their needed improvements in online instructional skills.
Participants to this session will be provided with details on how to readily adopt both of these free, validated tools into their online courses, programs, and universities, along with a set of related references supporting the research behind the development of these tools.
This session introduces a flipped, blended and integrated model of learning design and delivery to accelerate knowledge integration based upon active and collaborative pedagogies. We review evidence of resulting interdisciplinary knowledge integration and application. We offer insight into requisite structures and processes for faculty collaboration in an interdisciplinary program.
Academic integrity violations are plaguing a large swath of college classrooms across the country. New “study” websites are popping up that make it easier and easier for students to cheat. Some don’t even realize what they are doing is cheating. Do you feel like all you can do is throw up your hands and deal with the cheaters when it happens? Does it seem like nothing you try works? Does your heart break every time you catch a student cheating? Join this session to learn some practical solutions to deter cheating and limit the academic integrity violations.
Grow your community of practice (CoP) and watch it flourish by applying our unique, innovative, hands-on approach to the creation, facilitation, and maintenance of institutionally-sponsored virtual communities of practice (vCoP). Our collaborative structure is designed to continuously support faculty development and student success in online programs.
To be a Student-Ready Writing Center, we revamped our programming to include a wider variety of service types. These new modes for offering learning support include synchronous and asynchronous online tutoring, a help desk phone line, online chat for quick questions, and a variety of modes for feedback.
In this session you’ll learn more about the benefits and obstacles that come with shifting to online education, and about the challenges particular to STEM. You’ll experience first-hand how modern courseware technologies make this transition easier and more effective, and how emerging technologies are meeting the needs of STEM education.
This session was prepared to meet the needs of faculty working with the University of Wisconsin Extension's division of Continuing Education, Outreach, and E-Learning (CEOEL). CEOEL-affiliated faculty specifically requested resources to help them design and facilitate online group work. Using a scenario and real examples, participants will discuss successes and challenges related to group projects and come away with practical strategies for implementing online group projects based on examples from our degree programs and evidence-based best practices.
In this session, academic leaders and others responsible for and/or engaged in faculty development will share their collective models and strategies for the design, development, implementation and evaluation of faculty support programs focused on 21st century teaching competencies. Panelists will emphasize the successes, challenges, and overcoming resistance to shifts in existing faculty support models. Each presenter will share strategies and institution-specific examples showing common themes and the differences in our institutional experiences. Participants will receive actionable ideas and specific strategies from recognized authorities and innovation influencers in the field to higher education that can be incorporated into faculty support and development initiatives. Participants will be invited into an extended conversation about 21st century teaching with the panelists and other participants.
This session will provide an administrative overview of how a small university launched a new LMS in just 3 months. By the end of the summer, over 700 courses, including online and traditional, were up and running. Lessons learned, challenges, and recommendations for similar projects will be discussed.
This qualitative multiple case study explores how journalism and mass communication schools prepare and support faculty and adjunct instructors who teach online, and examines the collaborative relationship between instructors and instructional designers through the lens of a professional learning community.
This presentation will focus on how online programs at colleges and universities can develop and use a Faculty Resource Center (FRC) within the LMS to provide faculty and staff the skills they need to ensure student success. The presentation will demonstrate Post University’s and Charter Oak State College's (FRCs) and show the features and benefits that allow for easy tracking of faculty development coursework and mandated training modules. This demonstration will provide the audience with a powerful connection tool to faculty, staff, and administrators.
This session will explore the efficacy of the COI model applied to a large k12 company that provides online learning opportunities to school districts across the United States. Specifically, active online learning facilitation will be discussed to promote more successful learning outcomes.
Synchronous instructional components are not for the faint of heart! This session weaves together lively conversations of triumphs and tragedies and ends with a shopping list of possibilities to humanize virtual classrooms. Perfect for those who use or are curious about synchronous elements emphasizing novice use of LMS/web conferencing tools.
This Discovery Session focuses on the collaborative process of designing a new online program. We will discuss ways you can utilize resources at your institution, including instructional designers and collaborative tools, to create and deploy an online program from the development of syllabi and program outcomes to individual course design.
This session examines the difficulty of assessing and improving the learner experience in traditional faculty-built online courses. We will emphasize methods of collecting useful data for quality management in situations where student feedback and/or success data is difficult to obtain. We will present data from team-built MOOCs as an example of a useful proxy for traditional measures of student success.
Comparing valid data from pretests and post-tests, the causality of game based learning becomes evident. In controlled cohort testing, learning deltas for students who participated in GBL are compared to students who did engage in GBL. The Hypothesis is GBL causes students boost their post-assessment scores. Students without GBL consumption would experience only marginal improvements in their scores.
Do you have distance barriers preventing students from attending a desired course? Or do you have remote staff or other stakeholders who would like to be more than just a face on a computer screen? Join us for an overview of our experience and interact with a Double Robot yourself!
Explore and discuss soft power strategies for program development within the context of a mid-sized public university. Here, we examine a case study involving recent efforts to bring STEM programs online to identify successes and failures on the path to improving both the quality and quantity of online programs.
Online increase access to higher education in ways that campus-based programs cannot and the number of students enrolling some online cours(es) or exclusively online is growing. Come learn about the trends associated with this growing population and how to create an ecosystem inclusive of supporting online learners.
One ubiquitous challenge within higher education remains the need for connected networks of practitioners working together to share knowledge and resources. In addition to providing the benefits of peer reviewed open educational resources, MERLOT affords educators the opportunity to build community and collegiality in a digitally connected universe.
Get to Graduation is an innovative online psychology course that uses a branching narrative format to create an inclusive course design. This discovery session will describe storyline courses, share perceptions from a student cohort that took a storyline class, and introduce attendees to narrative possibilities in their own classes.
This session will focus on unique ways in which SUNY Empire State College supports online nursing students in completing advanced degrees (Bachelors and Masters). In particular, the usefulness of student online orientations, close interactions with mentors, and ongoing student services will be explored.
Courses in University of Maryland University College’s (UMUC’s) newly developed graduate program in cloud computing architecture provide an immersive learning designed with the adult student needs in mind for an applied learning experience that provides focused, job-relevant knowledge.
In this session, instructional designers will present a cloud computing classroom that utilizes graphic novels and storytelling to enhance the scenario-driven project-based learning.
Expanded accessibility expectations for Online Course Certification at UMKC created a need for improved training opportunities for faculty. In response, Instructional Designers created an accessibility training website that focuses on document accessibility, video captioning, alt text, and color contrast. Hear about the process and discuss future improvements to the website.
Quality checklists/scorecards provide a strategic resource for any higher education institution committed to excellence in online courses or programs. The purpose of this express workshop is to provide customizable checklists, rubrics, planning guides, and evaluations from which to choose for outlining an implementation plan for your unique role and institutional operations.
Vision and leadership can motivate employees to perform well, enjoy their work, and innovate. Yet in the competitive climate of online higher education, managing minimum faculty engagement and performance ensure a consistent student experience. Balancing basic performance management with vision and direction is challenging but possible. In this presentation, participants will learn best practices to lead and manage online faculty and strategies to prevent, target, and troubleshoot faculty performance concerns. Participants will gain fresh insights and tools to build community among remote faculty employees, minimize management demands, provide vision and direction, and maximize faculty performance through coaching.
University of Maryland, Baltimore County and Touro College & University System each used Blackboard for more than fifteen years, pushing it to the limits. While Touro initiated a migration to Canvas, UMBC opted to move to Blackboard’s Ultra Experience. Learn how each plans to support a dynamic and complex transition.
The Excelsior Online Writing Lab (OWL) is an award-winning OER offering interactive, multimedia support for college and developmental writing and reading. During this session attendees will try out the OWL and all its interactive pieces, create an Owlet, and participate in a site scavenger hunt.The Excelsior Online Writing Lab (OWL) is an award-winning OER offering interactive, multimedia support for college and developmental writing and reading. During this session attendees will try out the OWL and all its interactive pieces, create an Owlet, and participate in a site scavenger hunt.
Learn to use SkillsCommons, the US Department of Labor’s open library of workforce development OER and save time and money by adopting and customizing quality online curriculum. Learn how the OER can be used for apprenticeship programs, professional development of faculty, and rapidly development quality career and technical training.
This session provides an overview of a mixed-methods research study which focused on understanding the experience of students and self-regulation in an online course. Using study results and practical experiences, participants will learn how faculty and designers can support student self-regulated learning strategies and success online.
We know accessibility brings fear on campus because of its legal implications. But it doesn’t have to cause fear when you have a solid plan that answers who, what, when, where and why. Veteran accessibility professionals will share tried and true tips and resources to build your campus accessibility strategy.
Learn about the current state of this track's topics, and get a glimpse into the future as well. The Accelerate Track Chairs and Best in Session presenters will share a snapshot of this year’s presentations in each track – the topics, the key words, the industries, and other trending details. Presenters will also guide a collaboration with our face-to-face and online participants to identify new areas needing exploration, examine growing challenges, and begin to investigate new topics waiting just around the corner to be explored.
Meet the team leader for each of our 2018 DLIAward Faculty-Led Team Awardees. Each team that submitted for this year's award shared a common intention – that student success is positively impacted by digital learning initiatives. We know the field is young and that “success” is subjective, however, we hope that these exceptional pioneers inspire others and increase the number of underrepresented students completing college across the U.S.
Come learn how ASU Online uses data analytics to determine course health and identify course enhancement opportunities. During this discussion we'll share course quality assurance iniatives used to improve student success that rely on data for hundreds of online courses each session.
Facing a compressed schedule that challenges a conventional approach to supporting instructors with course design? Struggling with how to best equip instructors for success? Consider our “jumpstart” workshop, a consultative model that makes targeted use of evidence-based planning tools to help instructors quickly navigate difficult online course design decisions.
Do you want to improve inclusion and equity in your online and hybrid programs? We suggest ways to institutionalize practices that support diverse student populations to succeed in the online environment. We focus on three primary areas where understanding student experiences are crucial: technology, resources, and instructional design.
Teaching innovation for in-person and online delivery happens on divergent tracks. To build support for online teaching opportunities and grow as instructors, this session will offer practical ideas and tools for translating online pedagogy and techniques into stronger classroom teaching: that’s the forgotten half of innovative synergy in teaching.
In this interactive session, you will review writing measurable learning outcomes and explore gamification strategies that promote engagement and enable students to attain learning outcomes. Through innovative examples and audience participation, this session will enable and inspire you to create fun and engaging game-based assessments for any content.
Orientation is a quintessential moment for residential students heading off to college. But what about online learners? IU Online is creating flexible, scaffolded orientation experiences that allow students to select resources relevant to them. Join us for a lively discussion-focused presentation and test drive some of our orientation experiences (BYOD).
This interactive presentation will share strategies for implementing a master course design model. Presenters will describe their master model, discuss observed benefits, and share outcomes and perspectives. Attendees will return to their institutions better equipped to discuss with key stakeholders the appropriateness of utilizing and implementing a master model.
This talk proposes a case study of Carnegie Mellon University’s aim to create an interactive media space for students and the community highlighting cultural and diversity issues. The inaugural experiences will cover the subject of the Holocaust, in both interactive virtual reality as well as other interactive media.
New Mexico Highlands University, with 5 campus locations, delivers training for online course development and instruction using a multi-modal and inter-institutional approach. The presentation will demonstrate the model, query attendees on how they approach professional development to multiple audiences, and provide evidence of effectiveness from the faculty perspective.
What happens when secondary teachers are asked to implement standards from the OLC Quality Score Card and/or Quality Matters K-12 Standards? What factors promote adoption or generate resistance? How does LMS impact adoption? Join us in examining the results of introducing OLC and QM guidelines in a traditional K-12 environment.
Do instructors establish teaching presence in their online courses differently based on gender? What are the perceptions of instructors as they create their “pathway to presence” in the online courses they teach? Drawing on previous research, we examine if gender differences impart unique teaching presence strategies.
Together we will explore how the brain learns and apply those concepts to the technology and pedagogical theories that tap into the parts of the brain that enhance learning. Participants will map the parts of the brain to the technology and theories that maximize learning.
Dynamic web-based case studies provide graduate students authentic, collaborative opportunities to address intervention needs for students with disabilities. Our interactive session will showcase how our online teacher education program used virtual case studies to facilitate instructional goals while fostering cultural competency by exposing students to diverse students, families, and settings.
In online learning, discussion boards are often nothing more than an echo chamber. They are tedious for students to write, and they are tedious for instructors to grade.
What are discussions missing? Or should we ask, what should be removed?
Hear two veteran instructional designers’ proposal for accelerating online discussions.
With more colleges and universities relying on multiple adjuncts and new faculty, how can we demonstrate that students are learning the same concepts across the curricula? Join us as we share our experiences and challenges in the development and implementation of a student learning outcomes assessment plan.
The movement from paper publications to digital resources presents a challenge for students and professionals who want to build a set of personal resources for ready access rather than sifting through Google results. This session will share design and resource curation ideas for a personal digital reference library.
Learn how Broward College Online increased professional learning and collaboration opportunities through the NESTT, a series of “fireside conversations”. The presenters will discuss the delivery structure, topics, best practices, and lessons learned along the way in the NESTT
Peer review is an established practice that enhances students’ critical thinking skills, but the process can be difficult. With innovative sorting and scoring algorithms, Circuit by Purdue provides flexible and streamlined peer review. Circuit allows users to evaluate images, videos, audio, and text. Stop by and see Circuit in action!
Traditional assessment tools fall short for real world skills that don't always have an exact answer. The industry standard is to then simply mark the learner complete and wish them good luck. Come see how the State of Utah has created an active shooter scenario based assessment that applies the skills taught in the lesson where the leaner can travel down one of seventeen possible paths.
Academic Success and Achievement at the University of Arizona is making a push to offer more innovative student support services online. This session will look at how traditional face to face support programs are being transitioned online and examine the importance of providing online services to meet students’ needs.
Universities need to increase online education and teaching while reducing overhead. To accomplish these goals, with 38,000 students, 1,900 faculty, and a unit of fewer than 25 serving all course and faculty develoment needs, UNT developed a new vision and organizational structure. Why, how, myths, successes, challenges, and opportunities will be shared.
Rather than applying cookie cutter, meaningless game mechanics to a learning program, learn a proven 5-step process to create cohesive, challenging, collaborative gamification experiences. After all, gamification is NOT about adding games or technology to your learning and training programs; it’s about Motivational Design.
Integrating 360 images and video into curriculum presents new possibilities and challenges. This hands session will introduce participants to the basics of working with 360 content, and they’ll come away understanding some of the important terminology and concepts, how to avoid potential pitfalls, and some early insights from adapters at SJSU.
While the impact of active learning is documented, there is an absence of research on these teaching and learning approaches in online first-year courses. This session will describe the intentional approach two instructors have taken to incorporate different forms of active learning in their online and blended first-year seminar courses.
Due to ever-increasing calls for our attention, micro-learning principles (learning from small doses of content) more closely align with how we live. Learn how to use Twitter, which supports social interaction and supports links to web 2.0 apps, websites, video, and other delivery options, as a means to deliver micro-content.
Ready to take your online course to the next level? This workshop presents an excellent blend of experiential learning, meaningful reflection, and engaging technology. Discover how university service-learning students flourished into a vibrant community of practice and grew as relational leaders from rich knowledge-in-practice. An innovative format for all ages.
Changing culture isn't easy, but changing one within higher-ed can seem impossible. Join leaders from MSU Denver as we share our award-winning, adaptive approach to managing course design. This QM-informed, tokenomics-inspired framework has changed our culture, and it can change yours too.
A STEM faculty learning community was created at North Carolina Central University to assess online science course offerings and instruction. This presentation describes the impact of Quality Matters training and the application of Rubric Standards on the design and student outcomes for an Introductory Biology course over four terms.
This presentation will include information from a comparative analysis of the job requirements outlined in vacancy postings for this position and a review of the skills outlined as necessary in the literature on higher education leadership. A comparison of needed skills and desired skills outlined in job postings allowed the researchers to identify key gaps of leadership skills missing from many job postings.
Online instructor burnout (OIB) is costly. Prevention strategies are often provided but also often not realistic for overwhelmed instructors. What strategies or ideas do you suggest to prevent or recover from OIB? Send your ideas or comments to email@example.com and join us as we discuss the aggregate results and OIB.
This session will describe how to get faculty to keep coming back for professional development in online teaching. What incentives seem to work? What questions are faculty asking about professional development? How do you structure a program like this at your institution?
Depending on several factors, such as the social platforms your students use and your teaching objectives, Snapchat might be right for your online class. Find out how one instructor used this app to enhance social presence. Explore tips for getting started with Snapchat and planning for student engagement.
Explore how multiple data points converge to monitor students and provide appropriate support. This presentation will provide practical insights that will help you assess your institution’s readiness to use data. You will learn how BelhavenUniversity is using data from Canvas, Arc, Grammarly, Tutor.com, and Colleague to support student success.
Library anxiety impacts students. Anxious students avoid using library materials, they rely on web-based content, and withdraw from school due to feeling like an “imposter”. Participants will learn characteristics exhibited by highly-anxious students, student intervention strategies and identify services that will aid in retention and reduction in online library anxiety.
This panel describes a collaborative scholarship of teaching and learning (SoTL) project among the University of Central Florida, Carnegie Mellon University. Colorado Technical University, and the University of Mississippi facilitated by MindWires’ Empirical Educator Project. Each university discusses success and challenges establishing SoTL and the value of the effort.
“Virtual”, “remote”, “distance”… these terms describe a growing percentage of work teams and departments in many professional fields, including higher education and online learning. Join us as we share our experience with developing and leading a remote team of high-performing, engaged, and connected Instructional Designers.
This workshop will showcase two tools that anyone can use to create their own multimedia elements. First, we will explore Canva to create graphics for banners, blog posts, infographics and more. Then we will put everything together in a logical, but beautiful package using the e-learning development tool Articulate 360.
If student leaders could change one thing about higher education, what would it be? This panel of EdSurge Independent Fellows will share their learning experiences and predictions about the future of education. We’ll also talk about the startups and nonprofits they’re working on to address gaps in action.
How do we engage the nontraditional student who has limited and inflexible time but has greater success with live instruction? In this presentation, we will speak to the challenge of teaching nontraditional learners and discuss how educational technology, with strategic support, could address the issues of learning, engagement, and retention.
Perfecting the blend of communication during teaching/learning events, whether in face-to-face or online environments is a challenge. This session will offer a framework for analyzing face-to-face and online discourse in blended or hybrid courses. Participants will share in discourse analysis techniques that can provide insight about engaging learners in both online and f2f environments.
This quick-fire showcase will feature four lightweight apps to foster active, experiential online learning via a battle royale style competition! Four challengers from The University of Arizona will present a lightning demo each, followed by audience voting on who should be crowned the winner of this no-holds-barred app smackdown.
Participants will learn more about the new OLC Online Faculty Professional Development Framework and the implementation of this framework to support and prepare online faculty at their institution.
Effective data visualization is important for communicating research and evaluation outcomes. Workshop participants will learn about best practices in data visualization and how to apply them to a range of data. In hands-on activities, participants will examine current data visualizations from online education research and apply what they have learned.
Melt and early attrition are two critical challenges within online education. This session discusses how Drexel University is developing open-access courses with digital badging for new and current students to address non-cognitive factors associated with attrition and completion. Data and feedback from two innovative research initiatives will be shared.
Faculty Learning Communities (FLCs) provide fun options for faculty development that create lasting change when provided with the right supports. Teaching and Learning with Technology at Penn State launched an FLC pilot in the Spring of 2018. Come see what we’ve learned and share some insights from your own FLCs.
Immersion need not solely occur online or in virtual worlds. Our pedagogy immerses online students in an entrepreneur’s decision calculus to manufacture, distribute, market and sell craft beer. Tested in higher education, results indicate online student engagement and learning soared due to combining industry immersion and offline industry specific experiences.
Animation has potential to foster student learning, engagement and satisfaction. But with the popularity of animation amongst today’s learners, it can be intimidating and time consuming for faculty to perfect animation in the classroom. This session focuses on utilizing animation through computer applications to enhance the learning process.
This session explores a grant-funded pilot project to integrate case studies into online asynchronous discussions to increase student engagement and content mastery. Participants receive a template for developing complex evidence-based case studies. Participants will examine case study development, teaching, and evaluation processes and brainstorm strategies to integrate into their courses.
This presentation will review an innovative, practical, skills-based online course that is taken in conjunction with an internship experience. We will review the innovative technologies used in the course and demonstrate how traditional tools are being applied in new ways to better prepare adult students for the success after graduation.
Working with some subject matter experts can sometimes be challenging. As an instructional designer, sometimes it's easy to forget that not everyone understands that instructional design is an entire field of study, supported by significant research. In this session, we will discuss how we have been able to use research-based recommendations to create faculty buy-in.
Drs. Parsons and Boozang will examine and discuss strategies and insight as to best practice of establishing a rigorous, successful environment for the online doctoral candidate. Further, they will discuss the pedagogical aspects of motivational theory as it relates to the transition from doctoral student to candidate, and successful presentation and defense of an applied dissertation.
Learning readiness is important for all students, not just those in online courses. This session will provide an overview on how Austin Peay State University provides students with an opportunity to participate in a readiness self-assessment “selfie” and leverages student snapshot data to address learning readiness in the freshmen year.
Are you looking to revamp professional development opportunities for your online faculty? Join us as we provide a behind the scenes look on the evolution of our faculty development program at the University of Colorado Denver. We will share our current practices, as well as the trials and tribulations involved in growing a successful program.
Innovation is a hot topic in education, but how do we make it happen on a practical level? This hands-on, interactive workshop introduces approaches to identifying personal and organizational drivers of innovation and visual mapping techniques for developing ideas into operations that boast successful and sustainable results. Innovation Inventory Preview
This session will share insights from a research project on blended synchronous learning. This innovative approach brings together online and on-campus students to work on activities in real time. Through an iterative process, several principles emerged for designing solutions that may mitigate the feeling of isolation experienced by online students.
Preparing future educators to teach online is imperative in nursing education. The goal of the presentation is to demonstrate the use of scaffolding and applied learning as pedagogical approaches to teach graduate students in a Master of Science Nurse Educator program how to develop, design, and deliver an online module.
This practical session will cover 50+ proven strategies and examples for building a strong, healthy community in online courses so students will feel connected to the instructor, their classmates, and the content. The simplicity of these activities makes them easily adaptable to any course regardless of curriculum, level, or modality.
Do you need to write feedback when creating highly interactive learning activities? Come see real-world use cases of formative activities that a competency-based university implements across disciplines. In this interactive session, you will take away practical instructional strategies that you can use to create meaningful feedback for online formative activities.
MERLOT, going into its 21st year, started out small. Our goal all along is to accelerate online learning . Over the years, MERLOT has expanded to include many international aspects to allow users all over the world to access and benefit from the site.
STEM educators continue to disagree about the role and value of, and best practices for, online science labs. This study brings much-needed data to the discussion by quantitatively comparing the efficacy of virtual versus physical lab experimentation on student learning gains related to conceptual understanding and scientific inquiry.
The Penn State Blended Learning Transformation (BlendLT) program is now completing the fourth cohort. To share success stories, we provided faculty a webpage template for capturing the difference that BlendLT made in their specific course, showing the connections between learning objectives, blended activities, and assessments. Come review our success stories!
We will discuss how to bridge student-support efforts in the classroom and learning center to avoid duplicating efforts and crossing purposes with the goal of promoting student success to the greatest extent. Participants will apply what we discuss and/or modify what works at one university to fit their own institution.
Apple’s line of phones have always been able to capture footage but now that the new iPhone 10 has been released - it changed the playing field. Shooting great video has never been easier and we all know on-line learners love video.
The new camera (that also works as a phone) can grab 1080p high-definition clips at 60 frames per second, take 240-fps slow-motion shots, shot time lapse scenes, provide cinematic video stabilization, and even has up to 256 gigabytes of storage which is more than enough for a short film. Join 2-time Emmy award winning filmmaker Steve Julin in the innovation lab as he'll share his insights after testing the camera out on numerous video shoots and demo some filmmaker friendly iPhone gadgets.
Voicethread eases the transition to online learning for the Albany College of Pharmacy and Health Sciences (ACPHS) faculty and students. In this session, we will discuss how we are leveraging Voicethread for interactivity and assessment in health science courses that are newly converted to the online format.
This session presents the findings of a 2018 study of incoming graduate students’ perceptions of key features and benefits of competing academic programs and university websites. The session will provide a checklist/diagnostic of websites as customer engagement experiences and an overview of the methodology used for future bespoke applications.
Results of faculty evaluations and course grades will be compared between 40 courses offered in a traditional classroom and offered online. Comparison will be made between courses with same title, using identical syllabi at the graduate and undergraduate levels. These results will contribute to the growing literature analyzing the efficacy of online, as compared to traditional courses.
This interactive session will review how Personalized Adaptive Learning (PAL) aligns with the Universal Design for Learning (UDL) framework, how UDL can successfully be implemented into PAL courses, and how recent student data supports UDL in PAL. It is the perfect time to blend these two concepts together!
This interactive presentation provides examples of online course design strategies that fit the needs of today’s learners including transparent syllabus and assignment descriptions, online group work, brief videos, and authentic learning activities. Tips for incorporating elements of the Community of Inquiry (CoI) model in an online environment will be demonstrated.
This study examined the impact of online courses on student success and graduation rates, finding that taking online courses significantly increased students’ likelihood of completing their degree, with significant but small impacts on student grades. We’ll review and discuss the relevant literature, study methodology, results, and implications for further research.
How do you provide professional development on a topic that everybody thinks they know about? Incorporate learner engagement and specific, practical recommendations. A discussion of our online lesson on addressing bias in university selection committees will launch an exploration of instructional strategies that can be scaled up or down.
Smartphones and tablets are rapidly replacing laptops as the primary device used for online education. As the number of devices used in our classrooms grow it increases the need for adaptability digital education.
As more and more students are using mobile technology it's important that faculty are not unintentionally creating barriers.
This interactive workshop will teach attendees how to create an online faculty portfolio geared towards job searches, promotion processes, and career advancement. Participants will be introduced to several different e-portfolio options and learn tips for designing a professional, creative, and comprehensive online faculty portfolio.
Join us during this discovery session to learn about the various professional development opportunities provided by the OLC Institute for Professional Development tailored specifically for the instructional designer role. The offering types that will be reviewed include the Instructional Designer Certificate Program, the Instructional Design Mastery Series, and individual courses related to project management, research methods, and learning sciences, all with the instructional designer in mind.
Some College Algebra students come ready to be challenged, but skill gaps make it difficult for many to engage with the content or their peers. This doubly adaptive course retells the story of College Algebra by introducing all function types on day one, engaging students early, and building big ideas.
At the University of Maryland – College Park, undergraduate and graduate student performance in online courses was below expectations. Students were perceived as not have the skills needed for learning online. The Division of Information Technology’s Learning Technology Design group was approached by an online graduate program in the School of Public Health about developing a course or module related to online student success. The Online Student Success Orientation (OSSO), was born.
This OSSO course was designed using the ADDIE model, based on the Canvas platform. Canvas Catalog was selected as the mode of delivery for the OSSO course. In this presentation, I will discuss the process used to design and develop the OSSO course, Canvas tools and features used, and advantages to delivering the course via Canvas Catalog. Lastly, data from the OSSO course will be presented.
With the rise of adjunct hiring and the rate of turnover in this faculty pool, adequately preparing and supporting adjuncts for teaching online is essential. This session shares our program’s strategies for supporting adjuncts before and during online teaching, including professional development, collaboration, materials sharing, input valuing, and co-teaching, among others.
One social justice victory of online education is the ability to expand access to higher education and serve a diverse student body. This interactive session will give instructors and administrators the chance to share strategies and tools for supporting the success of students who are deaf.
There must be a better way! Those in higher education and the curriculum development industry know the obstacles that derail projects, i.e. missed deadlines, unclear expectations, and ever-changing priorities. This educational session will benefit administrators, design thinkers, and training professionals who are considering adopting agile project management for curriculum projects.
This session will address a team approach used to develop courses for online programs. Each team member brings their own expertise to the group. Discussion will focus on the makeup of the team, benefits and challenges of a team approach, and the metrics used to manage a course development project.
Courseware exists in a maze of digital learning tools promising to improve learning outcomes, save time, reduce cost and more. The Courseware in Context Framework was developed to help educators navigate the courseware market and make better-informed decisions. This session will provide a brief interactive demonstration and highlight institutional use-cases.
Montclair State University has developed unique approaches to developing online programs since 2013. Successfully launched in 2016, MSU’s online MBA program demonstrates the unique instructional design and faculty development approaches to shifting institutional culture, transforming pedagogical mindset, and enhancing collegial collaboration and relationships resulting in the fastest growing online program.
Technology is connecting us more than ever, but we still face linguistic and cultural barriers. Explore the cultural side of online communication and the skills you need to adapt content and engagement strategies to this forum, and learn about your own cultural awareness along the way.
Come discover an online academic integrity project which features a positive tone and multiple ways of engaging students and faculty with online tools and interactive lessons. Take away strategies and ideas for project collaboration, faculty development, and research potential connected to academic integrity.
Dartmouth College adopted a 1-to-1 ipad program for a hybrid graduate degree program to serve as a common platform and an ecosystem for innovation. After 6 years of trying to integrate the ipad into this learning environment, the 1-tio-1 program was abandoned. Come discuss key lessons from this failure.
This presentation examines theoretical frameworks that focus on the pedagogical aspects of online education. A proposal for an integrated Multimodal Model for Online Education is provided based on pedagogical purpose. The model integrates the work of major theorists and attempts to address the question: Can we build a common integrated theory of online education?
How do we empower students to take part in institutional innovation and change? In this session you will hear from a student and a recent graduate who have been involved in our Davidson Now initiative. They will be talking about how their involvement in this process has influenced their learning, professional development, and view of the institution.
This session will demonstrate how artificial intelligence can be used to help improve student success through learning pathway analysis and personality dimensionalization. Case studies demonstrating the use of AI and potential applications within the institutional context and implications will be the focus of the presentation.
Establishing an Adaptive Learning Framework: Walking the pathway to math success
An Adaptive Panel Discussion
In this highly interactive session, participants will complete a knowledge check similar to what students experience within the ALEKS system. This virtual task will inform and guide the panel discussion by identifying gaps in prior knowledge, verifying existing knowledge, and ensuring a common vocabulary. As diverse as the learners SNHU serves, participants will identify unique needs for establishing an adaptive learning framework in their own learning environment. Join us in discussing the impetus for change, the impact to student success, shared instructional design and course development approaches. The panel will also reflect upon benefits, share key strategies and takeaways.
This session will highlight 12 pedagogical approaches commonly used in online courses, describe the value, characteristics, and applications of each approach. Attendees will participate in an engaging activity using beach balls and a pedagogical wheel to collaborate on solutions for online teaching challenges using design thinking process.
The California Community College Online Education Initiative provides free online student support tools to all 114 colleges in the system. Despite evidence of their effectiveness and their free price, campus-wide adoption is not universal. Why? This session examines organizational change through a systems theory lens to illuminate how to lead from where you are.
Creating interactive learning activities to engage students is one of the essential elements of online course design and development, but it is often overlooked. In this session, we will demonstrate some free Web tools that faculty can use to easily and quickly create interactive learning objects for their online courses.
Combining the instructional design experiences at two institutions, this session will showcase the impact of integrating VR-related immersive content into online learning. VR can be a daunting initiative, with this in mind, the session will feature discussions on best practices and challenges faced to help your institution to get started.
This session will provide insights into the many facets of learning analytics, especially those focused on online learners and programs. Learning analytics can provide valuable insights to faculty, advisors, instructional designers, and online program managers. Dashboards created in-house as well as a vendor solution focused on retention will be shown.
The Interactive Faculty Development Decision Guide (IFDG) is a research-based online tool designed to help stakeholders analyse their current faculty development initiatives to align them with institutional goals. Please complete the Decision Guide (https://topkit.org/planning/faculty-development/) and bring your results to the workshop.
Purdue University Global’s Center for Teaching and Learning will provide an overview of how our training and development is effectively constructed and delivered using Google Tools. We will also provide a hands-on example of how to create a Google Site that can be used for online instruction.
Two online learning administrators share their process for addressing critical questions related to online program development and institutional support, and facilitate a discussion among session attendees regarding strategies for staying the course, even during changes in senior level campus leadership.
By designing and implementing a curriculum of 100% online, self-paced professional development courses, one instructional designer and two student workers at the University of Bridgeport developed a full range of online learning professional development experiences for its instructors as part of a DIY model for online course design utilizing Canvas.
Jodie Foster, Albert Einstein, and Maya Angelou, along with 70% of people hold feelings of self-doubt or being “found out”, sometimes believing that their circumstance is really just luck. Coined “impostor syndrome”, this mind trap also exists for many online learning experts and leaders.
Join us for an honest, vulnerable, and heartfelt panel discussion about impostor syndrome and how online leaders can recognize it, manage it, and rewrite their own “impostor” dialogue.
Although there are advantages associated with online learning, there are some disadvantages that influence how individuals' experience the interaction between family and degree. This presentation discusses research on the difference between online and residential students’-both men and women- academic-family integration “cognitive, behavior, psychological, and affective processes of integrating academic and family.”
“Yours, Mine, and Ours: Student Engagement is a Three-way Street” is an interactive presentation that examines definitions of engagement, explores what it means to use engagement, and investigates how we engage with students. This presentation covers student engagement for online, blended and face-to-face classrooms as an interactive, engaging session.
This session presents the Networked Knowledge Activity Framework, an empirically-derived framework used to design social media learning activities that promote active learning processes. Lesson ideas and templates based on the framework will be shared. Practical and ethical concerns related to social media use in formal learning settings will be discussed.
Discussion boards are often strewn with lackluster engagement, viewed as “busy work”, and/or underutilized in the online classroom. Let’s discuss the true value of this often undervalued learning component within online classrooms through exploring and sharing applicable learning and teaching strategies to be utilized in the discussion forums.
This study intends to examine adult learners perception of the use of Web 2.0 tools technology in online courses and the impact it has on learners' satisfaction, performance, and the student background variables and the factors it has on improving digital literacy.
Higher education in the “Digital Age” demands educators to gain online teaching and learning expertise. As such, pioneering institutions offer students advanced certification opportunities to become online instructors. The current proposal showcases the effectiveness of digital pedagogy through student evaluations from recent asynchronous and synchronous fully online graduate courses.
Online learning initiatives and faculty development programs have resulted in an increasing number of courses and degree programs being delivered online. To facilitate this growth in online courses, the Office of Online Learning and Center for Teaching and Learning, at the co-presenters' middle-sized public liberal arts institution, have teamed together to address faculty concerns about quality, support, and incentives for developing or enhancing online courses. This effort has led to 612 sections of online courses being offered in 2017 with 20.26% of said courses earning an institutional quality assurance certification as well as internal grant funding for course development or redesign.
Faculty perception can facilitate and improve the quality of education and is an important catalyst in course success. As such, it is necessary to comprehend faculty perception to positively impact the quality and success of each course. This presentation will discuss how community college instructors perceive the influence of online best teaching practices—pedagogical, technical and content knowledge—on student outcomes.
This study will use the ENCORE review process to conduct a needs assessment of faculty perceptions of online instructional design best practices. Data will also serve to compare perceptions of best practices to actual implementation. This will identify training needs for faculty and opportunities for dissemination of best practices.
This study sought to discover optimal opportunities to enhance connectedness as a measure of doctoral student success. The ultimate goal included identifying interventions to assist doctoral students in rising to the challenge and thriving through the dissertation experience. The research results revealed emerging educational trends towards technology and on-demand options.
This qualitative case study explored teachers’ perceptions of received professional development designed to prepare them for the paradigm shift of teaching in a blended learning environment. The qualitative case study occurred in one of the top 10 largest school districts in the U.S. located in Florida. The researcher conducted semi-structured interviews, utilized documentary analysis, and conducted internet surveys with five teachers from the primary and intermediate grades who have taught two-three years in the LaunchED 1-to-1 laptop initiative program identified as Cohort I. The results of the study revealed that
Dissertation (December 2018) for Ph.D. Instructional Design and Technology
Dissertation Chair: Ashlee Robertson; Keiser University; firstname.lastname@example.org
Abstract: Timing, resources, and training can impact faculty transition from face-to-face to online teaching. The variables discussed are faculty engagement, motivation, and satisfaction. Future findings of this research will help faculty/administrators by showing successes or barriers online faculty face. Identification of these barriers may increase willingness to transition to online teaching.
Forensic Science degree programs are at the forefront of virtual coursework requested by undergraduate students. Minimal research exists which reviews student perspectives of science-based coursework in forensic science online learning. Developing an understanding of student self-efficacy and connectedness in Forensic Science virtual classrooms is essential to developing effective degree programs.
The rise of online learning presents challenges as well as opportunities for instructors and students. One of the challenges for online instructors is how to keep students engaged in the course. A Learning Management System could be used to address part of this challenge, depending on how the instructor uses it. When delivering a course to students online, a learning management system can be used to manage the course. An LMS can be used for grading, providing feedback and for communicating with students. This study will examine gender differences in student views on the role of an LMS in their engagement in an online course. This study will examine students’ views on which features of an LMS were used by the course instructor, how those features played a role in engaging them and finally examine if there are gender differences in the student views.
Although the need for project management education and experience is reiterated in the literature and in cross-industry job postings, it is unclear how instructional designers acquire and use project management skills and tools in their profession because project management is not a focus in many higher education programs intended to prepare instructional designers. This study investigated the project management-related experiences of practicing instructional designers to gain insight into their common experiences and identify themes from their stories.
Results describe project management best practices, models, methods, tools, and technologies that instructional designers use in acquiring project management knowledge and ultimately in managing their learning design projects. These results will be shared with the conference audience.
In this Graduate Student Discovery Session Presentation, Jason will summarize his potential PhD research questions regarding eLearning leadership in higher education, what is known from the current literature, and welcome scholarly discourse from the attendees.