We are pleased to announce the program for OLC Innovate 2019!
Start Planning your OLC Innovate Experience
Start Planning your OLC Innovate Experience
All Sessions are in Mountain Time (MT). All sessions are considered BYOD (Bring Your Own Device).
All Sessions are 45 minutes in length unless otherwise noted.
Research trends show that while there is a greater awareness of web accessibility and Section 508 requirements, many campuses lack the resources to quickly and comprehensively address these issues. Join this hands-on workshop to learn about best practices, strategies, and tools for creating an overall strategic plan for your institution to meet current web accessibility standards.
HBCUs have been developing, implementing, and sharing their strategies and success with their Affordable Learning Solutions (AL$) programs to significant reduce the cost of course materials for their students while providing high quality and engaging digital content with Open Educational Resources. The pre-conference workshop will include an overview of the AL$ program, how to leverage Cal State University-MERLOT’s services, HBCUs sharing their lessons learned on implementing their own AL$ program, and activities for workshop participants to begin planning their strategies for adopting and customizing an AL$ program for their campus. The workshop will also include a keynote speaker and a hands-on activity with some new technology.
Online education is no longer a novelty to our industry. It's time to clearly demonstrate we are doing a good job for all of our stakeholders. No matter the maturity of your online program, institutional assessment and continuous improvement should be an important consideration. The OLC Quality Scorecard for the Administration of Online Programs is widely used to evaluate and demonstrate levels of quality in online programs in various stages of implementation as it guides a systematic review of an online academic program. This workshop focuses on the use of this tool and how to implement using data and collected evidence to improve student learning and program experience. The session will also address 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.
Although the predominant definition of OER (Open Educational Resources) includes what is known as the 5Rs, students define OER differently from academics in the field. Join us for a hands-on workshop to explore open-access materials from the students’ perspective. Analyze and evaluate popular open-access materials to enhance your students’ learning and motivation to learn.
Join us for OLC’s spring leadership network event, where we bring together digital leaders from academics, industry and non-profits to discuss alternative pathways into digital leadership. Increasingly, the changing educational landscape along with the rise of alternative educational providers, has opened new pathways and opportunities in digital leadership. Whether leading a traditional academic institution, guiding initiatives at non-profits, developing new products and approaches in industry or working to establish policies and regulations within government, there is a growing demand for digital leaders across an increasingly diverse educational landscape. Join us at this half day event to hear featured presentations and participate in small group discussions on emerging opportunities for digital leaders.
What else can you do with a course shell—besides teach a class? Join us for a revolutionary 90-minute workshop, where you will learn how to turn in an ordinary course shell into something extraordinary—such as an Advisor Hub, a Communication Hub, a Library Readiness Mini-Course, a 24/7 Advising Area (eQuad), a degree-specific Career Central, and more. By leveraging existing LMS resources in your institution, these innovations can be built without additional expenditures for software or consultants.
MERLOT’s all-new and completely redesigned Content Builder, integrated with the MERLOT repository, is an accessible web development tool. It makes it easier than ever for instructional designers, instructors, and even students to create accessible online teaching and learning websites.
Section 508 of the Rehabilitation Act establishes guidelines organizations must follow to ensure electronic/information technology fully accessible to everyone. This session will focus on the basics of designing documents, spreadsheets and presentations to ensure that when they are included as part of a distance education course they are fully accessible.
An avalanche of students taking online classes fail or drop their classes due to a lack of either student readiness, faculty readiness, or both; yet a solution to this problem is available to all colleges who want to improve their online course success and retention statistics. This solution provides free access for students to an online course that prepares them to take online classes and provides faculty with a certification process to ensure competency in developing and teaching online classes, while mentoring and a course review processes keep online course quality high. See how your college can utilize these tools and earn a readiness certificate yourself by attending this workshop.
Higher education institutions have questioned on-line teaching of laboratory based science courses as meeting the objectives of degree requirements. Of special interest is how these classes can be made available to special needs learners. This workshop will discuss concerns, solutions, and engage participants in an authentic on-line laboratory exercise.
Design thinking provides a structured approach that can enable educators to uncover challenges and explore innovative solutions to meet the needs of their learners. In this session, we will discuss how design thinking can be used to guide course re-design, strategies to address challenges with data collection, results from the design thinking approach and how the process can be used for participant's own work.
This workshop provide step-by-step instruction on how to remix and reuse open educational materials including determining production and distribution options based the original source license, personalizing materials to your teaching and learning needs, creating attributions for publication and distribution, relicensing and sharing your work.
In a table-rotating, unconference-style format, workshop participants partner with session co-facilitators to share, discuss, and collect technologies, tools, and approaches found useful in their work as educational developers. Each table-group will begin with a guided example and then generate/collect ideas to include in a collaborative online document.
This hands on session will discuss and illustrate what to look for when you are evaluating Web 2.0 Tools. Participants will get concrete examples of what to look for as well as scoring template they can use for evaluation. Please bring an Internet Enabled Device to fully participate.
Educational media productions and innovations often suffer because participants poorly understand the goals and constraints facing others (typically faculty, media producers, and instructional designers). This workshop uses a role-playing game to interactively address this gap and provide tools and models for interaction that participant’s can return to the their institution.
Peer learning circles transform the way we work and learn. In this workshop, participants will assess the potential of peer learning circles for their team, practice two popular methods for scaffolding peer-to-peer interactions, and determine an appropriate duration for their team’s learning circle.
Explore the US Department of Labor’s National Repository of workforce development OER and save time and money by adopting and customizing quality online curriculum for workforce development. Learn about the tools, templates, and techniques for rapidly development quality career and technical training by using the TAACCCT OER.
App Smash Pair and Share Workshop
Teaching and Learning Practice Track
App Smashing assists with online learning engagement and supports the UDL Multiple Means of Engagement and Representation by providing multiple ways for students to access instructional material and showcase their learning. Software applications, as is all technology, is forever changing and improving. This session is designed to allow online instructors time to explore new applications and collaborate with peers to incorporate new ideas into their instructor toolbox. Participants will explore current applications and learn and explore how to leverage the technology to achieve their goals in the online environment.
Winston Churchill stated, “We shape our buildings; thereafter they shape us.” This is true in many classrooms. For institutions exploring active or blended learning it is critical to think about the space in which the learning will take place. This workshop explores tools and processes to help institutions plan innovative learning spaces.
The Integrated Online model is an online Team-Based Learning (TBL) course design that utilizes asynchronous and synchronous modes of engagement to foster active learning. Participants will experience an overview of the IO Model through elements of TBL and will consider how it might be implemented within their own course contexts.
This workshop is designed using cyberpsychology to literally leave participants in the dark about what their fellow group members are doing . It consists of two different activities which replicate the ambiguous atmosphere of working online as well as focussing on strategies to combat social loafing and miscommunication online.
Take a behind the scenes tour of the triumphs and perils of baking universal design into faculty led OER initiatives and learn strategies to diffuse accessibility and usability principles into the process with a new tool chest of extensible rubrics and checklists to help faculty create great OERs.
This presentation highlights the Educator Workforce Initiatives Team at Mary Lou Fulton Teachers College at ASU, progressive and innovative work with local districts to re-invigorate the education profession utilizing new differentiated roles. Creating teams of educators with distributed expertise in collaborative spaces through the development of essential skills through online modules.
In this DIY-style workshop, you’ll leverage visual design tools and the collective genius in the room to reimagine and remake your learning materials. Come explore fundamental design considerations you can use to create engaging learning experiences, and get a treasure trove of resources and tools to take home!
Creating an eCourse is similar to cooking – raw ingredients become a dish through thoughtful combination and perhaps a little spice! This hands-on workshop will demonstrate how to turn your content and assessment ingredients into online, hybrid, and CBE courses. Participants will leave with a recipe for design success.
This innovation lab will focus on how Open Education Resource initiatives facilitates participants incorporation of cultural competence, critical consciousness, and data justice to change their online curriculum. These three areas represent an avenue where faculty, instructors, and instructional designers can contribute to strategic inclusion and diversity goals and improve access.
The overarching goal of this proposed presentation is to discuss the use of learning analytics in Canvas to track and predict students’ performances and to provide timely support for online learners. In addition, the issue of students’ privacy in online courses will also be reviewed through our preliminary survey data.
The Faculty Forward Fellows Program project, centered around building a blended faculty development program, was one of six grant projects awarded through Johns Hopkins University Digital Education and Learning Technology Acceleration (DELTA) grants. In this session, the program developers will present the project goals and program outline replicable across institutions.
How do we ensure students are ready for the pace of our online courses? This session will review a new module created at our institution designed to engage students in a reflection of their existing time commitments (and shortages) to provide automated advisement on first term course load.
This session shares a wicked problem we’ve encountered: faculty teaching and technology support. We will break down why this is a challenge for our institution and share our human-centered design approach for addressing it. Join us to tackle the monster of faculty development and solve our wicked problem.
Developing rigorous online experiences is futile if students cannot engage with them. The lack of fast, dependable internet access is common among rural students. It also affects economic development by hampering employee training. To address this educational digital divide in rural Michigan, NMU created the Educational Access Network (EAN).
Five years ago, adaptive learning was the buzzword of the day– complete with “robot tutors in the sky” kind of hype. But has the hype proven out? Is there evidence to back up the promises of adaptive learning? Further, what have we learned about effective learning because of these new practices and approaches? When it comes to edtech, it's easy to make claims that distract rather than invite thoughtful conversation. Join a group of experts, entrepreneurs and educators for a discussion that discusses the state of adaptive learning, looks at what we’ve learned so far, and what might be next.
Learning by doing is our approach to teaching information visualization skills. During this presentation, we will present the Balsamiq tool to demonstrate how we taught an Information Design and Data Visualization course for undergraduate students. During the hands-on activity, the attendees will learn how the blended learning approach is carried out for a one-week lesson. The audience will also learn how to create a mockup for their interested data visualization topic. To experience the learning process, the audience will be asked to act as undergraduate students during the 10-minute Q&A/group discussions. The presenter will also facilitate the conversation as if in a classroom and will conclude by giving attendees a core takeaway message about adapting the blended learning approach for teaching complex topics.
As online enrollments increase, instructors struggle to adapt traditional pedagogical practices to the online learning environment. Asynchronous discussions tend to be the standard way of engaging students online, yet this practice has several shortcomings. The presenters share one novel discussion approach that they have used to more fully engage students.
Bringing creative writing into a fully online, traditional general education curriculum at a single-purpose institutiuon was a challenge and a risk, but the benefits have been great. Getting students to understand that writing can take many formats and exist for many reasons has been a rewarding undertaking, despite the challenges. Students have reported greater engagement and satisfaction, and though we can't measure health, wellness,. and connection down the road when they are practicing nurses, it is hoped that they take the skills and habits learened in the course and the unit, and the excitement creative writing can generate, and go forth as healthier, happier, more connected individuals in their careers and personal lives.
Western Governors University used Open Educational Resources (OER) to redevelop five high-enrollment, business core courses. We faced challenges in using OER materials including curating, customizing, attributing, revising, editing, and ADA compliance. We will share our lessons learned and want to learn from others who have faced similar challenges using OER.
The online classroom is a source of rich data to inform on-going improvement in online teaching, including this three-pronged strategy to data-driven online instructor development: 1) LMS data
2) Behavior-based student feedback
3) Peer & self assessment
Imagine this dystopian future: a lone instructor is hired and tasked with teaching an online course days before the semester starts. Wait - this happens all the time! Instructional designers discuss concepts and practical solutions used to build collaborative relationships and ameliorate the frenzy at the start of each semester.
As lines between online, resident, blended, synchronous and asynchronous education blur, we are bringing the benefits of each mode of learning to all students. Let us tell you about key lessons and successes in developing an approach to systematic, operationalized, scalable innovation that meets the needs of faculty and students.
Innovating in Higher Education can feel like a challenging obstacle course, demanding determination, grit, and optimism of Ed Tech teams. We mimic the format of a game show to isolate political struggles, confront implementation obstacles and identify solutions and approaches to new tools and innovative success
Usually I teach digital storytelling in a three day workshop. My challenge was to transform the face-to-face workshop into a hybrid model, delivered over four weeks. I'll share my course design decisions based on hybrid course design theory.
What if syllabi went way beyond logistics and boilerplate? What if your syllabus worked like a textbook and looked like art. This innovation lab explores those questions and while pushing the aesthetic and educative boundaries of these basic but ubiquitous curricular texts.
Capella University has created a novel approach to innovation by blending design thinking with appreciative inquiry, a strengths-based approach to organizational change. In this workshop, participants will practice “appreciative listening,” one of the first steps in this process, to uncover, anticipate, and heighten positive potential to create solutions with a human-centered approach.
Failure, frustration, futility, forgetfulness; we’ll tackle these F-words typically associated with faculty development and brainstorm ways to turn them into terms of endearment. This presentation will begin with CSUCI’s unique Pathways approach to untethered faculty development, followed by facilitated consultancy groups aimed at crowdsourcing solutions to common/shared F-word challenges.
Pre-designed courses (PDCs, sometimes known as master, template, or canned courses), long the standard in for-profit institutions, are becoming more common in non-profit, private, and state institutions. How do faculty and administrators negotiate using PDCs, while acknowledging and promoting faculty expertise, professionalism, and autonomy?
In light of the demonstrated need for online programs to integrate relational elements within their structures, an online doctoral program has adopted three major innovative strategies to support online learners. In this session, program administrators will share these strategies and provide an immersive opportunity for attendees to use the social networking software utilized by the program.
In this session, we'll show you how to put a twist on traditional online discussions. We'll share five field-tested recipes so you can implement debates, visuals, reflections, and other strategies in your course to make student discussions more enjoyable and meaningful.
Many institutions want to adopt innovative tools and technologies, but often overlook key criteria in making their decisions. Whether you are an administrator, instructional designer, information technology specialist, or instructor, join us to explore our USA2 framework to help you evaluate the critical characteristics of possible technology-driven innovations.
Instructors complain that many college students do not know how to learn. This session will share ways to teach students how to learn, and ways to help students practice how to learn.
This session will offer several at-risk and retention techniques. Our methods utilize course access reports from Canvas, filtered through Tableau as well as final grades to pull target populations for advising outreach efforts. This will be an opportunity to discuss lessons learned and helpful tips for future implementation.
Engaging students in the feedback loop may be challenging for faculty in the online environment. The use of VoiceThread is one method for delivering and assessing students’ interpretation of the feedback received. This session will equip attendees with best practice strategies to support students’ persistence and success in academic writing.
The Oregon State University Ecampus Research Unit has created a new free resource called the Report Reader's Scorecard, which offers a guide for assessing the quality and rigor of online teaching and learning study reports. In this session, participants will have the opportunity to try out the Scorecard by applying it to to a recent report from the field, see a tour of the Scorecard's supplemental website, ask questions about the Scorecard categories, and offer feedback on how the resource worked for them.
In a fully-online environment with students and colleagues sometimes hundreds of miles away, making connections isn't easy. One professor found a way: podcasting. This session recounts one podcasting journey and an provides an opportunity to help you brainstorm and create ideas for your own podcast (and will be live!).
Where should digital learning go next at your institution, and how will you lead your institution to get there? In this session, we will discover a framework for addressing these questions. Then, we will reflect on and discuss how to best answer them within our own institutional culture and context.
This conversation will engage participants in an exploration of the benefits and challenges of utilizing various content sources—publisher vs. OER vs. CYO (create your own)—for supporting instruction in an online or blended course.
Attendees will have an opportunity to discuss how they support student growth and learning with emerging tech and adapted teaching methods in online, on-site, and blended learning environments. This conversation will be a forum for cross-disciplinary networking and problem solving to advance innovation and successful implementation of available technologies.
A major barrier to delivering online science degrees is the laboratory component, which until recently has been extremely challenging to deliver online. Recent innovations in curriculum design and virtualisation are changing this landscape. This conversation engages participants in exploring the benefits, challenges, and successes of building online science programs.
The 2018 Horizon Report identifies Authentic Learning Experiences as a “Solvable Challenge’. The report identifies apprenticeships and “course projects situated in the community” as strategies for authentic learning. In this session we present a strategy for creating authentic, online or blended experiences, that can be created using game design principles.
This hybrid online course methodology mimics competitive athletic training leading to “game-day” performances. The format duplicates the coach/athlete relationship: the instructor assumes the role of coach; the students consider themselves team members interacting with their peers to develop their collective abilities; the face-to-face class sessions become "game days."
This sesson describes how four active learning strategies can be used in the online context to engage learners. The strategies are Class Talk, Writing to Learn, Think-Pair-Share and Literacy Groups. Through these techniques learners use higher order thinking skills and interactions to dynamically construct their knowledge.
In an effort to provide another flexible delivery option for students, Fox Valley Technical College embarked on a journey to deliver live, online classes via Blackboard Collaborate two years ago. In this session, you will learn about the project, how the pilots went and the key findings and best practices to implement this flexible delivery format.
“Oh, so are we writing for screen readers?” What is the focus of accessibility efforts in this age of digital innovations? How do we make accessibility efforts practical and manageable? We’ll consider appropriate options for higher ed and design professionals who seek to make access and equity in learning possible.
A conversation of our experience applying Bloom’s Taxonomy to guide the practical design and successful delivery of both online or hybrid courses. We share our experiential knowledge of a multiyear effort to systematically improve the pedagogy of hybrid and online courses in graduate and undergraduate international business education.
This conversation centers around the question, “How can faculty most effectively use pedagogical approaches alongside EdTech to support distance doctoral candidates in the dissertation process within a hybrid/online program? Participants will discuss the use of EdTech tools and pedagogical practices to support students at this critical juncture in their programs.
MERLOT, an open educational resources repository, has been growing in popularity over the past decades, specifically the Health Sciences community. If you are interested in becoming part of this community of educators, learners and researchers then this is the session for you. You will have a GRAPE time!
How a Christmas present from our dean became the driving force behind our course development process and led to some of the greatest faculty development experiences we’ve ever seen. Find out how Coursetune helped us turn the messy pile of documents, post-its’s, spreadsheets, and slides into a cohesive guide that would become awesome, well scaffolded learning experiences.
Designed for an audience that includes lifelong learners, this online program employs video-based cases and activities that support experiential learning and student engagement via documentary-style film-making.
We developed a competency-based Web Application (Web App) with content, learning modules, and learning activities. Next, we evaluated Web App's effectiveness using a mixed-methods approach. This presentation will discuss the process for Web App development, implementation and evaluation. Implications for competency-based education and development of future education technologies will be reviewed.
In online classes, faculty and curriculum designers worry about how to engage students in learning. In this panel discussion, we will talk about research that is ongoing about different variables of engagement. Engagement may be defined at a high level but may mean something different in specific applications.
Discover the power of predictive analytics! Learn how FIU Online has increased student success rates in critical courses by implementing predictive analytics using the capabilities of Alteryx, R-statistical programming and Tableau.
Working as a remote employee is becoming more commonplace in the workforce. Employees who work remotely, and those who do not, may also have a leader who works remotely (not in a traditional office setting). This presentation will provide research and best practices on virtual leadership within the complex higher education industry.
The purpose of this session is to explore the implementation of a Community of Practice to support professional development, enhance online course and program development efforts, and to foster community and engagement between and among full and part time faculty.
Partnerships between instructional faculty and institutional librarians promote student learning and success. Discussion of applications for various forms of content and communication asset interaction for quality teaching instruction will be provided. Participants will discuss a model to increase excellence in teaching and higher levels of engagement and learning by students.
Online student support is a cross-institutional endeavor requiring complex conversations. The Online Student Support Scorecard assists institutions in starting those conversations. During this session we’ll have our own conversation around critical services for online students. We’ll find common ground and identify strategies to help us all better serve students.
The key to the success of an online university is the retention of high quality, engaged, and supported faculty. This study provides a window into the literature and development of a more systemic and comprehensive model of communication, support, and refinement of the instructor quality review process and responsive mentoring.
Prior Learning Assessment is an important strategy for validating the experience of adult students, yet determining which IT certifications to focus on and aligning the outcomes to relevant coursework can often be challenging for faculty and university administrators alike. This session focuses on identifying key certifications and mapping those outcomes to course objectives.
Teach Access was created to address the shortage of employees in the technology industry with knowledge about accessibility. Working with higher education institutions and current students, hear about the progress that has been made and learn how to be a part of this initiative working to make technology inclusive.
Are you looking for new ways to personalize the online learning environment and foster community in your online courses? Let's explore how to design and deliver a synchronous online class where students and instructors interact with each other LIVE on a regular basis.
This session will demonstrate how Nearpod and other mobile technologies can be leveraged as tools to promote student interaction and engagement through embedded digital collaboration and knowledge-checking activities in non-classroom settings such as orientation sessions. Attendees should plan to actively participate on their own mobile device throughout the session.
Portland State University (PSU) is experimenting with active learning and adaptive technology in high enrollment courses with engagement and retention challenges in an effort to enhance student learning by personalizing the learning experience and addressing individual learners’ needs.
In this session we will share the framework of PSU’s campus-wide initiative, with lessons learned from pilot projects with various course designs and adaptive systems, and a reflection on the User Experience (UX) strategy and vision used to scale-up and sustain implementations.
We will look at how adaptive technology lays the foundation for a broader use of learning analytics and the creation of adaptive pathways to personalize learning by incorporating the student voice in the role of innovation at Portland State.
This session will provide a brief presentation about setting expectations and following best practices in online discussions, and then a discussion on discussions! We'll talk about an array of online tools to spice up the discussion process. Come bring your successes and failures and let's talk about ways to engage students in the learning process
Virtual learning assistants, adaptive learning engines and other intelligent systems are poised to reshape the way we educate. Augmented by the power of artificial intelligence, these tools empower educators to connect with students individually and improve outcomes. Lets explore what will become the new norm, humans and AI working together to educate the generations of tomorrow.
Based on a 3 year case study, participants will learn about the framework that Cal State East Bay’s Online Campus design team has developed to support program level quality assurance in online courses and the importance of data collection, and analysis in regards to students’ learning and quality course design.
Come explore the benefits of applying a competency-based approach to develop online teaching skills for graduate students. Opportunities are designed to enhance vocational self-efficacy and provide practical experience to support future career pathways. Participants will have the opportunity to reflect on and discuss application in higher education and other institutions.
What does a faculty member need to know and do in order to move to a cost-free class for students? The MERLOT Teacher Education Board will provide you with an introductory process and suggestions for materials in this OER session. Join us and share your tips as well.
All the essential gear you need to effortlessly scale the Faculty Governance Summit! Don’t go around the mountain - tackle it head on with the tools you will gather from this conversation. Learn how to work with and empower faculty and administrators to develop foundational policies for a sound online program.
The era of online and competency-based education, including maximizing hiring and staffing talent, is upon us. This panel session will bring experts from graduate and undergraduate institutions to provide attendees insight into how to develop digital credentials which can enhance programs by documenting the competencies most relevant to employers.
Let’s brainstorm and share ideas on strategies and techniques used to bridge the distance between ourselves and our learners in online, asynchronous environments. Using Michael Moore’s theory of transactional distance as a framework, let’s uncover instructional strategies that bring instructors and learners closer and enhance learning by improving learner’s engagement.
Join PhET Director and University of Colorado Boulder professor Dr. Kathy Perkins and Smart Sparrow’s Director of Studio Innovation Jacqui Hayes for an interactive discussion on the technology revolutionizing science education: digital simulations. We’ll discuss the pedagogical side of simulations and the impact of they can have on student success.
Lower retention rates in online programs reflect student lack of efficacy with educational technologies. This presentation examines two proven innovations – ePortfolio and Personal Learning Environment – and demonstrates how to leverage student engagement with entertainment and social media to boost their engagement with online coursework, realize their goals, and complete their academic program.
The embedded librarianship model is based on collaborative partnerships between librarians and faculty to improve students’ information literacy competences. The focus of this session is to present strategies for planning, implementing, and evaluating the embedded librarianship model in online courses.
Columbia College works to encourage innovation in our eight-week online courses while working within a framework set by teaching online, subject matter experts, accessibility, department expectations, master syllabus, master course model, etc. The key question for this discussion focuses participants on exploring innovations in course design and teaching possible within the constraints provided by a framework.
Learners need positive learning habits to be successful in their degree program. There are many approaches that can be used to help learners develop these life-long learning habits. We will discuss a variety of relevant learning and psychology concepts and explore their application in practical interactions and activities.
In an online environment, communication and keeping learners engaged, may be more challenging than in a physical face-to-face environment. To be successful, educators need to use innovative and collaborative conferencing tools and strategies to keep their learners engaged. By doing so, educators can provide learners with valuable and meaningful learning.
In this Emerging Ideas session, I plan to showcase and discuss the process and results of a survey used to assess a faculty development program to prepare instructors to design and teach online. The specific purpose of the survey was to follow-up with faculty who completed the program to assess: (1) what they applied from the program to their online teaching, (2) how what they applied from the program impacted their student’s learning or ability to learn online.
Many teacher preparation programs require teacher candidates to use portfolios to document progress. Online, electronic third-party portfolio systems are now replacing traditional paper files. While this technology streamlines the process, it can be costly and problematic. Innovative ways to use your university’s existing LMS will be discussed in this presentation.
In this session, attendees will hear a case study for Bakersfield College's Renegade Online Student Hub – a physical and virtual place for all students to receive the help they need to be a successful online student. Think of the Hub as a concierge desk for online students, where they can get help on any aspect of their online classes, from how to be an online student to Canvas help, to contacting their instructor. This personalized help closes the gap between tech support and tutoring for online students, addressing their unique needs in an accessible way.
A profile of various methods to set, sustain, and enhance instructor presence in online courses. Based on survey data, we distinguish forms of instructor presence that students perceive as adding substantively to their learning experience versus those that merely regarded as a visual façade, adding style, but little substance.
This session will introduce three types of interaction relating to pedagogical theories and best practices, and recommend effective technology tools to achieve interaction in blended courses. Each type of interaction will be discussed alongside technology with real-world examples. Audience will take away ideas and resources to develop interactive blended learning.
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 instructional designer in charge of the program to learn how to take your leadership skills to the next level!
How do I tell a story in a web-based course with no LMS? Our solution is this course in Articulate Rise with a sleek web design, that seamlessly incorporates links and interactive pieces such as games and scenarios. Come meet ‘Joel’ and see how storytelling makes an engaging difference!
Whether a seasoned professional or a newcomer, this session will allow anyone who works with NGDLEs, or plans to, to share their own experiences. We will guide participants through topics such as “The difference between VLEs and LMSs” and “How do archaic VLEs and/or LMSs impact minority students?”
We will explore the promise and prospects for effective, free or low cost online college life science labs. Many institutions are now offering fully online life science classes with labs. Can the lab portions of these classes be truly effective? Bring questions, ideas, resources, or curiosity to this conversation.
Learn how to produce an education based podcast as a class project for online or on campus students. Podcasting with students creates immediate collaborative learning based on students actively cooperating. Attendees see how to set-up simple recordings, lead students in planning their purpose and upload student podcasts online.
Join us for a deep dive into personalized learning through the lens of an ongoing initiative at the Harvard Graduate School of Education. Participants will identify priorities for personalization in their own contexts, translate these into design criteria, and use these criteria to develop a framework for measuring impact.
In an era of digital distraction, how can institutions leverage digital tools to facilitate meaningful peer-to-peer exchanges? Come learn how a simple process instigates conversations that facilitate sharing of best practices, favorite resources, and what people have learned from failures and missteps on both a national and local scale.
What does a flexible and responsive faculty development program to improve sound pedagogical online practices look like? This conversation will explore online faculty development for a variety of institutions. We will share the research, what we are doing that works, and the ideas that haven’t.
In this session, the facilitator shares lessons learned about data visualization and how her research unit has applied what they have learned to a range of projects. Participants will leave the session with a set of resources for their own professional development as well as a practical data visualization roadmap.
Professional development for faculty should be as robust as the course design expected of them. Good faculty development inspires good design. With positive and innovative approaches, developers and designers can dispel rumors, myths and negative-speak surrounding the shift toward online and blended learning. Championing faculty with what can be done will inspire faculty to go and do.
Students are often surprised at how much they achieve in character development resulting from online college experience. A program with a capstone series of project-based assignments was designed to assist and assess character development for online students. Participants will experience, reflect on, and discuss the impact of this capstone series.
This session offers a “view from the front lines” on the challenges and promises one might expect if they take on building an adaptive learning course for large section, introductory courses. Three political science professors from Georgia State and one vendor representative (Realizeit) speak to their experiences, successes, and frustrations.
This paper is a report on the findings of a study aimed at expanding the examination of a narrative structure by using short 2D short animated movies in an ESL learning (L2) environment. Employing an experimental design, this study investigated whether there was an effect of narrative structure that was sequenced in a linear manner, a simple non-linear manner and a complex non-linear manner on ESL learners’ recall and comprehension of stories. The independent between-groups ANOVA yielded a statistically significant effect on recall and comprehension. The result of this investigation found that there was an effect of narrative structure on ESL learners’ recall and comprehension of stories, which showed that the information that followed a linear (sequential) order of narrative structure was better recalled and comprehended than those that were not linear.
What happens when you apply design thinking to AI? AI presents a fundamental change in the way people interact with machines. By applying design thinking to the way AI is made and used, we can generate an unlimited amount of new ideas for products and experiences that people will love and use.
A never ending challenge for instructional designers in higher education is working with faculty to develop online video lectures. The Michigan State University Online Food Safety Program has developed a six step lecture guide to help faculty develop quality online video lectures that implement best online learning practices and accessibility.
First year students struggle with time management and assignment deadlines. We implemented a Progress Bar in our learning management system (LMS), so students could track their assignment completion. The progress bar was hugely successful in allowing students to take agency over their learning. Come learn about progress bars!
Campus-wide adoption of a new technology poses challenges to campus administrators, faculty, and technology staff. We will share our experiences navigating those challenges and engage our colleagues in a discussion of their own experiences – both successes and learning opportunities – as we identify strategies that support successful outcomes.
In this conversation, Dr. Srba and Dr. Dowden will be joined by experts to discuss the growing importance of artificial intelligence (AI) in the delivery of higher education curricula and support services. From cognitive tutors or virtual assistants in the online classroom to 24x7 student advising and admissions coaches, to large knowledge databases on educational topics that can assist faculty members in publishing important etexts, AI and machine learning are keys to the transformation of higher education. AI is the next evolution of big data’s use in education. As more institutions develop their capabilities and architecture to obtain more data on their students, mining this data to better serve the student will become the focus of getting students to completion. Yet, the process to “hire” AI and implement it at scale should be guided by thoughtful conversations from administrators, faculty, students, and staff. While the promise of specific AI technology will be discussed, the leadership required to advance AI enabled strategic change will be a focus of the conversation.
This conversation will be focused around four propositions about interaction in online and blended courses. These will focus on the role of interaction in learning, the nature of the tools we can use, how we support instructors, and the value of knoweldge building. Participants will be asked to share experiences and research that supports or refutes four statements.
Large online classes often suffer from difficulty in getting students feedback on their work. For computer science classes, code submissions lend themselves to intelligent clustering. In this demonstration, we will show how such a tool can be used to author individual feedback, as well as give students social feedback.
This presentation will discuss a grant-funded project in which historically under-enrolled and under-supported Less Commonly Taught Languages (LCTLs) online courses are developed, taught, and distributed collaboratively through the Big Ten Academic Alliance (BTAA) using a course sharing model. The onboarding and professional development of instructors will be discussed as one way to advance online LCTL courses.
This presentation will demonstrate the features of NearPod and clarify how it uses has changed how undergraduate students interact with the course materials. In addition, you will hear some of the takeaways regarding the implementation of NearPod -- specifically surrounding not overwhelming the students with navigating between two different platforms.
A careful and systematic study of the connections between Instructional Design (ID) and Technical and Professional Communication (TPC) benefits both fields by identifying theories and frameworks they can share, supplementing applied work produced independently and in overlapping spaces. This emerging ideas session will explore the overlapping definitions between ID and TPC.
Blockchain is an emerging technology with a strong potential to affect a wide variety of industries, including education. In this presentation I look to synthesize the currently available knowledge in regards to the blockchain and education, and present it in a manner accessible to intelligent non-experts.
Have you and your organization found it difficult to create and sustain a learning community to connect and support online faculty? This workshop will walk you through an innovative approach using a community of practice framework from program design to a fully launched community for online faculty.
This presentation is to understand the demand for entrepreneurial curriculum support in universities and colleges through collaboration and providing resources to online students.
An instructor's understanding of a student's cultural background is important to online learning especially as it realtes to community building, global citizenry and inclusion. Faculty, designers and administrators must consider "culturally intelligent design" when designing and teaching classes in today's online environment.
How do we provide access to high quality educational content to Africa and the world? Learn about a project at the University of Virginia (UVA) known as the African Scholarship Cohort (ASC) which has reached 1,000 learners in 24 African countries. Brainstorm ways to reach everyone.
Many faculty do not like to attend training--no matter how it’s presented. One way to overcome this issue is to facilitate conversations. Learn more about an initiative that uses conversations, not formal training, to help faculty learn about instructional technologies and how they are used. Get your faculty on board the train that has no training!
In recent years the term design thinking has appeared often, being called the path to better solution for many of our educational problems. This session explores questions to generate potential ways to build human centered, design thinking mindsets in those at your institution responsible for creating and implementing learning experiences
A predictive, correlation design and regression analysis were used to examine if personal factors (sex, race, age, marital status, and presence of children in the home) and program factors (stage in doctoral journey, synchronous interactions, cohorts, and orientations) could predict program integration for 232 online doctoral students. The entire model was found to significantly predict whether or not online doctoral students’ integrated.
Attrition and extended completion times are common in Doctoral programs. A literature gap exists regarding the Chair-Candidate relationship implications on the overall doctoral experience and completion time. This quantitative study will discover strategies which positively build the Chair-Candidate relationship to enhance the candidate’s overall experience and completion time.
Lifelong learning is critical when considering program revision at a college or university. When a college seeks to improve graduation or retention rates adaptations need to be made to promote student learning through faculty professional development. This presentation seeks to explore training and creative recognitions for supporting faculty.
The power of Softchalk’s built-in interactive exercises and integration with the Blackboard Grade Center, makes it easy for our instructors to be creative and innovative in the classroom. VoiceThread, an interactive multimedia slide show, has been designed to promote the collaborative development of knowledge by providing students the opportunity to share their voice. Playposit, an interactive video platform, provides immediate feedback and an easy way to monitor students’ activities through embedded assessment items that are strategically placed in your lessons.
This educate and reflect session outlines a new approach to blended instruction called multi-modal instruction. Multi-modal instruction is student-driven blended learning. Students choose each week whether to attend face-to-face or online depending on their needs in a given week. This runs contrary to traditional blended models which are faculty driven.
As the enrollment in online learning is increasing instructors and facilitators must be aware of student concerns and needs which lead to student satisfaction. The Seven Principles of Effective Teaching applied to online courses will be discussed along with an emphasis of instructor presence in the online learning environment compared to face-to-face.
Next-generation learning environments (NGDLE) are being ushered in to supplant more didactic modicums for student engagement with content in blended learning, and invite us to actively engage in authentic learning experiences. Yet most educators in K-12 rarely identify what constitutes a NGDLE, or the technological tools or resources to create them. To fully understand this dimension of adaptive learning, we must therefore understand digital applications like virtual reality (VR), and how they are essential to the development of these platforms. Leveraging trusted technology and new applications, the workshop will illustrate ways to create NGDLE with VR to engage and motivate all students in various content areas.
If we promote online learning, why have colocation work environments? Attaining and retaining remote work options may seem unreachable. Innovators embedded in traditional workforce environments struggle to guide leadership up the summit. Join our interactive career forum roundtable for knowledge and resource sharing as we climb the remote work peak.
Ever wondered what would happen if your learners binged course content like they binge content from streaming video services? Join us to learn how Strayer University is blending the principles behind binge-watching with research-based instructional design practices to create episodic content that keeps online learners coming back for more!
How can teachers utilize chatbots and artificial intelligence in ways that won’t remove humans out of the education picture? Using tools like Twine and Recast.AI chatobts, this session will focus on how to build adaptive content that allows learners to create their own heutagogical educational pathways based on individual needs.
This session presents a case example of using the OSCQR rubric in reorganization of online course and program development. Participants will reflect on one of four emergent issues from this process and contribute to a discussion on pathways to transformative learning, course quality implementation, and impact on faculty teaching.
Create a Program Roadmap in cross-functional teams, which will support rapid course development and scalability.
This session explores an innovative new program for addressing the barriers to the online student’s success during natural disasters and other major events. Details will include program design, event severity and impact rubrics, technology for efficiently tracking event data, student outreach, success metrics and developing individual student care plans.
The College Promise Campaign (CPC) is focused on eliminating tuition for at least the first two years of college. Increasingly, across the country this goal is complemented by evidence-based accelerated learning programs that attract under-served populations, improve retention, and speed time to completion leading to employment in growing sectors of the economy at family-sustaining wages. This featured session will focus on available tools and strategies that identify and promote practical replications of successful, cost-effective programs at scale that combine a College Promise with Accelerated Learning, with examples drawn from a select group of colleges and universities.
Seeking to move the mountain of (over)reliance on print-based teaching and assessment in her asynchronous graduate reading program, one faculty member studied her teaching and student learning, redesigned courses, then studied changes. Findings demonstrate how multimodal teaching and learning created innovative ways for learners to access, generate, and share knowledge.
The unlikely but true story of a pilot project that combines the relatively new Blackboard Predict machine learning model with a home-grown early alert system with a track record of more than 20 years, to improve institutional effectiveness and efficiency by helping identify at-risk students to support their academic success.
In this interactive session, experienced blended learning designers and higher ed leaders are invited to discuss how we might best formulate innovative blended models that are replicable in design and in student success outcomes. Takeaways will include discussion themes, a personal action plan, and an opportunity for ongoing collaboration.
If your institution has yet to form an accessibility policy or committee, advocating for accessibility can be a challenge. Come share your best point/counterpoint for an accessible campus and leave this session with practical examples and phrases that will better equip you for tough conversations about access.
The relationship between Prior Learning Assessment and Competency-Based Education is often confusing. Are they the same thing? Should institutions develop one or the other? Is one better? Learn from Sinclair Community College how PLA and CBE intertwine in and out of the classroom, in a cohesive institutional strategy to serve all learners.
Immersing students in active learning increases student engagement, which in turn yields higher learning outcomes and greater retention. Determining how to incorporate online learning strategies in an online environment can be challenging. This lab will equip attendees with active learning strategies to implement in an online or blended environment.
Colorado State University-Global Campus senior leaders, joined by representatives from one of its outsource providers, will share candid insights on the risks and rewards of employing third-party operational support. This lively session offers working knowledge and strategies for forming the partnerships educational institutions need to thrive in a dynamic marketplace.
As online learning program rapidly expand, it is easy to forget how powerful communities of students can be to the higher education experience. Interviews with 30 Higher education vice presidents will be shared to share actionable plans and incentives to get university faculty and staff to work to build community for online students.
Netflix increased their subscriber base to around 118 million people. Would people subscribe to content in any other format? Discover elearning video training hacks to make video learning accessible, fun and effective! Leave with animation/live action video processes and tools for a scalable video learning plan!
Variance in grading amongst online full-time and adjunct faculty can occur. Monitoring and sharing faculty grading practices can benefit the program and students, and help develop adjunct faculty grading practices. Strategies for monitoring grading practices will be shared. Discussion eliciting other best practices supporting faculty development will be invited.
This session provides research results and active discussion on approaches universities can take to partner with local employers for the purpose of supporting strategic student career choices, uncovering employment laddering options, and developing relevant career experience to lay the foundation for students to upskill in select occupational career categories.
This conversation will focus on strategies for mentoring online faculty that find the balance between strategic, just-in-time support and over-engagement that may distract faculty from focusing on supporting and facilitating student learning. The goal of the conversation will be to identify minimal techniques and communication patterns for effective faculty mentoring.
In addition to providing content learning and building 21st century skills, problem-based learning (PBL) provides opportunities for deeper learning and collegial collaboration. This supports creation of authentic artifacts to demonstrate learning and assist with assessment. We will present technologies and strategies for painless implementation of PBL in online learning environments.
Getting faculty and students to break away from a technological tool that no longer serves as a bridge point to support student learning and facilitation can be a difficult transition. And through another’s eyes, it may well appear as a massive and seemingly impossible goal for teaching and learning with technology. It doesn't have to be, and while there is obviously work to be done, it's easy to achieve harmony through the use of new technology to support a sustainable learning environment for students.
There are more than 5,000 colleges and universities in the United States today, ranging from public to private, two-year to four-year, with thousands of differentiators in between. No two colleges are alike, and yet edtech is often presented as a one-size-fits-all solution. How can you ensure edtech supports your unique model for digital learning?
Are you checking? Receiving plagiarized content from subject matter experts is a common phenomenon and one that needs to be openly addressed. This session presents the reasons why plagiarism occurs, provides strategies for checking content, and discusses ways to work through these situations to maintain rapport while maintaining content standards.
At the core of faculty resistance to online course review may be the feeling that their expertise and years of teaching are being questioned. This discussion will share the experience and lessons learned of one institution and ask participants to reflect on personal experiences and propose strategies to create a positive course review process.
Many institutions provide required adjunct training before teaching. However, any gap between training and the first course can cause reduced information retention. In addition, the technologies and policies supporting online education are constantly evolving; any gap of time also means the training is soon outdated. What can be done?
Learn how to integrate asynchronous presentations in any course. Enhance classroom climate and overcome barriers to participating in online environments. Explore rubrics for evaluating online presentations and free presentational tools that meet accessibility standards.
Virtual Reality provides an opportunity for engaging and immersive learning experiences for students in higher education. While much of its development for educational purposes has been in settings with direct contact with students, like classrooms and labs, this session will explore the pedagogical value in an online learning context.
This roundtable will discuss effective online resources to support Information Technology and Cybersecurity programs. This session will be useful for those who are searching for solutions to provide students with hands on experience in technical coursework.
The Wurzweiler School of Social Work is committed to connecting passion to purpose by training Social Workers who can navigate modern obstacles and complex systems—to heal a fractured world. “The Heights” is a learning experience that provides a rare opportunity for students to be inside the context, to engage critical scenarios, and to “see” communities through new lenses.
This workshop will present the audience with examples of accessible and inaccessible designs, and illustrate the relevant law and regulations based on the examples. The workshop will explain universal design (UD) principles, then introduce useful tools for checking the accessibility of online materials, and demonstrate how to use the tools.
Facilitators of this roundtable seek to spur further conversation beyond an article they published in 2016 on "The Chief Online Learning Officer: Competencies, Roles, and Trajectories." A discussion around these findings will help continue to shape the role, prepare those seeking such roles, and support those currently in it.
Blended learning can enhance and right-size education, mixing in-person and technology-enhanced learning to put the right activity in the right space at the right time. Questions remain, ‘what should happen in person, and what should happen online?,’ and ‘how can the online and in-person experiences support each other to best teach students?,’ and ‘what is the right mix?’.
“This is Us” demonstrates how leveraging storytelling in learning engages students to effectively communicate their authentic story, transitioning from consumerism to become creators and influencers. Addressing responsibility as a digital citizen, information and digital literacy, online privacy, and strategies with examples using several edtech tools, will be reviewed.
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.
Teamwork is not always efficient work. Institutions new to online learning may find challenges to moving beyond the conference room. For others, access is a priority. Standard practices, such as email, are inefficient for effective work. In the session, strategies and practices to create engaged and productive teams will be shared.
Virtual reality (VR) is a high-impact emerging learning experience that is rapidly growing. Learn about initial approaches taken to immerse students in virtual learning, exploratory research efforts, and the impact on knowledge, confidence, and empathy.
How do you create critical thinking, communication, collaboration, and creativity in an environment that leads to students achieving their goals and better performance? Does a positive learning experience lead to improved problem-solving, decisions making, performance, and social environments? This interactive presentation will answer these questions and share findings.
Many believe teaching students online information literacy could provide a solution to recent issues around truth and verification. But what should that instruction look like? What uniquely modern problems must it confront? Pulling insights from a variety of disciplines and drawing on experience from a current pilot of a new multi-campus digital literacy initiative, digital literacy expert Mike Caulfield will discuss some unique features of our current moment and demonstrate new and effective approaches to misinformation suited to our digital age.
Learn how your institution can lower the cost of textbooks and improve learning opportunities for your students today by leveraging free and open educational services and resources in academic disciplines, career and technical educations.
Online student support is a cross-institutional endeavor, benefiting all students. The Online Student Support Scorecard helps institutions identify areas needing improvement. During this session you’ll learn about the scorecard and reflect on areas of critical need. We’ll find common ground and discuss strategies to help us all better serve students
Drawing on some of their most successful rollouts, these design professionals offer case studies to illustrate just how unique each course design project can be, as well as some of the recurring patterns of successful design, including: teams, tools, data, and iteration.
"Are we ever done with accessibility?" Presenter Kate Sonka asked this question during the Distance Teaching & Learning conference in Madison, WI in August 2018. For more of us, the answer is no. We all have accessibility-related challenges, ranging from the “easy-to-fix” to the complex and demanding. Join us for a frank conversation about some of these challenges, with an opportunity to participate in a group strategy and sharing session on how to tackle them. We may never really be done with accessibility, but we don’t have to climb the mountain alone.
This session investigates the intersection of information, collective intelligence, human interaction, and online instruction. Benefits and issues related to collective intelligence are detailed, and research-based conditions for optimum collective intelligence, including its transformation through online environments, are explained.
During this session you will get to make and share a short audio session using a variety of audio capture techniques and tools.
APUS developed a framework that incorporates active-experiential learning using game-based theory combined with strategic partnerships with industry, universities, and consortiums to propel students into successful careers. This framework creates opportunities for online students to immerse themselves in critical decisions using 3-D virtual environments and assignments that recreate on-the-job scenarios.
The Miami University Regional E-Campus Research Fellowship program supports and promotes faculty scholarship on topics related to online learning. Fellows receive support from the fellowship planning team which includes experienced faculty as well as E-Campus administration and staff from grants and development and the library.
The development of global leaders should begin in the early learning K-12 stage and continue through higher education. How do we initiate and navigate the global learning process for leaders of the 21st century? Experience how global connectivity and digital technology provide opportunities for the development of future global leaders.
Some students use help, and some students do not. This is a look at outcomes from course performance to student satisfaction. A review of who is, and who is not, most likely to use each support is included. For example, results indicate that females use each support, while males are least likely to engage live support.
Engaging students in the use of a required format for scholarly writing may be a challenge for online faculty. Explain Everything, an interactive tool is one method that can capture the student’s attention to detail. This session will provide attendees with successful strategies for student learning of proper formatting styles.
A revised online MBA program, in collaboration with learning design and online faculty development partners, designed and trained the Teaching Support Specialist--new teaching role to assure instructional quality in its large enrollment online courses. The genesis of the TSS role and examples of the professional training program are presented.
Do you text with your family? Your friends? Your students? Although email is a dominate form of communication, it often remains less effective than desired. This mini workshop will share detailed steps for setting up and professionally using your Google Voice number to engage and reach your students via texting.
Empowered learning implies that students have power over their learning. However, we create a range of structures, from grades to degree programs to rigid scheduling, that fundamentally disempower students within the walls of the classroom. The presenter will analyze his attempts to create an empowered learning environment within a required liberal arts class at a community college.
Teaching Online Through Visual Storytelling
Jose W. Diaz, Lorenza Smith, Jennifer Shloming
This study explores the use of visual storytelling in the online learning environment and the purposeful use of technology that would allow us to create a truly visual online learning experience.
Storytelling can be traced all the way back to our ancestors. They left us many stories that paint a vivid picture of everyday life of ancient times on cave walls, scrolls, and artifacts. These stories have been passed on from generations to generations. It’s historical data that transcends time.
Just like our ancestors we also are visual creatures. We watch our televisions to get the news, we use our mobile phones to find our way home and we look at street signs that tell us when it is safe to cross the street. We learn from reading books and we learn to read from looking at the words and pictures from a storybook.
The need to see, hear or tell stories is engraved in our human DNA. Storytelling has been an important method of sharing and interpreting human experiences. Visual storytelling is an effective educational tool because the learner becomes engaged through the images that tell the story. This is the fundamental reason we chose to use Adobe Spark. It’s flexibility of the virtual construction which allows the learner to connect diverse aspects of each module or unit to reconstruct his or her own version of history.
How then can we incorporate visual storytelling in the online learning environment?
We tell our students –“for technical issues, call I.T.” And yet, they still turn to us as the person they believe has a vested interest in helping them solve any issue so they can be successful in our course. What is our information technology/telecomm support role? Should we have one?
The syllabus states that Slack is to be used for team communications but when the faculty member finds out GroupMe is being used instead it is up to the Instructional Designer to figure out why. This case study will provide a guide for Instructional Designer situated research projects.
It can be difficult to fully recognize and leverage educator learning communities on large campuses. The #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. Join us to preview our new commons website and share feedback about your first impressions!
Cross-functional teams will use Design Sprints to create learning objects.
Is fulfilling the University Mission Im(possible) online? One colleague says, “yes”, the other says, “no”? What do you think? The facilitators represent an HBCU and an online, for-profit university. Join us for an interactive presentation and lively discussion as we review whether your online programs align with your university’s mission.
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.
Many instructors have a hard time translating the creative activities they have built for their face-to-face classes to an online learning context. Universal design for learning (UDL) design framework can guide instructors create meaningful activities for all learners. We will demonstrate how to implement UDL into course design using SoftChalk.
Explore features of two plagiarism-detecting tools, SafeAssign and Turnitin, from a faculty user’s perspective. What key factors did faculty identify when using both tools, and how/why/when did they use plagiarism-detecting tools? This session will use active engagement using technology tools, discussion, and group sharing as well as slides.
You've been tasked with developing an online lab, and your instructional team has never done this before. Your director wants some information fast! What do you do? This problem-based learning (PBL) workshop will help you seek out, find, and share some relevant information and solutions for this online lab conundrum!
Can instructional designers be the change they wish to see in higher education? Not without a vision for the future of the profession. We will explore how instructional designers can be effective collaborators, researchers, contributors, and lifelong learners to excel in their careers while further developing the field.
See how project-based learning, digital storytelling, and experiential, virtual simulations motivated students to grasp abstract concepts in diversity education modules embedded in undergraduate writing and media and graduate change management and education courses. Participants will hear how simulations/modules were constructed and disseminated between two colleges in blended and in-person formats.
Have you been tasked to design an online program? Have you faced challenges and roadblocks in doing so? Join us as we present our success in designing a fully online undergraduate program pairing content expert faculty with innovative instructional designers producing an engaging and rich online student experience.
Learn immediately applicable video production planning and collaboration strategies that facilitate promotional, instructional, and live video content crafted for and with your audience.
Join MIT staff and learn how to effectively use MOOC content in classrooms, seminars, and beyond. MITx content is already being used by learners inside and outside of traditional classrooms around the world to enhance their educational experience. Come discuss how you could utilize MOOCs in your own educational sphere and help contribute to creating new pathways to learning!
In this presentation, we share our journey to implement a new lightboard at our institution. We have experienced a breakthrough in the online presentation of mathematical content. Come see how a professor faces his audience while writing on the "board", instead of the traditional "look at my back" lecture.
Description: Engagement is at the forefront of every educator's mind. Wouldn't it be nice if every student could be engaged, challenged and working at their own pace when reading? Wouldn't it be even better if they could also get real-time feedback from their teacher, and you as the teacher could get real-time feedback from them? Actively Learn is the program that can accomplish all of that.
There are two crucial "partners" at play in creating an effective online course: pedagogical practices and Digital Accessibility. Attend this session to have a collaborative interchange with others to explore these crucial components of online teaching. Focus on the smooth coordination of these crucial components to execute a perfect "dance."
Considering today's overstimulated lifestyle, how do we engage busy learners to stay on task? Join this session to discover current efforts in implementing ubiquitous educational opportunities through customized interests and personalized learning aspirations e.g., adaptive math tools, AI support communities, and memory management systems.
As current experiments show, the automation of postsecondary teaching represents new uses of artificial intelligence (AI). It will mean changes in the skills, attitudes, and roles of the faculty, and new forms of collaboration with IT professionals. And automation will prompt variable faculty views of technological innovation and online learning.
The web is part of the information ecosystem in which we all learn and participate, and it is polluted with mis/disinformation. Our session explores how higher education can take action to combat information pollution through the Newspapers on Wikipedia project. Participants will learn concrete steps to help combat mis/disinformation.
In Spring 2017, Georgia Tech launched an online for-credit version of its CS1 class. In Spring 2018, students in this online version achieved better learning outcomes than students in the traditional version. In this session, we present the experiment and the design of the course that led to these outcomes.
Social reading tools are used by students and teachers in formal teaching and learning contexts, but also by educators, publishers, instructional designers, and other higher education professionals as part of their everyday practice. This session uses design thinking exercises to explore and develop these various use cases for collaborative annotation.
In this interactive session, we’ll explore the completion crisis in online education and discuss how leaders in education can solve this problem by identifying key segments and personas of the most vulnerable students and use the collective wisdom of the audience to find with solutions to tackle this crisis.
Participants learn to apply basic and advanced tools with Smartboard software including the ‘Magic Pen’ and Spotlight functions. Innovative applications of Smartboard software demonstrate how traditional F2F functions translate to Online interaction using screen sharing technologies.
Participants share ideas, Breakout groups will Pair&Share, creating lessons saved to Google Drive.
As institutions of learning, what is REALLY our job? It might be different than you think it is. Our primary responsibility is to provide qualified employees for the marketplace. As such, our responsibility is to verify skills our graduates have. I'll tell you about what and how we do at WGU to verify these skills and how we have gained recognition in the marketplace for producing graduates who meet their needs.
The linear nature of traditional discussion boards discourages parallel development of ideas and makes it challenging to decipher the visual relationship between ideas, resulting in fragmentary engagements. This session will showcase a cloud-based discussion platform that leverages social and educational elements to create authentic collaboration and meaningful learning experiences.
As online learning programs continue to grow, so too do educators’ concerns. Issues: How do we know learning is happening? What virtual-class-meeting platforms to adopt? How to ensure academic integrity? How to make learning long-lasting? What are the best support adjuncts? What is the best practice – online, blended, or both?
Virtual teams are an integral aspect of educational and professional landscapes. They can leverage expertise, improve efficiency, and increase ingenuity. However, many virtual teams are untrained and have unsatisfactory outcomes. This interactive workshop will equip participants with practical tools for building virtual teams that are trusting, cohesive, innovative, and productive.
Join the Teach With Care (TWC) podcasters for a lively session where we take standard academic artifacts and make deliberate changes to them, making them more inclusive. Based off of TWC Season 1 Episode 2: “The Syllabus,” this session will incorporate facilitated discussions and guided activities to make learning artifacts more inclusive.
Instructional designer roles vary across institutions, which can lead to challenges due to different expectations from faculty and leadership. In this workshop, we invite the de-construction of roles to reconstruct ID identity. Participants are guided through developing an action plan, based on a presented framework, to improve faculty-ID collaboration.
A survey and informal focus group of Wiley partner online program directors demonstrated that while the majority of online programs do not include synchronous components, those that do have found value in their use. A Q&A discussion will focus on perceived barriers to online synchronous learning, and potential solutions.
The concept of High-impact Educational Practices (HIPs) is well-known, but the conversation about transitioning HIPs online is new. In this session, contributors from the edited collection High-Impact Practices in Online Education will share current HIP research, and offer ideas for participants to reflect on regarding implementing HIPs into online environments.
How does an experienced face to face turn into a video, audio and OER wielding online professional? It takes a village, if that village contains an excellent instructional design team and experienced instructors willing to share knowledge and content. Watch the transformation take place!
Do you have trouble conveying your expectations to Subject Matter Experts (SMEs) in your online course development process? Come and see the Colorado Community Colleges Online (CCCOnline) process for training our SMEs on our processes and expectations in the development of high quality online courses.
C21U at Georgia Tech has been exploring the use of blockchain to create distributed transcripts that allow users to combine evidence of learning and achievements into credentials that are relevant to employers. This session will provide an update on our work and describe the exciting possibilities of blockchain-based academic credentials.
As educators, few amongst us would refute the power of experiential learning. With respect to fully online undergraduate education, however, experiential learning is often ignored. We may even justify its absence: Perhaps it’s a belief that online students are degree completers merely a “piece of paper” away from a promotion at work. Or that online students, frequently working and with family obligation, do not have the time available for these experiences. But, is ignoring these practices the best to serve the online adult learner? This presentation will highlight opportunities for institutions to embed experiential learning in online undergraduate programs.
The Open SUNY Online Teaching unit has developed a free self-paced openly-licensed resource for anyone interested in the fundamentals of online teaching. As an OLC Innovate 2018 effective practice winner, this tool is shared as resource for the OLC community to adopt, or adapt. No need to reinvent the wheel!
Without mandated training or consistent course templates for our faculty, students were often in shock when it came to navigating our online environment. It was small, department initiative until Institutional Research called to determine the cause behind some impressive statistics. This is an in-the-trenches perspective working to fight from the bottom rung of the ladder for institutional change.
The study examined the impact that online education has had on academic department heads at a single institution. The data collected and analyzed was no only helpful to the institution, but can be helpful to other institutions with high turnover in the department chair role.
A panel of instructional designers, faculty developers, and administrators from a public research institution in the Northwest and a private comprehensive university in the Southeast will lead a conversation on lessons-learned from integrating open content and practices into online education, including increased faculty engagement in the course design process.
The use of audio in teaching is a ubiquitous activity, yet there is very little published in the pedagogical literature about the use of audio for teaching. We will discuss current trends and resources for using audio in teaching, and outline best practices and strategies for audio creation and use.
The Instructional Design Card Game incorporates the concepts of gamification and storytelling into the process of collaborative course design. In this hands-on lab you will get a chance to try out the card game. We will also discuss the context for this innovation and the faculty response on our campus.
Today, few students follow a linear path towards earning a degree at a single institution. For the typical student with multiple transcripts and no credential, we're piloting FlexchainEdu, an industry-driven, blockchain-backed passport to empower lifelong learning. Come discover the tools and trends (and one possible solution) on the verge of (re)defining online education.
In 2017 Houston Community College opened the West Houston Institute (WHI), an innovation campus designed to change the way the system of 75,000 students looked at teaching and learning. This session will apply a systems thinking model developed by Donella Meadows to examine the successes and failures of the first year of operation. The presenter was Design Team leader for the project and has spent the last year teaching in it.
As we continue to innovate in learning places with students, are we also innovating in how we offer professional development to educators? This session explores five ways that offer faculty places to communicate ideas and strategies with one another in a creative spaces. Do you have ideas to contribute?
This session will provide an example of how service learning has been achieved in a blended environment through the use of collaborative technology. The session will be used to facilitate discussion with fellow attendees and elicit ideas on how to move forward and expand the project in future semesters.
I conceptualized and pilot tested methods for using a small database of course metadata to improve the quality of online courses by analyzing faculty contact hours, and refining and ensuring consistent build and support processes. I used free tools and have had early success with designers, administrators, and faculty.
Learn how to host your own virtual conference to reach more faculty and staff! The virtual conference format allows for a low budget, low cost, highly engaging conference that can include a variety of presentations. Adapt our “playbook” of checklists, tools, and processes to create your own virtual conference.
This session will share recent online course experiences in which elements of gameful design have been integrated. The expectation is that participants will learn from the authors’ successes and challenges and offer constructive criticism so that all contribute to a collective learning experience and leave with useful takeaways.
It is possible for someone other than the registered student to be the person actually doing the work – work for hire, helicopter parent, boy/girlfriend. Learn about a pilot of an emerging technology that uses facial recognition during the course, not just during a test, to validate learner identity and document attendance.
For the untold number of educators who believe the tools needed to inject media elements into their courses and programs are unattainable, Georgetown University’s Sports Industry Management master’s program will get them off the bench by sharing its playbook with a five-step process, including a live demonstration for creating media.
Communicating with students online can be a challenge, especially when using forms of communication that are not interesting or interactive. Join us for this session where Ryan Eash takes you through the process of creating an interactive digital poster, an exciting resource that is not beyond your skill set.
Compliance is often considered a barrier to innovation. But are innovation and compliance friends or foes? The session leaders invite attendees to explore online education compliance strategies (e.g., web accessibility and state authorization efforts) that have yielded sustainable and collaborative innovations in our institution’s approach to distance learning.
Presenters will share findings and examples of four teaching strategies that emerged from their qualitative action research study investigating social presence of students in three different graduate level online learning communities. Participants will learn how to enrich online social presence, students’ sense of community and feeling like a real person.
Are your online courses right for me? With no shortage of online options, prospective students are shopping around to find just the right online program. Come discover the space Indiana University Online provides for prospective students to test drive actual online classes built by Indiana University faculty.
Blended learning often leverages synchronous video conferencing or asynchronous text-based interactions for the online portion of courses. In this lab we will explore several strategies for facilitating synchronous text-based interactions on a live-messaging platform and discuss whether these instructional techniques might lend themselves to blended courses.
Learn how the Raymond A. School of Business at William & Mary is combining research-based best practices with innovative strategies to support, develop, engage, and retain high-quality online adjuncts in their growing portfolio of online programs.
This presentation is for educators interested in personalizing their course, enhancing course content, increasing presence in discussions, providing tutoring or tips for success, clarifying assignment tasks and examples, clarifying solutions, and providing feedback on assignments. The presentation will highlight CaptureCast Chrome extension, video assignments, audio and feedback tools with examples of how they can be used.
Instructional Designers (ID) are described as wearing many hats. The role includes designing instructional materials, managing teams and partnerships, training faculty and other subject-matter-experts, and supporting institution technology efforts. As the role becomes more integral to the success of learning environments, how can we better advocate for ID strength and skills?
Every student is the hero of their own journey. Whether you’re a wise elder, a trickster, or a threshold guardian, you can shape an epic journey for your students that honors and rewards their quests for knowledge. Together we will explore new lands, meet new allies, and defeat evil.
Cramming, highlighting, and re-reading are some of the most utilized methods for studying. However, research shows that active learning strategies have longer-lasting effects. In this session, participants will learn how to design lessons that utilize retrieval practice. Attendees will walk away with concrete skills for boosting student memory and retention.
Our goal: Increase retention in traditionally low-retention STEM disciplines via high-quality learning material. Our finding: Students learn more when text quantity is reduced and replaced with active learning tools, designed to build student confidence. Developing such material is hard, but we believe students should be highly-supported. Join us!
This session will discuss a model of seven principles drawn from learning sciences and empirical evidence for designing and developing instructional videos. It will also present findings from surveys among students in an online graduate course for eight semesters on their perceptions of the effectiveness of the videos and the course.
At some point in our past, we've all executed a brilliant learning design only to realize later that we neglected accessibility. Join us for group counseling and practical advice for how to implement universal design moving forward.
This session will explore how Oregon State University Ecampus collaborated across multiple departments to recreate and reimagine their Canvas-based success course into an interactive learning community for students throughout their degree program. We will share tips on ways to successfully launch your own online learning community with user-friendly design strategies.
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 emerging ideas session looks at a work in progress with collaboration opportunities for educators who would like to look at the data collected on students from an open and social justice perspective. This includes how students are informed, predictions and preemptions, algorithmic governance, and social-justice-informed design.
We present the design, development, and testing of a prototype teacher dashboard for highly interactive simulations. The dashboard aims to provide teachers with interpretable data to improve their activities, plan lessons, and identify students who may be having difficulty. Results from classroom testing and teacher surveys will be discussed.
This is an opportunity for conference attendees to learn about the MERLOT peer review process. You'll receive information about GRAPE Camp (reviewer orientation), MERLOT editorial boards, and how to get involved in the MERLOT community. Peer reviewing is a great opportunity to develop understanding and evaluation of free online materials. Join us!
Creating e-learning content on a consistent basis, in a fast-paced corporate/client environment requires an innovative approach that is easily replicable, manages multiple tasks, and allows for top level management of multiple priorities. Learn how tools like Trello are used to plan, design, develop and launch multiple e-learning content projects simultaneously, in a rigourous fashion, with quality control.
Engaging students in online classes is critical for student success. However, research on student interaction with content in a digital setting and its effects on engagement is lacking. We examine the effects of using technology to promote student interaction with content in an introductory online Earth Science class.
We extracted five variables related to students’ engagement in a non-proctored online assessment platform to classify students. Cluster of students differed in performance in examinations which provides evidence for association between learners’ behavior and performance. Results may help instructors provide personalized feedback to learners and reflect on design of quizzes
A research proposal investigating the effectiveness of gameful learning and case-based learning for diagnostic reasoning will be presented. Attendees will have an opportunity for a hands-on experience with the proposed gameful instructional strategy. The presenters are looking for other researchers and healthcare faculty who may be interested in collaborative opportunities.
This session uses the Communication program at California State University Channel Islands (CSUCI) as a case study to explain how it become one of the CSU’s first undergraduate “Z-Majors.” The session will conclude by engaging the audience in ways this effort can be extended to additional universities beyond CSUCI.
The proliferation of distance education programs in physical therapy require creativity in instructional design and delivery. In an age where adult learners desire work-life balance during the pursuit of college degrees, hybrid education models may be used to leverage technology and optimize face to face time educators to provide broader access and engagement in adults wherever they are. This session will present research from the past and new ideas for the future within physical therapy education. Educators will learn how to change up the traditional voice-over PowerPoints and discussion boards to the use of new technologies to blend the best of traditional and emerging hybrid instructional methods to teach hands-on skills.
Graduate students can innovate and not rely on simple mimicry of our teaching mentors. In this discussion, we will explore the experience of the graduate student instructor developing an online class using a case-study approach for graduate student professional development.
Many students struggle to make successful progression in their college careers, and one of the recent educational antecedents for improvement focuses on the provision of low- and no-cost learning materials to students across the curriculum. These open education resources (OERs) focus on improving student access and course/program persistence. Focusing on the online and hybrid/blended learners, this presentation provides best practices and lesson learned across 2 diverse university environments showcasing 4 major recommendations for best practice implementation and support of OER initiatives in higher education.
There is a division of views about social media. Advocates see new opportunities for learning. But growing anxiety about the cognitive impact of social media, particularly on literacy, should make online faculty and IT professionals cautious about them and other features of technology.
A MOOCocracy is a social democratic online collaborative platform for adult learners to evaluate their own attitudes and mobilize about critical societal issues including food insecurity. Presenters will outline their new MOOCocracy learner dashboard, attitude discussion board, and community knowledge space. Attendees are invited to provide tool and pedagogy feedback.
When newly-admitted students have varied technical skillsets and backgrounds, program planning and course design must have a strategy to ensure that curriculum is innovative, engaging, and relatable, while maintaining academic rigor. This interactive session focuses on marrying technology with design to create innovative media that conceptualizes highly technical course curriculum.
Learn how one college within a large research university sparked creativity and fueled innovation with an internal call for proposals. How do you foster a climate that values innovations in education? And how do you create an effective team that reinforces and delivers that climate of innovation?
Online community college courses play an important role in promoting social mobility. They are more likely to include students who are the first in their family to attend college, food insecure, and homeless. How do these factors exacerbate low online success rates and how might an aware, present, and empathetic online instructor support students to reach their academic goals?
The Presentation will explore a blended learning approach in engaging students at an HBCU Music Department, optimizing learning, creativity, productivity, and assessment strategies. Implementation of the latest technologies such as SolftChalk, E-Book Creator, and Learning Systems will be addressed in the presentation.
Millions of Americans lack access to physical campuses and the broadband speeds needed for online education. This workshop guides attendees on how to adapt their current materials for resource efficiency and universal design––especially important considerations with the increased technical requirements needed to support popular learning technologies.
Although we’re never gonna give up the design classics, this session explores a new model of instructional design created to overcome role perception and collaboration challenges. You know the rules, and so do I—but it’s time to change instructional design through building trust and developing relationships with faculty!
Explore the latest tools and OER resources to blend into apprenticeship programs and optimize the mentor's teaching and the apprentice's learning in work-based learning. The Innovation Lab will demonstrate how you can use these resources and tools freely and easily.
Ready to take your online or blended course to the next level? This workshop presents an excellent balance of experiential learning, meaningful reflection, and engaging technology. Discover how to implement interactive video platforms to enrich the learning environment, regardless of format or learning management system. Innovation for all learning levels.
Ever had to get content from practitioners? Did you use surveys? Interviews? Each is a single-source collection strategy. By enlisting practitioners in collaborative crowdsourcing process, prolific content can be uncovered to provide rich experiences. This session details methodologies for leveraging crowdsourcing to collect stories for Cognitive Decision Making Simulations.
Do you know what edtech tools are being used at your institution? Are they compliant? Are they supported? Are the faculty happy with the software procurement process? Come learn why the University of Virginia (UVA) is implementing the LEARN platform and what we hope to gain.
Schools, universities, and 3rd-party vendors are aggregating ever-increasing sets of student data. We will discuss whether a value-sensitive design process is capable of centering equity, security, and justice in schools’ learning analytics efforts. Might an institutional data review board, modeled in part after IRBs, be useful in ensuring ethical practice?
Online classes are often a necessity for our students at some point in their college careers. What strategies can we use to help our online classes live up to their potential: helping students engage the material and learn in a deliberate, interactive way that expands their engagement with our disciplines?
We often don’t involve learners directly in our designs. You can overcome that by developing a Learner-Centered Mindset. In this session, we will demystify and define what it means to be learner-centered, explore activities for continued mindset growth, and examine strategies to put this new mindset to good use.
Science education has been challenged by the demands and rapid growth of online education. One challenge is how to run lab sections of science courses online. Well-designed, rigorous investigations can be completed in the student’s home. Attendees may actively participate in a hands-on lab investigation developed for online science courses.
There are many advantages to using videos with your students. One of the main issues with you using videos with your students is that it requires passive involvement from your audience. PlayPosit is an web based tool that allows you to add content to your videos that will change the experience from a passive experience to an active one. Come to this session to learn how to use PlayPosit to help students engage with subject matter on a deeper level. Please bring an Internet Enabled Device to fully participate.
Faculty struggle to provide students disabilities access to interactive and engaging STEM learning experiences. We will discuss and experience the results of a new R&D effort to make the popular PhET Interactive Simulations from University of Colorado Boulder accessible to all students, including students with visual and mobility impairments.
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.
The design/re-design process for an online course can be overwhelming. Using the Inverted Triangle Method provides a way for faculty and/or course designers to tackle the design/re-design of a course in a logical manner. The Inverted Triangle Method uses a top-down, broad-narrow approach to course design/re-design.
Though critical for driving access and generating revenue, online learning operations tend to operate on the periphery of institutions. This conversation will explore how to move online ed into the institutional core… and whether that’s even a good thing.
To counter tuition and textbook costs for degree-seeking students, a specific pathway to a bachelor’s degree in Leadership was developed. The pathway, comprised of partnerships with the Entrepreneurship and Business Academy (EBA) at Kempsville High School in Virginia Beach, Tidewater Community College (TCC), and Old Dominion University (ODU).
The Online College Teaching Institute (OCTI) is a 6-week online training created to fill the gap in graduate student preparedness to teach online. The presentation will share graduate students’ perception of the professional development and lessons learned.
Have you ever found yourself sitting disengaged in a conference session, wishing you had walked into the session down the hall instead? Swap "conference session" with "online course" and it's probable our students can relate to this situation. In this session, the presenters will share their best course hacks to make the learning experience more engaging.
The Northern Alberta Institute of Technology (NAIT) is a polytechnic and applied science institute that provides training in varied areas of study. They adopted digital learning tools to help streamline content customization and to better share content between departments. The school uses Möbius Assessment in conjunction with its learning management system, Moodle. This approach has saved them money and helped them customize their content to specific courses.
The Geisinger Commonwealth School of Medicine is applying microlearning techniques in online courses. Microlearning was introduced through digital assets, which are instructional materials created to meet a specific objective. Creating and implementing digital assets into our courses have improved the faculty interest and student experience.
This session will review the results of a WISE Intervention Strategy in an online accelerated undergraduate general psychology course at a large-size community college. Discussion and activities about how intentional messages were used to promote student success will be reviewed.
We all want to improve student learning, but how do we do it? How do we know what's working, and why? Developed by Anne Brown (1992), design-based research provides a simple and yet effective paradigm for the data-driven iterative development and improvement of curriculum that anyone can use to help improve the teaching and learning experience.
Acceptance of alternative certifications and credentials are becoming more of an issue that educators must deal with from a legal, compliance, policy, programmatic, and practical level. This presentation will explore issues related to alternative certifications & credentials to find the potential impact that they have on programs and services.
Open Education Resources(OERs) are valuable in reducing the cost of textbooks to students. With OERs, students have access to their content immediately on any Internet Enabled device. Textbooks costs are a huge concern to our student population. The majority of our students are first generation college students who are working adults. As such, we had to find a way to reach our students in a different way. This session will discuss our roadmap to OER implementation, successes and pitfalls.
Join us during this emerging ideas 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.
The design framework of rapid prototyping can be employed when designing for eLearning. This framework uses design, development and evaluation. Design in this way allows for expectations to be established early in the process. We will examine this framework as well as the advantages and disadvantages of employing it.
This interactive session will explore how changing student demographics are leading to newly developing student “readiness gaps” in three main categories: academic, social/emotional, and executive/organizational. In the session, we will take a multi-disciplinary perspective and leverage the audience's experiences to uncover new ways of reducing the gaps for all students - with a focus on non-traditional students.
Do you ever wonder if you should spend more time writing learning objectives? This session will teach you about the University of St. Thomas's "Learning Outcomes Inspirator" and how it gives faculty and staff examples of well-written measurable learning objectives to use as inspiration as they write their own.
When your primary job focus is to identify and implement new technology and tools for your faculty and students, how do you discriminate between the endless options available? This is an in-the-trenches perspective of the uphill battle to identify solutions and gain institutional buy-in for digital innovation across campus.
Teaching collaboration is necessary for university students. Online learning can be used to facilitate coursework collaboration. In fact, online learning accurately simulates collaboration in today’s technologically motivated workplace. Session attendees will have have a first-hand look at two instructors’ work to make an asynchronous course a highly collaborative endeavor.
Students weren’t clamoring for online paramedic courses. In fact, they were resistant. Yet, we had to find another option to better serve our students who were commuting long distances to attend class. We piloted online synchronous (remote attendance) Paramedic courses and have now moved into full implementation. Join us to learn more about the challenges we faced, the process, tools, and approaches we used, and how we are moving on to next steps. We will even share an inside peek into how we do Paramedic skills demonstrations online!
Working with subject matter experts can be challenging. We will highlight three mini-cases focused on a process for working with faculty when designing courses. This session will explore the context and challenges of working with faculty SMEs. We will suggest methods for positive and effective course design for all parties.
A novel pedagogy titled "Place: Discover, Imagine, Change" will be outlined. The collaborative mobile-learning process includes elements of inquiry and discovery in blended spaces; mapping and documentation using locative media; gamification; and knowledge building and sharing. These can be used in diverse communities with regard to their unique cultural heritage.
The Social Work program at MSU is working on a redesign of their online courses to promote a consistent and positive student learning experience across courses. A master course shell was created to aid instructors developing courses, and to guide the redesign of existing courses, while retaining specific instructor-created innovations.
As an educator, I believe students (current/future professionals) must write well, no matter their discipline. This session will explore the immense opportunities we have online to connect students with impactful writing skills and outcomes through the use of Assignment Builders, sound pedagogy, and other course development tool implementation.
If the summit of the mountain is excellence in digital, blended and online learning, then we all want to scale the mountain to reach that summit. However, we cannot go it alone and we definitely cannot reach that summit if we bring along only one type of shoes.
In this presentation, we will discuss what we have done, what we’ve learned and who we’ve learned from through the many shoes we have worn. This will be part of a complete conversation where participants will also share their experiences. Our focus is take-aways to scaling the mountain of excellence in our own professional lives.
Understanding student expectations and experiences of online courses is an important aspect of the assessment and interventions of an online program. This session will present results from an online writing program assessment conducted in the fall of 2018 followed by a discussion of actionable reactions to the data collected.
Students are increasingly accessing their online courses via mobile devices. While much of the course content is available virtually through the course shell, often textbooks remain a separate resource. The following presentation will offer an overview of how utilize and align an online textbook to enrich distance student engagement.
Participants will discuss the evolution in online learning and emerging forms and formats of higher education. New pressures force educators to consider servicing vocational needs, recombine courses into specialized majors or certificates, and expand international outreach. In response, educators are creatively interrogating the concept of the “course” and what should constitute a “semester” or term of study.
We've all had times where we've felt like we just don't fit. Like others are so much better than we are at what we do, like we'd love to ask our peers questions, but gosh we don't want to bother them - they must be too busy to talk to us, right? Wrong. As our tongue-in-cheek title suggests, we're a pretty fun and open group. Join us for an honest, vulnerable, and heartfelt conversation about impostor syndrome and how higher education leaders can recognize it, manage it, and rewrite their own “impostor” dialogue.
Explore how game mechanics are being applied to student e-portfolio development while increasing motivation and engagement. Deliverables are used to “level-up” from beginner status (NOOB) to the highest level (EXPERT). These deliverables stand as worthy artifacts on their own merits, ensuring the student’s e-portfolio will survive long after graduation.
Interactive and collaborative technologies can meaningfully engage students while providing them with fun and interesting ways to connect with course content. In this session, we will explore three specific technology tools: Padlet, Thinglink, and Flipgrid. Groups of participants will conceptualize instructional approaches as they create assignments using these platforms.
Students completing the competency based masters in Learning Design & Technology program complete an 11 week consultancy. Students apply their newly developed skill-set focused on developing unique solutions to solve instructional problems. This presentation will discuss authentic projects as a learning experience, rapid competency course design, and implementation effectiveness.
As evolving transformational leaders doctoral students will be called upon to form teams within their organizations to solve difficult problems, often requiring creative solutions. An assignment was created in which students experience, first hand, what it’s like to participate in an innovation team. Students work virtually throughout an eight week period to complete the task and then meet face-to-face to take the project out into the community. The final project is then communicated through a 3-minute student made video that details the project and its value to society. Students are charged with communicating how they used a comprehensive and effective process to identify a significant social or environmental problem and the importance of the problem to society. The video also describes who will benefit from the project, how the solution is innovative and what process was used to select the problem.
Each TEAM is charged with coming up with an idea for a new venture using an everyday object that will create wealth or change the world by creating the most value possible. Students are encouraged to come up with a product, service, experiences, or anything else they can imagine. Students are free to act locally or globally, and to think small or BIG. The key learning objective is to gain a deep understanding of what it’s like to create something significant out of almost nothing at all – a fundamental skill relevant to any career.
Let's talk about how to help all students be Career Ready by building programs where they can acquire career skills and competencies and work toward career certifications while also working to graduate from high school. Too often students who are not bound for College have limited or no options for preparing for a career while in high school. We would like to change that paradigm and one school Summit Academy is doing just that. In this session, we will discuss the needs for preparing students for careers while in K-12 schools and what a program like this can look like for some of the most at risk students or even for students who have already dropped out of high school.
A quiet problem in postsecondary education is the low acceptance rate of distance learning along full-time faculty. This session examines the roots and causes of the problem and suggests new solution possibilities.
MERLOT presents a rich repository of easily searchable and sortable resources for life science eduction, from OER courses and textbooks to tutorials, animations, simulations, websites, videos, and interactive materials. The materials are reviewed and curated. MERLOT has added new search functions that allow educators to create collections and build webpages.