A phonetics course is necessary for every language teacher-training program. We argue that phonetic training where students engage in real-life problems solving through peer-to-peer interaction is a valuable learning experience. We report on how such a course is successfully designed and implemented entirely online using a unique collaborative approach.

This session reports on research linking Carl Rogers' model of Person-Centered learning and to the Community of Inquiry framework student engagement in online learning. Implications for practice center on usefulness of applying Rogers' Person-Centered Model of the relationship between the counselor and the client to the development of teaching presence in online learning.

Do your students express feeling isolated and alone?  Join Berkeley College as we share an innovate program for creating community and connection among online students, designed to replicate the camaraderie often found on college campuses.    Leave with a roadmap for immediate implementation at your institution. 

Learning Experience Design is a field which has not been formally defined, despite the growing popularity of the term. Attendees of this session will learn about a new definition and model for LXD can be used to inform future directions of this exciting field.

Our rural Southwest Wisconsin communities are facing three major crises.  First, our rural K-12 students do not have the opportunities many urban students are afforded.  Second, we have more jobs than we do people.  Third, as our citizens graduate from high school they leave our area for bigger and better opportunities.  To help solve the equity crisis, local K-12 leaders, business executives, and higher education administrators met multiples times over coffee, a blank piece of paper, and wild ideas.  Out of the meetings, came a dream to meet our rural K-12 with dual credit opportunities in their high schools with the use of alternative delivery.  The product called CollEDGE Up is a model that allows for students in grades 10-12 to complete up to one year of a two-year program while they are enrolled in high school.  

The Columbia Center for Teaching and Learning has built a recording studio in response to faculty members' increasing need for media assets. This presentation will focus on the technical configuration of the recording space, its buildout and theories and frameworks to support access and engagement around media assets.

How did the creation of two online graduate programs in Engineering create an accessibility challenge? How can we make equation heavy content and complex analytical figures accessible? This session will highlight techniques and resources to create accessible math via assistive technologies and universal design for learning principles.

Who killed online discussion? Why did they do it? How can we avenge its untimely demise and resurrect scholarly discourse? Let’s combine our collective smarts to solve crimes around boring prompts, forced responses, and more. Using detective work and design thinking, we will bring online discussions back to life!

Understanding student expectations and experiences of course design in 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.

This presentation will provide an overview of the realignment of three departments to better support underserved online students at a private, non-profit university in Chicago, IL experiencing high growth in online programs.  The new model led to increased student persistence and satisfaction.

This session is about the preliminary work of a project involving student research, active learning, digital engagement, and the civil rights era in northern Maryland entitled "Active Learning and Student Engagement in the Humanities: Understanding the Civil Rights Movement in Harford County, Maryland."  The project is funded by a National Endowment for Humanities grant.  

Discover how to create interactive 360 degree videos that you can use in your class.  In this session we will explore the tools and platforms to allow you to select the right camera, produce immersive multimedia videos, and create applications in your LMS that facilitate effective and engaging learning experiences.

We propose a new theoretical model using Carol Rogers conditions for relationship. Using empathy, genuineness, and unconditional positive regard to facilitate meaningful life-changing dialogue in the online teaching environment where difficult dialogue regarding social justice issues involving race, class, gender, sexuality, ableism, and other non-hegemonic identities occurs.Yet, Tausch and Huls (2014) found that 60% of university students believed they received no empathy from their professors. Similarly, Rogers, Lyons, and Tausch (2014) found that student feelings or emotions are rarely addressed in the classroom.

This session will cover the process and implementation of an innovative on-boarding online training program for new instructors of a multi-section course. Particular emphasis will be placed on developing measurable learning objectives for the training program and the assessment process through which instructors are certified to teach the course.  

Automated cross-enrollment is a gamer changer for California. Come hear how the CVC-Exchange of California Virtual Campus-Online Education Initiative with the California Community colleges are helping students to find the classes they need to graduate and transfer. 

With Experiential Learning in the ESL (English as a Second Language) classroom, diversity mandates a universal approach that features creative discovery and reflection as tools to deeper learning. This "Discovery Session" will review concepts of Experiential Learning applied to the ESL classroom.

Blended synchronous classroom gives students the flexibility to attend either in person or remotely. However, technical issues with this environment often create negative learning experiences. This study explores the use of a 360 degree intelligent conference camera and breakout sessions with mixed groupings to create a more authentic classroom experience.  

Learn how WGU uses journey mapping to design faculty support around the student journey and improve student outcomes. This session will share the design principles, as well as engage participants in reflection and discussion about how to apply journey mapping in various contexts.

As confirmed by human learning principles, good teaching can improve students’ mental capacity and make a difference in reaching students’ intellectual potential, partially by helping students believe in their own ability to learn. This session will share how growth-mindset informed course design and teaching strategies motivate students to learn.

In this session, we share how our organization has shifted from a service to a partner model in order to support our orientation toward critical engagement with the digital. Participants will leave the session with inspiration, ideas, and allies to support their goal of bringing critical engagement to their organization.

Online programs face special challenges promoting active learning and collaboration. New thinking is required. Empirical data collected over several semesters provide insight into student behavior when given the option to work individually or in a group. Engage with others to brainstorm ideas for promoting active learning and collaboration online.

Join the University of Central Florida’s (UCF) Center for Distributed Learning instructional designers as they share taskforce results addressing stakeholder needs to create an updated faculty development program.  Taskforce mission, goals, surveys, and recommendations will be presented. Participants will reflect on processes and a group summary will be completed.

It is widely accepted successful innovation occurs most frequently in environments where individuals feel safe and have the ability to fail.  Unfortunately, toxic leaders exist and create environments counterproductive to innovation.  This session equips attendees with an understanding of toxic leadership, its impacts, and strategies to minimize the impact. 

As online enrollments increase, many institutions are actively thinking through challenges in scaling quality. Online discussions are often the choke-point for scale.  SUNY is piloting the use of an AI-powered discussion tool in online courses and will share how the system can support scaling discussion while enhancing student/faculty engagement online.

The purpose of this session is to explore the use of multiple mechanisms to foster the core values of excellence and community for full and part time faculty, as well as for part time online graduate students.

This presentation will describe the quality assurance practices at Bellevue University and explain how these practices have been revamped to incorporate national and university-specific design standards and editing standards. Attendees will be able to map, plan, and brainstorm innovative ways to incorporate quality assurance into their own departments and institutions.

Through a grant from the Association of Public and Land-Grant Universities, Colorado State University is in the final year of scaling the use of adaptive courseware. To gain a holistic vision of the student and faculty experience, students were surveyed to determine their perceptions of the use of adaptive courseware and its impact on their learning. CSU will share student success and student perception data as well as survey results related to faculty use of research-based teaching practices.

How do institutions enculturate and empower faculty to leverage proactive outreach strategies to address student performance gaps? This session will provide an overview of how a large online institution partnered their faculty, Center for Excellence in Teaching and Learning, and student success teams to implement University-wide programming of instructional strategies, such targeted outreach to struggling students, that encourage faculty-student engagement. Attendees will learn about technology support solutions, program details, and student outcomes. Reflection and Q&A will focus on a cross-institutional discussion on how universities and solution providers are attempting to address this question.

Every online or hybrid course represents a perspective on reading. Recognition of recent accounts of its cognitive dimensions, to how our minds work in reading and what everyday online behavior means in the lives of readers, can direct postsecondary educational professionals to timely questions of course design and teaching.  

How are teaching and learning centers (TLCs) positioned and evolving to support online programs and courses? This session reports on results of a wide scale benchmarking study of TLCs to assess their role in providing support for online initiatives.

 This presentation will provide an overview of artificial intelligence (AI) in academia and education in general. Specifically, this presentation will discuss the integration of a writing center chatbot into the online learning environment of first-year writing courses at a regional, state university.

Despite widespread availability of online synchronous tools, only 4 percent of faculty integrate regular sessions in their online courses. When faculty limit course delivery to asynchronous formats they risk “throwing the baby out with the bathwater.” Institutions can build a new vision of online learning that includes more synchronous interactions.

The mixed-methods study was used to examine nursing educators’ perceptions about teaching information literacy to support evidence-based practice (EBP). Data collected in two phases supported firm beliefs and confidence in teaching and utilizing EBP. The need to update educators about information literacy and EBP competencies, organizational constraints for teaching competencies and commitment to lifelong learning in nursing were themes identified. The significance of the study validated the importance for nursing educators to be knowledgeable and prepared to teach essential competencies expected of nursing graduates. 

The Framework for Inclusive Research and Engagement explores the principles of reflection, refraction, and response to support research that centers underrepresented students. By recognizing that research epistemologies inform how education functions, we are better prepared to acknowledge the active role that universities continue to play in reinscribing marginalizing practices.

Are you looking for new ways to motivate faculty and to engage students in online and digital learning? This session will share examples of how faculty adopted and adapted open textbooks to change their teaching practices. Attendees will brainstorm and share ideas for using open textbooks to advance education innovation.

Are you trying to figure out how to best support faculty across different locations and different formats? What if you could turn your one-size-fits-all information overload training into guided paths for diverse faculty pools? What if we could give you a map to create and navigate this?

Discussions are a method for measuring seat time for online activity, but may fail to fully engage students or stimulate critical thinking.  They are often perceived as routine and obligatory.  This session will present various tools, techniques, and novel approaches for integrating stellar online discussions in your courses.

Work-based learning is an important component of higher education's strategy to prepare students for the 21st century workforce and online learning can enable the acceleration of workforce skills development.  Participants will explore and draft their own plans for blending online learning of workforce development OER and apprenticeship program management.

Instructional designers from an urban research university share their experience partnering with a large corporation and various academic departments to create and offer an asynchronous, gamified, competency-based online education program for Fortune 500 corporate employees that strives to meet learners wherever they may be on their educational journey.

In this presentation I will report on the findings of a case study on seven novice online teachers’ identity development. I will discuss what constituted the online teacher identity of the participants and what internal and external factors contributed to their identity development. 

Where are we with equity in instructional design? How do we bring about discussions around equity issues, similar to accessibility, in our design process from course design to educational technology? This session will look at how equity and the instructional design profession intersect and how we begin to design with an equity mindset. We will explore where we are in our journey and seek to facilitate a conversation and collaborate with others along their journey of understanding race, culture and gender equity to bring this movement to the forefront similar to the push accessibility has had in the last five years.

Book Creator is an app/online tool that allows students to create digital presentations. Book Creator scores high for accessibility and is a rare tool that can be used with any age- from very young children to adult learners. Come learn how to use this tool to increase student engagement/participation.

What is the hardest thing you have done to improve your Leadership? Cultivating the everchanging demands in leadership requires a culture of deeper connection between self and individuals.    Come “om” with us and learn routines that will transform your intuitive leadership practices through mindfulness and personal discipline.

This paper describes the development and implementation of a research colloquium series for online faculty and doctoral students. The study described here provides an analysis of the impact of participation in the newly developed colloquium series on faculty work engagement and related constructs. Focus groups will be utilized to gain feedback on faculty engagement.

Building a bridge between students as they work in teams requires more than structure; it requires superstructure! Technology can simplify the peer review process for students and faculty alike. Join us to experience an online peer review process that can streamline team assessment and promote student accountability.

What happens if you decide, four months before the cut over date to a new LMS, to radically revise over 1500 courses? Attend this session to learn how taking an agile approach to implementing course model changes sets students up for success in transitioning to a new LMS. 

Giving students ownership of a virtual world provides opportunities for them to navigate a tangible and spatially oriented environment to their individual abstract educational landscapes. Discover a practical vision for making this idea a reality using modern web technology.

This Present and Reflect session is a sequel to the 2019 OLC Innovate blockbuster hit "Discussion on the Rocks? Add a Twist of Fresh Alternatives!" Kristin Kowal and Laurie Berry are back to share more new, creative ways for you to add a little zest to make online discussions more meaningful and enjoyable. Attendees will learn field-tested strategies that facilitate increased student engagement while still achieving the goals of student interaction, knowledge sharing, critical thinking, and broadening one’s viewpoint. 

If you joined them at OLC Innovate 2019, please come again as they’ll share new twists that you can add to your mix! For new attendees, the presenters will briefly review the last year’s twists before sharing new ways to liven up your discussions.

Many institutions employ the Quality Matters peer review process for online course evaluation. Although the review process itself is standardized, the implementation process and results vary by the institutional context. The current study explores the relationship between scoring trends and the culture and practices at one public land grant university.

In this session, we will discuss evidence-based practices that effectively take the “groan” out of group work. We will reflect on our social learning experiences, as well as share ways to create social learning in course design and instruction through the use of a collaborative Padlet board.

A panel representing the Center for Faculty Excellence at California State University, Fresno (an OpenStax Institutional Partner) discusses methods for engaging faculty in adopting and creating open license and no cost course materials.

SUNY Online is a bold initiative designed to dramatically expand SUNY enrollments from post-traditional learners through online degrees at scale.  Attend this session to learn how SUNY Online will transform the online student experience with innovative digital marketing, carefully integrated IT solutions, and intentionally re-designed supports for faculty and students.

Educators from around the world have built (& continue to build!) a community patchwork of ‘chapters’ into a quasi-textbook about pedagogy for teaching & learning in higher education called the Open Faculty Patchbook. Each patch of the quilt/chapter of the book focuses on one pedagogical skill and is completed and published by different individual faculty members from any institution wanting to join in. The success of the project has lead to a follow up/companion piece known as The Open Learner Patchbook, which collects similar stories from a student perspective. The stories will continue to be collected for as long as they keep coming in! This session will describe the Patchbooks and participants will discuss and advise where the projects should go next.

Course-embedded advising can positively impact student satisfaction and retention by creating regular engaging interactions between students and instructors. This presentation discusses the development, implementation and evaluation of a course-embedded advising model and its impact on student engagement, satisfaction, and retention in an online MA degree program.

Micro-credentials (MC) are an innovative approach to professional development within a variety of settings that align with the marketplace demands for online learning with sharable digital representations of competency. Presenters will share case studies, step-by-step guide for developing MC’s, and website of resources with participants to design their own MC’s.

How much do our efforts to include synchronous elements in online asynchronous courses matter to students?  This wondering provides the foundation for an action research study that utilizes The Inquiry Cycle (Dana, Thomas, and Boynton, 2011).  The value of including optional, real-time learning experiences in anytime courses is investigated. 

This presentation will engage participants in exploring strategies for optimizing emotions, interests, attention, memory and skill development in learners, with the help of neuromyth worksheet, activity to redesign a teaching challenge applying neuroscience and Universal Design for Learning, and two case studies on inclusive design.

handouts: https://beav.es/43F 

This session invites attendees to view course material in innovative ways to increase learner engagement through interactivity. Attendees will be introduced to the presenters’ guidelines when creating interactive course content. Guidelines will be demonstrated through digital examples from presenters’ course content. After a brief individual reflection period, the session will wrap-up with a large group discussion to pull together session take-aways from attendees and include a Q&A opportunity.

Developing engaging, versatile assignments across curricula using OER is never easy.  Use MERLOT to bring challenging and relevant material to your students.  Work with members of the MERLOT Teacher Education Board to explore sample assignments and learn how to create your own student-centered assignments from MERLOT materials.

A data-driven change-management approach, technology platform, and humanistic engagement make all the difference in student engagement and success.  

The presenters will explain their work to scale up online teaching support at their institution. Random acts of improvement shifted to systematic, purposeful improvement. An Online Teaching Faculty Toolkit transformed scattered actions into a well-articulated and accessible vehicle to improve enthusiasm for and quality of online teaching and learning.

Educators know that all learners are different, but building systems to empower individuality is difficult. This session will examine the results of utilizing one design structure called Self-Mapped Learning Pathways (which encourages learners to self-determine their educational experience) in online History courses at a Texas public university.

In education, you often hear the phrase “Content is King”. Yet, during the course design process, the content can also become a major limitation when trying to develop innovative, high-quality learning experiences. In these circumstances, the development clock runs out while design teams wait for the prized content. When the content is received, there is often little time left to review and implement any revisions. While this is not always the case, this scenario happens more often than we prefer. 

Learn from one community college’s experience in creating a holistic approach to orienting online learners.  Presenters will share solutions for developing programming that bridges the gap between student and faculty expectations. Attendees will leave with data outcomes & implementation plan. Session perfect for professionals developing new or re-envisioning orientation programming!

Sure you think about accessibility in classroom spaces, but how do you handle it in professional development situations? Join us for a lively conversation about how Michigan State University implements accessible practices in the Accessible Learning Conference and beyond. Expect to come away with action items for your own institution.

Join us in bridging learner motivation and online course design by tapping into the three psychological needs of Self-Determination Theory (SDT) by Ryan and Deci (2000a; 2000b). We will showcase a scaffolded, summative assignment from an online Business Ethics course and explore further application of the theory together.

The presenter will share findings of a mixed-methods study that explored student connectedness in an online MBA program that achieved a high (95%) retention rate and is ranked 28th in the nation by U.S. News & World Report. Data describing student perceptions offer insights related to retention and satisfaction.