We are pleased to announce the program for OLC Innovate 2020!
Start Planning your OLC Innovate Experience
Start Planning your OLC Innovate Experience
All Sessions are in Central Time (CT). All sessions are considered BYOD (Bring Your Own Device).
All Sessions are 45 minutes in length unless otherwise noted.
Develop an implementation plan for your online course quality review and refresh initiative using OSCQR, OLC’s online course quality scorecard. Gain access to free openly licensed tools and resources to support your online course review initiative. Review best practices in online course review, and deep dive into selected OSCQR standards.
There is a fee for this Pre-Conference Workshop: $250 Early Bird / $275 Full Price. Select both an AM and a PM pre-conference workshop to receive special combo package pricing of $445 Early Bird / $495 Full Price (total savings of $55).
This is Jennifer Mathes pre-con workshop with CAEL. Will add description at a later time.
There is a fee for this Pre-Conference Workshop: $250 Early Bird / $275 Full Price. Select both an AM and a PM pre-conference workshop to receive special combo package pricing of $445 Early Bird / $495 Full Price (total savings of $55).
No matter the age of your online program, program assessment is a core element for continuous improvement. The (OLC) Quality Scorecard for the Administration of Online Programs is widely used to evaluate and demonstrate levels of quality in programs as it guides a systematic review of an online academic program.
There is a fee for this Pre-Conference Workshop: $250 Early Bird / $275 Full Price. Select both an AM and a PM pre-conference workshop to receive special combo package pricing of $445 Early Bird / $495 Full Price (total savings of $55).
Help! I’m Stuck! When Your Big Initiative Stalls brings together peers, collaborators, and friends from the IELOL network and beyond. Optimizing the use of personal learning networks, the workshop introduces proven change management and problem-solving frameworks and assists participants in planning thoughtful, strategic solutions when a leadership project/initiative stalls.
Pre-Con Leadership Network - details to follow
In this workshop, we will discuss a 5-step approach for developing a comprehensive and sustainable faculty development program for online and blended teaching. Participants will discuss how they plan to complete each step at their institutions, and the facilitators will provide specific and effective examples to supplement the conversation.
Many professors are under the assumption that to have a course online, all one needs to do is to put all the documents online. This fallacy in thinking leads to frustration with the students and the teachers. H5P is a powerful content development tool that permits users to create interactive content
This workshop will introduce participants to a story-telling approach that will help them design assignments from a student-centered perspective. Participants will work with the UofU Course Design Cards to map out a course structure including: an overall vision for the course, a progression through sequential achievements, and planned reflection exercises.
MERLOT, a repository of primarily OER for 20+ years has rebuilt their free content creation tool Content Builder. This workshop will demonstrate how to create web sites with the ability to collaborate with colleagues. Create professional, accessible, web-based OER learning objects, websites, syllabi and so more, hosted by MERLOT.
Through the role of an Instructional Designer, we will explore the design process by “workshopping” effective ways to integrate adaptive learning courseware into a course. Key elements include: alignment of course instruction with adaptive content, data-driven teaching practices, technology integration, and student onboarding methods.
This session will address issues that faculty and learners struggle with in writing well-formed learning objectives. Learning Objectives are a key element in the Quality Matters rubric, forming the basis for determinations of alignment of learning elements. Yet in my experience as a faculty member and instructional designer few instructors have formal training in organizing a course, especially when it comes to stating the learning objectives of the course in observable and measurable terms. Learners also do not approach a learning task with clear objectives and aligned activities in mind. This workshop is designed to provide that training by introducing the parts of a learning objective, how learning objectives relate at different levels, and how learning objectives map out in cognitive and knowledge dimensions.
Research Summit - more to follow
The 4th annual meeting of HBCU’s at ACCELERATE will address the national HBCU C2 initiative of Apple's 'Everyone Can Code and Create' and updates regarding the HBCU AL$ (Affordable Learning Solutions of OER) strategies and outcomes for reducing the cost of textbooks.
A BYOD hands-on workshop to learn how to create simple VR content using free Google-based tools with your smartphone and laptop, and then view your product with an inexpensive VR head mount such as Google Cardboard. We will also discuss affordances and limitations of VR for learning. At the end of this lesson, you will have created and shared a virtual tour using Google Tour Creator. The tour will consist of at least two scenes of images that you will capture using your smartphone with Google Cardboard Camera. You will share your tour using Google Expeditions so you and others can view using a Cardboard and a smartphone.
Creating an accessible digital environment ensures that all the content is available to everyone. How do you inspire Faculty members to design their courses with accessibility in mind? This interactive session will explore best practices for training Faculty members to embrace digital accessibility practices that drive inquiry, and differentiate instruction.
This workshop demonstrates an active learning exercise for teaching students critical thinking skills, searching and using OER, assessing OER and other sources, and attributing OER in course work. During the session, participants will observe a demonstration of the lesson then remix the activity for their own course or teaching discipline.
Using a hybrid framework, we redesigned a successful gamified learning community to include cohorts from schools across the country. As each cohort explored the issues relevant to their school’s online learning initiatives, new insights emerged from the collective discussion. Attendees will examine both the model’s design and participants’ findings.
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.
The Integrated Online Team-Based Learning (IO-TBL) model of course design utilizes asynchronous and synchronous modes of engagement to foster active learning. Participants will experience the IO-TBL model and will consider how it might be implemented within their own course contexts. Research findings from several semesters of implementation will be presented.
The aim of the study was to examine how the effectiveness of gamification on learning experiences might be affected by different course settings such as online, blended and on-campus approaches and cultural differences.
Engaging with diverse local and global communities in online asynchronous courses is challenging, where we’re trying to connect students with the world outside of the “walled gardens” of learning management systems. This session suggests three strategies for using social media and custom LMS roles to help break down those walls.
Understanding how students seek and consume information is important to designing learning opportunities. Join two librarians to learn about how students seek information and explore educational implications and potential library partnership. Bring your competitive spirit; knowledge will be shared via game-show style game.
Harness the neuroscience of habit building to maximize online learner success. Together, we will explore an innovative process called Focus Mapping, a behavior design method to narrow and select productive habits and the Tiny Habits® method of habit creation. You'll leave with actionable, evidence-based practices to share with your learners.
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.
What if educators, students, employers, and technologies could fluidly translate value and information without sacrificing privacy or proprietary value? Learning Economy (a protocol, not a company) is building the bridges needed to realize this future reality. Come see why education is the new gold standard.
Learn more at: learningeconomy.io
The Online Learning Consortium (OLC) provides an array of professional development offerings focused on leadership development in the digital teaching and learning space. Current and emerging leaders can take advantage of both online and blended programs that are designed to enhance the skills and knowledge administrators need in the ever-changing higher education landscape. Come meet with Jennifer Paloma Rafferty, Director of the Institute for Professional Development, to learn about which OLC program is right for you at this stage of your professional trajectory. Jennifer will provide attendees with an overview of the Institute for Emerging Leaders in Online Learning Program (IELOL) as well as the Leadership in Online Learning Mastery Series.
UCF’s Division of Digital Learning has teamed up with the UCF Libraries, the Faculty Center for Teaching and Learning, the UCF Bookstore, and various other internal and external stakeholders to form a diverse team committed to driving down course materials costs for students through its Affordable Instructional Materials (AIM) Initiative.
See how the installation of a lightboard has brought out the creativity, passion, and expertise of one community college’s faculty. A lightboard combines the familiar process of lecturing/storytelling while writing on the board with innovative video creation. Hear experiences, watch examples, and try a mini-board for yourself!
Programs engaging in continuous and comprehensive assessment of program outcomes often find available solutions are in their infancy requiring manual review and extraction of data for reporting. This conversation will dive deeper into innovative possibilities for examining and reporting assessment data incorporating strategic planning best practices and automation.
This presentation encourages online faculty to seek to understand and teach to “whole students” who have their own unique cultures, idiosyncrasies, needs, learning styles, anxieties and dreams. Discuss and reflect on Maslow’s Hierarchy of Needs, Bloom’s Taxonomy, scaffolding, praise, teaching styles, and student values, goals, learning styles and more.
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.
Test out an interactive syllabus designed to help faculty create accessible syllabi that are specifically designed for online courses. Choose your own learning path through this just-in-time training tool. Your takeaways include access to the interactive template and a downloadable Word file for editing and use at your own institution.
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.
Be a part of exploring Experiential Learning in the ESL (English as a Second Language) classroom, where diversity mandates a universal approach that features creative discovery and reflection as tools to deeper learning. This "Present and Reflect" session will review concepts of Experiential Learning applied to the ESL classroom.
In this Discovery Session, we will present and discuss what we have found motivates students to enroll in an affordable online Master of Science in Computer Science program.
Come join the Every Learner Everywhere Network to reflect on the findings of a recently completed environmental scan of digital learning innovations and learn more about the strategy created to address these trends.
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.
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.
How do we build bridges of practical application in online learning? Follow the story of how interactive open design methods enhanced engagement and authenticity in online higher education programs, and learn how you can adapt these strategies and technologies to improve the quality of online education at your institution.
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 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.
Faculty are change agents and paramount to the effective implementation of student success initiatives and technology-enhanced solutions. Come share in a conversation on supporting sustainable, measurable professional learning opportunities. This session will explore an innovative approach to online faculty development, by empowering reflection-based, national communities of practice.
Changes to regulations and standards for accreditation will begin going into effect in 2020. The proposed standards around academic integrity and student verification are simplified to focus on effectiveness, yet institutions, accrediting bodies and organizations are in discussions to determine that definition. We’d like to bring this conversation to OLC.
Using principles of design thinking, participants will have an opportunity to design ways to help students avoid procrastination. In this highly interactive workshop, attendees will generate ideas based on empathy maps and user journey maps. Next, they will construct prototypes then test and refine their models.
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!
The challenge of this session is to design the “perfect” educational dashboard for online courses. Dashboards visualize various information that can enhance teaching and promote learning in environments where most of students’ actions and behavior are hidden from eyesight.
What do ice cream, 3D pens, & Barbies have in common? They are analogies used to engage faculty to improve teaching presence in online/blended courses, using innovative and memorable methods. Walk away from this interactive session with several customizable lessons to enrich faculty development & a greater understanding of teaching presence!
Online learners often feel isolated given their physical separation from peers and the institution. Efforts often focus on developing a learning community within the course to improve this issue. This presentation argues institutional presence should also be part of the solution. Examples are provided using multimedia narratives.
A data-driven change-management approach, technology platform, and humanistic engagement make all the difference in student engagement and success.
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.
Diversity, Equity, and Inclusion have rightfully taken their place in many of our institutions' missions, campuses and classrooms, and leadership structures. Are they embodied in our online course design and delivery? Join us for a discussion about how we can build diverse, equitable, and inclusive online learning experiences and communities.
In this open dialogue conversation session, accessibility will be the star of the conversation! Let’s use this time together to learn how other colleges, universities, and organizations are incorporating accessibility best practices into their everyday lives. Instructional designers, educational technologies, faculty members, and administrators are all welcomed to join!
This session will engage all attendees in the exploration of the different versions of Bloom’s Taxonomy and how it applies to the digital learning environment as well as the blended classroom. The attendees will participate in a discussion of the material and application to the everchanging eLearning environment as well as a hands-on activity to showcase the theory and its contribution to the educational setting.
Join LearningMate in a conversation about redesigning the online teaching and learning infrastructure to optimize content management and maximize program development.
The Biology Board presents best practices for the use of MERLOT’s powerful new SmartSearch engine. For educators searching for OER, SmartSearch is superior to other search engines in quality and ease of use based on the Open Education Resources EvaluationRubric. We found benefit to searching in a curated collection.
Adaptive learning technologies have the potential to transform the learning experiences of students and faculty alike. Increasing applications of these technologies by faculty and institutions of higher education have helped to grow our collective understanding of how to support transformation through effective implementation. Effective adaptive courseware implementation can have a broad footprint at an institution, touching departments like institutional strategy, finance, IT, institutional research, student support, and academic units. Implementation and its associated institutional transformations can take time—anywhere from 9 months to 3 years—when accounting for the planning, preparation, and use of adaptive courseware. Ensuring that your institution has the necessary resources allocated to support this process, and alignment on a shared goal, are key to success.
Join us as we embrace the challenges, concerns and motivation of the online lab student and work together to identify technologies and prepare practical solutions for your online science lab courses.
For institutions with a strong reliance on campus-based full-time faculty, there are likely several policies and procedures that may hinder morale, motivation, and engagement for remote faculty that must be addressed including; technology and equipment, faculty and student expectations, time and geography, and training and performance management.
Students enrolled in online courses drop out at dramatically higher rates than conventional learning contexts. Research in psychology points to factors related to students' sense of self-integrity and identification with academics. This session presents results from a psychological intervention designed to reduce attrition rates and improve performance in online courses.
Tinkering in virtual worlds is excellent experiential preparation to teach using virtual reality in the near future. What better way to prepare for the VR revolution than by engaging with a diverse, global community of practice, many of whom have a decade or more of in-world expertise to share?
Educators often focus their attention towards supporting struggling students; while important, it is equally important to enrich meeting and excelling students. So, how do you enrich students in the online modality? Grouping! Join us on exploring how using grouping in the discussion forums can enhance student learning.
Cross the drawbridge and join your questing colleagues for a roundtable discussion on the defense of the liberal arts amidst the continued rise of online learning. How can liberal arts institutions seize victory through innovation and transform educational delivery for a new dawn, without losing sight of who they are?
This session will demonstrate how to use your LMS as a project management system. This system allows instructional designers to guide subject-matter experts through the process of planning, designing, and constructing an online (or blended) course. The session will provide visual exhibition of this system from two institutions.
This research came about after reviewing over a thousand annotated bibliographies during more than two decades of combined experience in higher education at the doctoral level. As dissertation chairs and residency faculty it became apparent to that doctoral learners consistently missed the connection between the common descriptive annotated bibliography and their potential research. We noticed that annotations rarely reflected doctoral scholarship or the ability to read empirical research critically. This disconnection seemed to result from the lack of clear expectations, in the form of curriculum instructions and faculty interaction, for the preparation of annotated bibliography assignments.
Over 75% of university faculty report little or no knowledge of Open Educational Resources. When they learn about them, many are skeptical. Quality concern is common, but is that all? Why do most faculty ignore OER? This session will explore ways to persuade faculty to adopt OER, using a fellow thinker - Aristotle.
A presentation on OER pilot project in a General Education Communication course that bridges hybrid, online, and traditional classroom teaching and learning. It tackles quality, affordability, course completion, student learning outcomes reports; improvement in end-of-course grades; attainment gap concern, teachers and students perceptions, pedagogical, and learning impacts.
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.
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.
Educators must continually be upping their game to keep up with the technological advances that their students so are quick to adopt. In today's world of SnapChat, Twitter and Instagram, how can educators compete for their student’s attention? The answer- to utilize technology to package learning in a new way.
This session will provide participants with an overview of how our higher education health sciences university drives transformational change. We will share our multifaceted strategy that facilitates positive change in the areas of innovation, online, and digital education. Our multi-faceted campus approach includes the use of the following: Innovation Steering Committee, innovation grants, Center of Innovative Clinical Practice, Technology Innovation Peer Support (TIPS), and faculty development sessions and certificates. We will discuss how these faculty supports drive innovative change within our university. We will provide participants with a framework and example handouts. After the presentation, a reflective session will be conducted to encourage others to share their innovative approaches and strategies within their institutions. A collaborative discussion will center around effective mechanisms to drive transformational change in the areas of innovation, online, and digital education. An interactive technology will be used to prompt the discussion.
Calling all mid-career instructional designers who have been working in higher education for 10 or more years. Let's get together to discuss the state of the industry, its future, and how instructional designers can leverage their experience to build strategy and capacity for instructional design within the changing landscape of higher education. Bring your ideas and insight to share with our community.
This presentation will engage participants in mapping key criteria that faculty can apply when deciding whether to create vs. curate content for online and blended courses, following a framework for OER course/programmatic development established by the presenters in a collaborative exercise and yielding a personalized take-away for immediate adoption.
Educators, trainers, and instructional designers are often at a loss when group work fails to engage students. Drawing inspiration from ways people naturally interact and learn from each other, the participants will actively discover examples that illustrate game-based and collaborative solutions for online/blended settings in this gamified murder-mystery conversation.
Innovation is critical, but challenging in higher education, given the traditions and incentives that define it. So how might we, from the roles we’re in, cultivate a culture of innovation on our campuses? In this design thinking session, we’ll explore what innovation looks like in higher education, identify obstacles on our campuses to fostering innovation, and ideate on solutions to address our shared challenges.
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.
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.
The Higher Education for Sisters in Africa program engages Catholic women religious in online distance learning at higher education institutions in the US. Program alumnae from East Africa, where access to Internet and electricity are unreliable, nonetheless enter the workforce as change makers, creatively leveraging technology in low development countries.
This interactive panel discussion brings industry experts and educators together to explore use cases for workforce digital badges. The focus will be on how digital credentials identified workforce needed skills and how the process created better partnerships. Break-out groups will then surface ideas on skills, partnerships, and badges.
We are excited to show you how to utilize a free (academic use) tool for online data analysis assignments. We've been using this assignment in our MIS course and have refined to achieve ideal learner engagement. Student feedback has been positive. This tool is adaptive and easy to implement.
An online Master’s in Health Informatics program applied Millers Pyramid of Competence to analyze assignments, assessments and learning outcomes. Faculty defined competencies and mapped courses to these competencies. Goals were to focus the curriculum beyond being knowledge-based, to include skills and professional attitudes that employers are seeking.
Want to discover how we have begun to bridge the gap in student success and retention in online courses? We'll share the details on how we were able to increase semester to semester ABC Success by 6.21% and increase retention by 4.45%.
There is no shortage of content in the world. Structuring that content in a meaningful way is the new battle we instructors face. Learn how St. Petersburg College moved past a one-size-fits-all approach and brought together original content, OER, videos, & adaptive learning via McGraw-Hill’s Open Learning Solutions.
Moveable bridges as a metaphor for the challenges and opportunities in higher education today allows for many different perspectives for online learning and academic innovation. As academic leaders who serve both as administrators and faculty in our Colleges we bring a unique vantage point to this topic and intend to share in this teaching and learning practice session. We will present on our individual experiences at our institutions from these two levels and then will share some of our joint thinking that we hope will bring out perspectives from several ideas from the attendees at our session.
Academic dishonesty is a constant temptation for onlien students. Lockdown browsers, limited time, and item pools can limit cheating, but they do not stop it completely. What can we do to "Google-proof" our questions? Let's discuss how creativity and multi-media can refresh you item pools and discourage dishonesty.
This presentation covers the findings and examples of use after teaching courses that have students create a video presentation exercise which is developed, evaluated, and presented to other students and the faculty member. Examples of student videos, successes, pitfalls, and best practices will all be discussed.
This session will consider how integrating mobile-freindly interactive media within the asynchronous online course may impact student engagement and instructor immediacy. Design-based research (DBR) case studies and examples will be shared and discussed.
This presentation outlines the development of Story Centered Curriculum (SCC) and industry-recognized certifications for training Artificial Intelligence (AI) and Machine Learning (ML) Engineers in partnership with the workforce center at St Louis University. Given the emerging need for industry-specific trained AI/ML engineers, this presentation will provide a model to develop and implement a short-term online training to address these data science skills utilizing Story centered curriculum, game-based psychology principles, mentoring, and innovative andragogical and project-based methods.
Emails, text messages, notifications, and calendar appointments: distractions are ubiquitous. Students will encounter a variety of interruptions to their learning, so how do we create learning environments that support online learners’ focused attention? Work in teams to generate concrete, implementable strategies for helping learners stay focused in online learning experiences.
Join us to discover and assess our schools’ multi-pronged UDL initiatives to increase access and inclusion. We’ll share outcomes of our campus-wide efforts and hands-on resources for immediate use at your school. The aim is both to inspire new and existing UDL initiatives as well as to receive valuable feedback on our own UDL efforts.
Learn about the pilot that University of Michigan conducted to increase faculty development around the topic of accessibility. We will share our collaborative process for how to effectively implement universal design to benefit all learners. We will discuss our takeaways and how we want to move forward with this work.
Representatives from two online education research units share their histories, mission, organizational structures, and functions. They will share an overview of the research initiatives in each unit and provide examples of collaborations between the units.
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?
What are student’s perceptions on late deductions and faculty grace? A university in the Southwest surveyed over 500 students in this descriptive, exploratory study. Results will be shared as a part of an interactive discovery session.
MERLOT, SkillsCommons, and Gooru are partnering to provide a free and open “Google Maps for Learning” platform that brings advanced technologies, big data, OER, and user-friendly designs to provide assured learning for all. Presenters will demonstrate navigated learning and review projects that are using it to serve their educational needs.
At institutions across the country, less than half of students with accessibility needs register with their DSO. So, how do you ensure your digital course materials are accessible to everyone? Join us for an engaging presentation to learn about digital accessibility and how it impacts course materials.
Through a grant from the Association of Public and Land-Grant Universities, Colorado State University (CSU), 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 research-based teaching practices.
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!
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.
What does a higher education - center of nonprofit and a state workforce commission agency have in common? Both seek to provide quality digital learning opportunities for professionals who oversee state programs. Professionals who are leaders among staff, families, and their community, but may lack time or resources to develop their skills professionally. Join us as we discuss and strategize how this forging of partners to create digital learning opportunities will help build better communities.
How do we introduce new digital initiatives to faculty who are busy and cautious about disrupting their courses? Then, once engaged, allow their creativity to flow into a use case? In our session, we discuss how to remove these barriers so we can deepen the pool of relevance and buy-in.
Are you an impostor? Full of doubt, inadequacy? Do you think your success is just luck? These feelings lead to a destructive mindset of stress, hesitancy, and disengagement. Join us for an honest, vulnerable, and heartfelt conversation about impostor phenomenon and how to can recognize it, manage it, and rewrite our own “impostor” dialogue.
Calling anyone who wants to put their advanced course design theory skills to the test! Are you ready for the Chopped Heutagogy Challenge? We know that individualized learning experiences are difficult to create. How can we build something that allows learners to step out and create their own learning pathway?
Join us to explore the Online Faculty Academy we developed to meet the professional development needs of instructors who are adding online course authoring and facilitation to their vita. We’re excited to discuss our program development, program curricula, and how this program may be transferrable to your organizational training needs.
Does the use of threaded discussion in English-dominant universities privilege intrinsically privilege those learners who had acquired English during their formative years? This presentation offers research-based techniques for supporting culturally and linguistically diverse learners and all learners' meta-awareness of the "rules of the game" implicit to threaded discussions.
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.
More to come later.
There has never been a more exciting time to be in online education. In a climate of teaching apps and learning hacks, there is much to gain from leveraging technology for the purpose of improved classroom experience. Join the conversation around current trends and emerging technologies and benefit from the requisite buzz of ideas that an Innovate conference affords.
More and more learning integrates a digital component. Some classes are fully online but even those that are not often incorporate a class website, a forum or a similar tool. People from all works of life can engage in self-directed learning via MOOCs and other digital offerings. Meanwhile, more and more classes are equipped with cameras, microphones and student computers that network with one another. Artificial intelligence, too, is increasingly integrated into learning. Students can find their work graded or their questions answered with the help of artificial intelligence. There’s no doubt that these tools present a wide range of opportunities for teachers and students, but they also come with challenges and pitfalls. Digital tools can be used to empower teachers or students, or they may be used to control and surveill—creating conditions that we know aren’t conducive to best kinds of learning even if they appear to work in the short run. As teachers, how do we avoid turning our classrooms into little panopticons that communicate mistrust? How do we envision a pedagogy based on trust and empowerment that incorporates all that these new technologies can offer, rather than the low-road? This talk will outline some of the opportunities and pitfalls that confront us, and outline some considerations for a healthy digital pedagogy for the digital age.
Online education affords more people more opportunities to earn a college degree. The steady growth of online enrollments shows the value and importance of making online learning experiences as effective and impactful as we can. When we combine excellent instruction in digital environments with the affordances of emerging technologies, we create a synergistic opportunity to support all of our learners in their educational journeys. Let’s focus in on the potential we have to combine great teaching with great technology to help our students engage more fully and learn more effectively.
I will discuss 8 simple and effective strategies I used to engage students in my undergraduate-level, fully-online summer course in Women’s and Gender Studies. These strategies included context-based readings, recursive quiz design, escalating discussion prompts, video response shout-outs, in-video quizzing, proactive student support, reflective surveys, and badges for module completion.
Graduate students present a unique challenge because they have a varying range of research skills and often there is a gap in knowledge of library resources. Learn about our online course hosted in the LMS that presents information in a variety of formats to meet the needs of all learning styles.
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 you spend hundreds of hours looking for badges online? Do you find it nearly impossible to locate the ideal badge?
Now, you don't have to settle for someone else's badge! You can learn how to develop digital badges using Adobe Spark for use in your learning management system (LMS).
This session will describe one of the most effective initiatives in the country for eliminating educational and economic inequity-the Tangelo Park Program. This is a commitment with virtually no bureaucracy where community citizens make all decisions in a once a month meeting. Tangelo in unique because funding is assured in perpetuity. Data will show dramatic increases in high school completion, college graduation, and radically reduced crime. The preschool programs established school readiness and an effective parent leadership program increases student advocacy.
This presentation will explore how a faculty member of a fully online course develops culturally responsive instructional design of asynchronous and synchronous content within the context of a multicultural counseling class. Implications for engaging pre-service counseling students at an Historically Black College and/or University (HBCU) will be delineated.
As much as technological innovation fosters positive advances in higher education, it also provides shrewd avenues for tech-savvy students to devalue education by cheating. We’ll discuss cheating methods we’ve witnessed, innovations built to detect and prevent these attempts, and data we analyze to keep ahead of trends in academic dishonesty.
How can we prepare faculty to design and develop accessible online courses? To meet faculty needs, we developed a self-paced online training. Stop by this discovery session to learn how we created and implemented this training, including how we gained administrative buy-in, and share your thoughts on our pilot program.
Increasing graduates’ employment rates should, in addition to graduation rates, be the focus of higher education. With this focus in mind, Career Communities on Facebook were created to provide a platform for students to network with peers and professionals in their chosen fields. These communities have impacted students in various ways.
This presentation is designed to engage healthcare professionals as well as those who teach, develop, and provide leadership in healthcare-specific programs of study, in an open-forum discussion to seek feedback and gather innovative ideas for ways to deliver professional presence training material and content to students by way of social media platform applications.
The purpose of this session is first, to identify effective processes in developing digitally- enhanced courseware that aligns with pedagogical needs; second, to demonstrate small-scale preliminary projects completed through the proposed agile approach; and third, to share the initial findings and reflections on the implementation of this methodology.
Online students sometimes feel disconnected from the online classsroom because of the transactional distance. Instructors are using technology to have two-way communication with their online students, which gives them more of a connection and helps ease student anxiety and issues in the classroom.
Sometimes the bridge is the destination, like the Golden Gate. A place where you can see both shores; a vantage point with its own advantages. This framework is the sweet spot between faculty development and instructional design. Participants will engage in checkpoint activities and apply them to their own institutions.
We will share our experience with piloting an "alternative" to the traditional LMS at a large Technical College. We will explain how we rapidly implemented the tool, participants attitudes towards the traditional LMS versus the alternative LMS, and share results of our pilot and the impact on our faculty and student's.
Integrating technical writing, linguistic theory, and pedagogical experience, the presenter introduces effective techniques for writing clear directions in an online class. The session includes a presentation of direction writing strategies with examples. At the conclusion of this session, you will have applicable tips for writing directions in the digital environment.
Neuromyths - abstract in progress
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.
Educational institutions today face increasing challenges of building up capacity to expand their online programs. Some have turned to “fee for service” option as an alternative to outsourcing to an OPM. Join us as we share and discuss our experience with integrating fee for service model with our in-house resources.
We’re at an innovation conference with shiny objects and new tools to try. But are we on a path to using tools for technology's sake. How can we be more purposeful about innovation? This session breaks down real examples of iterative course design based on needs, situation, resources, and goals.
You may have heard of the term Open Education Resources(OERs) and about the benefits of using OERs with your students. Knowing the benefits and creating an OER driven course, however, are two different things. This session will discuss the strategies for creating an OER course from scratch.
To connect to this real time data stream, our Learning Center implemented a year-long pilot which leveraged student learning analytics to prompt student outreach, coaching and review sessions. We discuss the impact on student performance and give you the opportunity to apply key takeaways to your own student support network.
While some faculty are eager to adopt innovative instructional methods to engage their students through online learning, many are hesitant to enter this new frontier in education. We will discuss solutions to these challenges and share strategies to help even the most reluctant faculty cross the bridge toward online learning.
In this session, the presenters will lead conversations on strategies and best practices to leverage emerging learning technologies to engage students in blended learning in different educational settings. In addition, a collection of best practices and effective strategies for leveraging merging learning technologies in blended learning environment will be shared with the audience.
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.
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.
Social media can be used as a way to increase community of inquiry in online courses, where students are often completing their coursework alone. During this session we will answer the question, how might we use social media to promote community of inquiry in online courses regardless of discipline?
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 and the assessment process through which instructors are certified to teach the course.
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.
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.
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.
Leadership is tricky. Online learning is complicated. It is easy to understand why many consider leading in online learning and online environments difficult. This conversation session invites participants to discuss the challenges they face in online learning leadership and invites participants to engage in creating solutions to address these challenges.
Do your students struggle to read the material? Do they read the material? Are your course materials in accessible formats that fit the needs of all students? If you answered “no” to any of these questions, come engage in conversation on how to remediate and create accessible content so your students can consume it the format they prefer. Learn how we created a marketing plan to encourage faculty and students to use one of our newest accessibility tools. Learn which friends (software and human) have helped us reboot our accessibility awareness to increase inclusivity.
Discover how MERLOT reviewing can provide you with a professional development community that helps you grow professionally, allows you to contribute to the field, and supports your own teaching and learning. Learn about reviewing, joining an editorial board, and getting a free registration to next year's conference.
Getting management to agree to invest in tools and automation can be difficult. In this session, learn how to make a business case for investing in translation and localization tools and automation.
BYU-Idaho’s continual course improvement model uses an innovative organizational structure to foster effective collaboration between full-time university faculty, online adjunct instructors, and online instructional designers. This model maximizes the expertise of all parties and the result is a structure and process for continuous improvement of online students’ experiences.
Developing an Indigenous health course focused on introducing students to a variety of historical realities and contemporary issues relevant to Indigenous people’s health in Canada required collaboration and innovative use of learning technologies. Student learning was enhanced by the use of online game elements and other learning activities that enabled them to find their own path and work at their own pace through much of the material.
With exponential increases in blended learning in higher education, many of us face the challenge of supporting faculty in design and facilitation of blended courses for student success. Join us for a conversation about strategies and lessons learned from faculty professional development on blended learning through innovation, collaboration, and advocacy.
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.
Using a research-based framework for promoting successful implementation of online or blended education, three case studies will be shared highlighting the challenges and opportunities drawn from available institutional data and policies along with recommendations for practice.
Many suggest the online higher education market has reached saturation, demand has stabilized, and online education must find a way to move into sustainable production. However, attributes and competencies to enable sustainment are largely undefined. This research study translated conditions of viability through the development of an organizational sustainability index.
Pure Heart Leadership™ is leadership model developed upon over 20 years of professional experience within higher education utilizing several key psychology theories of Maslow, Rogers, and Bandura with a mindfulness approach to developing talent. This session will map out the pathway to moving your career forward in higher education.
This session reflects on identifying and addressing key challenges of reimagining three traditional, asynchronous online courses into experiential learning courses for self-paced learners. Through the use of virtual meet-ups, portfolios, peer-review and badging tools, and carefully scaffolded project-based assignments, three courses were reimagined to provide students with rich learning experiences.
Change the online discussion paradigm—from overly formal, instructor-provoked decrees into a creative, student-led learning community—with CourseNetworking! This free tool can take your class discussion to another level. Participants will be granted access to a live example course to try it out themselves.
Two universities discuss their partnership with Realizeit investigating predictive analytics within the context of adaptive learning. We will discuss the methods behind our research and also the implications of our findings for improving course design and addressing student success using adaptive learning.
The ease of use and intuitive application of the Apple Pencil has been a game-changer that has revived our campus iPad program. Join us to engage with solutions to various instructional challenges using the Apple Pencil and iPad Pro.
When institutions and faculty overemphasize the flexibility and convenience of online learning by limiting its delivery to an asynchronous format, they risk “throwing the baby out with the bathwater.” Higher education should insist that institutions build a new vision of online learning that includes more online synchronous interactions.
In response to the ongoing dialog in the online community about where online programming “lives” in an institution of higher education, CORAL research collaborative launched a study to investigate the intersection of organizational structure and academic functions of colleges and universities throughout the United States. Let’s discuss the findings together!
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.
Virtual and augmented reality offer immersive environments to experience new places and ideas. Find out how students at universities in the USA and Romania learned about each other's cultures by creating and sharing original VR/AR experiences. Take home tools and techniques for introducing AR/VR in your classroom.
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.
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.
With the field of instructional design evolving and new leadership pathways emerging, what are the considerations for advanced study for the instructional designer and those in related roles? In this Career Forum Roundtable, panelists discuss their decisions to pursue a PhD (or not), and the benefits and drawbacks of their decisions.
Having gained prominence in recent decades, the learning sciences represent themselves as a timely theoretical initiative in online education. What ideas are most important? How can we tell what is most effective in practice? Can the potential for application of the learning sciences strengthen the reputation of online teaching?
Students’ lives outside the course environment affect performance in class. During this conversational session, participants role play student personas that drive instructional designers & faculty to make adjustments to courses. These tweaks help create the class community, autonomy, and satisfaction that might be the bridge to success for your learners.
While time-intensive (7-week) courses are becoming more common in online learning, there is not a strong evidence base regarding their outcomes and student perceptions. In this session, we will share findings from our large-scale study that utilizes both survey data and hierarchical mixed-effects logistic regression from learning analytics.
Are you looking for a way to encourage instructors to think critically about their courses and to promote reflective evaluation? We have a tool for that! We are developing an adaptive tool to meet instructors where they are. It will help faculty to assess their course design and teaching strategy.
Collaboratively ideate and prototype high-impact online activities. Think sky-high and then bring your ideas back to earth. Leave ready to test your ideas, with access to all of the ideas generated by the group. See us role-play personas! Vote with emoji! Win a prize! (Laptop or tablet required to participate.)
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.
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.
This session presents a pilot study of the restructuring of our instructional design team to support the State of Florida’s initiative surrounding quality, access, and affordability for online learning. Participants will reflect on the successes and drawbacks of the pilot and evaluate possible implementation and level of impact within their institution.
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.
We often complain about “vendors.” Their tools and platforms often don’t fit our teaching philosophies. Their business models don’t make sense for our budgets. This session enables participants to share cautionary tales of vendor practices while at the same time imagine more effective models for ed-tech partnerships.
Three aspects of traditional online learning environments--the linear nature of discussions, the lack of visuals, and limited ownership of ideas and knowledge—challenge authentic engagement and deep learning. This session highlights research on student and faculty experiences using a new discussion platform and uncovers the possibilities of online learning.
The focus of the Strategic Program Launch team at IWU-National & Global is vetting and prioritizing new program ideas using an innovative process. By using this process, new program ideas are gathered throughout the organization, vetted and prioritized using a clear process, and evaluated for effectiveness after launch.
Adjunct faculty make up the majority of higher education instructors nationwide, yet, they seemed to be left out when planning professional development opportunities and it’s more difficult to build their capacity to innovate. Through our project, we worked with 10 adjuncts to design innovative courses to increase student success.
In this presentation, we share results of a study assessing (a) faculty perceptions of online courses for traditional undergraduates and (b) the process of on-boarding professors interested in teaching such courses. Attendees will consider how our faculty’s responses may compare to their own and brainstorm ways of overcoming obstacles.
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.
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.
Change is inevitable, and too often we rush roll outs and are met with crossed arms and angry questions we weren’t prepared to answer. There is a better way, and it involves giving faculty the same luxury we had in the beginning. Build trust and momentum towards your objectives.
Online instructors expect information literacy, yet the online environment can make actual assessment of critical skills problematic. I argue embracing controversy in biology is a high impact teaching strategy. I present strategies for including controversy in online biology to increase engagement and teach both core biology concepts and critical analysis.
This session will detail the partnership that Western Governors University has developed with the Society for Human Resource Management, to increase student engagement in a virtual learning environment, provide student leadership opportunities, create industry relevant lifelong learning support, and bridge the gap between programs in the College of Business.
We discuss how standards can help improve online instructional design in order to optimize student learning. An autoethnographic study analyzes QM standards in light of using them to design online instruction.
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.
The Online Learning Consortium provides an array of professional development opportunities focused on instructional/learning design in the digital teaching and learning space. Instructional designers, learning designers, LX designers, and faculty developers can take advantage of both online and face-to-face programs that are designed to advance the skills and knowledge of those professionals who collaborate with faculty and support digital learning initiatives. Come meet with Jennifer Paloma Rafferty, Director of the Institute for Professional Development, to learn about which OLC program is right for you at this stage of your professional trajectory. Jennifer will provide attendees with an overview of the Instructional Designer Certificate Program, the Advanced Instructional Designer Badge Series as well as face-to-face instructional design events taking place in 2020.
This session will introduce a theoretical framework to guide creating meaningful learning experience in online and blended courses along with strategies and digital tools. It will discuss specific ways to create meaningful learning experience guided by the framework. All attendees will take away practical ideas and free resource for application.
90% of information transmitted to the brain is visual, and 40% of learners respond better to visual information than text alone. Come and participate in this interactive session to see how visuals can improve communication in online learning.
A small team of learning designers and one media specialist facilitated 20 course builds in two years to launch two graduate engineering programs online. Participants will learn how our trial and error approach to course development continues to evolve as we begin with a third graduate engineering program.
This session focuses on a course design that implements a check-in system whereby students use video conferencing technology to attend synchronous events with the instructor in an effort to improve approachability and accessibility.
This research presentation shares the results of an interview-based study of 33 faculty who have taught online for 10 years or more. The presenter will share the faculty’s perceptions of skills that are most valuable for online instructors to have and skills students need to be able to succeed online.
For 20-plus years, we assumed the systems in place at an institution could absorb the needs of a fully online program. This session will engage the audience to discuss what institutions need to do to succeed when supporting online learners (and teachers). Let’s build an ideal support department together!
In this highly interactive presentation, participants will learn how to create meaningful learning experiences using H5P combined with sound instructional design principles. They will leave the presentation with ingenious ideas in leveraging technology to create interactive content and learning objects designed to encourage students’ deeper learning beyond the classroom.
Amid frequent textbook changes, ever-shrinking budgets, and thinly stretched staff resources, universities struggle to keep online courses up-to-date and engaging. Faced with increasing enrollments and pressure for more online courses, Central Michigan University developed a fiscally responsible model, allowing for the expansion of online offerings while keeping existing courses current.
Engaging students with interactive instructional lectures and questions to assess retention in real time. Linking the student with instructor influence in the learning experience to increase engagement and ultimately learning outcomes.
You skillfully constructed a captivating online learning environment, but they’re not engaging as you intended. Despite varied content and methods, student engagement is unremarkable. Why don’t they seem to be making personal and lasting connections to the content you developed? Perhaps because they weren’t engaged in the most essential role.
Higher education institutions conduct pilot after pilot centered on digital teaching and learning initiatives, but the lessons learned from these projects are often lost. What if there was a way to better share results with similar colleges and universities in order to improve scalability and impact?
The main purpose of this presentation is to identify characteristics of effective online instructors from students’ perspective. We used a convergent parallel mixed method design where quantitative and qualitative survey data were collected in parallel, analyzed separately, and the results were then triangulated.
How do you bridge between fourteen institutions to pursue a unified agenda? Our initiative empowers historically isolated, under-enrolled, and under-supported Less Commonly Taught Language programs in the Big Ten to cross-institutionally develop and teach online courses. We’ll share strategies for identifying faculty champions, empowering development teams, and ensuring sustainability.
Our research has shown that when asked to perform repeated peer reviews over the course of a semester, students' engagement drops significantly, especially among those that are initially highly engaged. In this session, we will present this phenomenon, and then brainstorm ways to address this concern.
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. Data describing student perceptions offer insights related to retention and satisfaction.
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.
Social media and email have transformed the way that we communicate today. Effective communication is vital and success depends on those interactions. Join us to learn about the digital marketing strategies we implemented and to engage in a lively discussion, imagining new techniques for streamlining communications.
The convergence of increased non-traditional college students and the continued growth of higher education online has made equitable academic support services for disproportionately underprepared students a necessity. To make such support accessible, the Walden Writing Center is building bridges from virtual classrooms to our center through live, synchronous course visits.
Less is not more for Generation Z: they need and expect more videos and interactive course content than ever before. However, practical and pedagogical questions arise as we respond to this need. Join us to tackle these questions and to determine whether we should wrestle with these questions at all.
Apprenticeship University (AU) is a new model of higher education with a completely online operation offering a more affordable Bachelor’s degree in half the time while participants gain on-the-job experience in areas like healthcare, cyber security, accounting, and data science. Employer partners cover a bulk of tuition.
Online courses provide educational opportunities to students without the barriers of distance or time but make experiential learning difficult. Come and learn how Melinda’s organic approach bridges the gap between experiential learning and online capstone courses in which students work on a common project utilizing their own talents and experiences.
Leveraging a competency-based education (CBE) approach that matches course outcomes directly with industry standards to assure the validity of a degree program, NC State is redesigning courses in the Masters of Training & Development program. The CBE approach resulted in more effective teaching practices as well as competency alignment across courses.
Join us in this Discovery Session to learn more about the Blackboard meeting room tool, Collaborate, and innovative ways for faculty to incorporate the tool in their online classrooms. The session will include a short presentation, live demonstration, interactive discussion with peers, and opportunity for Q&A.
This session showcases a computer-based game we designed and created for online disaster preparedness training. By using the appropriate software, instructional designers without sophisticated programing background can also create digital games that simulate real world scenarios and provide realistic learning environments. Design principles and learning outcomes will be presented.
This presentation outlines our Digital Academy initiative, which connects online graduate MPA students with educational resources beyond the formal course content. Particularly, faculty and program partners provide leadership best-practices through webinars, quick talks, and on-demand MOOCS. Each modality is hosted on a webpage for students to access at their convenience.
Online business academic programs are everywhere. How can colleges and universities continue to innovate their online business programs and stay competitive given the saturated marketplace for such programs? This interactive session will share lessons learned from Champlain College's formal program review process of its online business programs, and ask audience members to share their expertise and experiences with enabling innovation and dealing with saturation.
Have you ever had someone misinterpret an email or text message, making them more upset than they were before they reached out to you? This is a perennial problem for online faculty and students that we will address with advice from some unlikely sources.
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.
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.
The systemic shift in education is calling for a redesign of the educational experience by harnessing the power of Effective Tools and Technologies. With advanced solutions to online learning like remote proctoring we are able to enhance student inclusivity and the availability of quality education around the globe.
This session will detail the complete journey to include the good, bad, and ugly of changing an Learning Management System (LMS) and why you may want to go down this foggy path!
Creating videos is regarded as a daunting task among many instructors. In this presentation, we will use YouTube examples to showcase the practical techniques of creating high quality and engaging videos that instructors can adapt into their own video creations. Therefore, alleviating the stress of creating videos.
MERLOT has successfully delivered twenty-two years of fopen educational services for higher education worldwide in part due to its change management strategies based on the Stone Soup folktale. Learn how you can apply MERLOT’s Stone Soup strategy within your own institution.
In this session we will explore various ed tech platforms and we will walk through the process of making our Canvas content awesome by embedding materials onto content pages. Learn how to dress up your courses by adding flair through meaningful interactivity and multimedia.
The most valuable parts of conferences are often the informal side conversations that occur between sessions. An Unconference connects people in an innovative way. There is no set agenda for this session! Instead, participants will propose professional topics they want to discuss and collaborate with others in real time.
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.
Our design team partnered with the College of Engineering at a research one university to put two graduate programs online. Learn about the hurdles and successes of our journey as we collaborated with college leadership and units across the university to make positive institutional change and successfully launch these programs.
There are more instructional designers now than ever before. But their relationships with faculty and subject matter experts (SMEs) can be fraught with tension and confusion about roles and responsibilities. Designers will learn how to build bridges, ask the right questions and improve collaboration with their SMEs.
Sure, we’ll kvetch about how high quality videos we want to make for our learners take more time and resources than most institutions have. But then we’ll focus on how we can make videos “con altura!” (with style) with a better understanding of what matters most to the learners watching.
Student behaviors are triggered in part by contextual cues embedded in the virtual, hybrid, and face-to-face classroom. In this interactive session, we facilitate a conversation about how instructors and instructional designers can manipulate those contextual cues through choice architecture and defaults to guide students toward more productive learning behaviors.
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.
Gen-Z learners require a unique approach to communication, expectations, and knowledge acquisition. Explore innovative assignments designed specifically for Gen-Z learners in online and blended courses. Discover how to create effective and engaging assignments with innovative, native, and free learning tools. Discuss relevant literature on Gen-Z and their instructional needs.
This workshop invites attendees to view course material in innovative ways to increase learner engagement through interactivity. Attendees will create an individual blueprint to plan modifications to increase learner interaction with a sample of their own course material. Presented guidelines, examples and interaction with presenters will guide the blueprinting experience.
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.
Inclusive pedagogies are always “good teaching,” but “good teaching” is not always inclusive. This presentation is designed to help participants articulate what they already conceive as “good” online/blended/digital teaching, followed by a demonstration of specific, actionable techniques for inclusive design that they can use and share immediately.
Ever wondered what it takes to create a dynamic and engaging online science laboratory? Join us as we identify the five key components found in successful online science labs and discuss how we can incorporate them into our own online lab courses.
What framework do leaders use to develop a masterplan for online learning at their institutions? Join us to discuss a strategic framework for online learning that provides a step-by-step process for making key decisions; including examples of best practices, current trends, and lessons learned; and opportunities to share your own.
This interactive session showcases strategies that promote productive virtual collaboration through the experiences collected in a study on participation in a Professional Learning Network (PLN). Participants reflect on the findings of the research study and engage in structured networking designed to kick-start collaborative partnerships to improve productivity and institutional outcomes.
What would teaching and learning look like if it foregrounded social justice and a pedagogy of care? How might we interact in digital learning environments if surveillance and suspicion hadn’t colored their very design? How could uncritically embracing openness in education reinforce the very power hierarchies we seek to challenge? Drawing on work in both critical digital pedagogy and open educational practices, this presentation will explore the potential of open pedagogy to transform, inspire, amplify, exploit, and damage.
In this session, the presenters will share their experiences of designing an active learning environment with emerging technologies for collaborative learning and communication in a blended course. Participants will learn practical instructional strategies and emerging learning technologies that could be used to engage learners in a blended course.
Feedback is a vital, yet insufficiently understood, instructional tool. Specifically, it’s not clear how to leverage feedback to help students overcome barriers to understanding. E-learning systems bear the promise of revolutionizing education; one way to achieve that is through feedback. I study the design of effective feedback in Mathematics E-learning.
Graduate student instructors are often an undeserved group when it comes to professional development. It is often assumed, if not encouraged, that graduate students must rely on the mimicry of our teaching mentors. In this discussion, we will explore the experience of the graduate student instructor developing an online course using a community of practice approach for graduate student professional development. We will also demo the micro-credential in graduate student pedagogy we have developed at Southern Illinois University Carbondale.
Computational thinking and creativity have been recognized as essential skills for the 21st century and are crucially important for solving the challenges the future holds. This study examines the relationship between these two constructs and how to instill and promote them from an early age using online game-based learning platforms.
The purpose of this quantitative study is to survey e-learning professionals regarding the design of e-learning courses and the higher education institutions in which they are employed. The goal is to determine the facilitating conditions that motivate them to include connective tools, as well as the perceptions of institutional innovativeness.
E-learning is a type of learning by using electronic technologies to access an educational program outside of a traditional classroom. As conventional classrooms continue to be transformed into digital, it is necessary for teachers to deliver lectures through multiple learning modes. Digitally enriched content and personal learning should be the primary way of teaching, as well as collaborative and interactive learning. The paper deals with issues of education in a virtual environment, the role of virtual reality and artificial intelligence that is increasingly entering the classrooms of developed countries. The paper explores what application of artificial intelligence in the near future means for the development and wider application of electronic learning in virtual classrooms around the world, as well as in developing countries such as Bosnia and Herzegovina. The paper presents the advantages and opportunities that contribute to the improvement of e-learning in educational institutions and the benefits for students and other involved parties in the educational process, such as teachers and parents.
Within this proposed workshop, a demonstration of how to access FlipGrid and a showcase of different ways to employ FlipGrid into the online environment will be provided. Participants will create at least one alternate discussion board or assignment activity utilizing FlipGrid on their own laptop.
Come join us to see where faculty/instructors have applied innovations to their instructional approach, determined through course evaluations that utilized available tools provided through courseware, leading to student success as recognized and awarded by the Every Learner Everywhere Network and partners.
This interactive session will look into the flipped classroom as a blended learning model as students with disabilities address the rigorous concepts in High School Biology I course. Participants will take away instructional practices to respond to the current demands of high school education for these students.
By building bridges of understanding and collaboration, faculty and designers can work together to successfully create high-quality courses for students. Attend this session to learn about the new approach that is challenging our traditional processes, changing how faculty and designers collaborate, and leading to higher quality course designs.
The School of Life Sciences at ASU built a process based an inclusive framework for language, empathy, and diversity that guided the development of new simulations. Between collaborative dialogue and creating shared values, a proactive process for creating content that was more supportive to ASU’s diverse student population was developed.
Students who participate in collaborative learning activities outside the classroom tend to get better grades, are more satisfied with their education and are more likely to graduate. This online curriculum encourages a sense of belonging at 4-year institutions for underrepresented students, and build connections with other students and faculty/staff.
Kahoot! is a game-based learning classroom response system that can bring motivation and fun into the classroom for students. Kahoot! can be used in the online classroom by directly adding a survey or question into the discussion post, create quizzes, assigned through homework (possibly instead of assignment or in conjunction with assignments), or through direct challenges. Counseling Instructors can add a spur-of-the-moment question(s) in the discussion post and record the responses for later analysis or grading. Specifically, Counselor Education instructors can choose to create a Kahoot!, to prepare students for the NCE. Kahoot! offers a free reporting feature, where instructors can retrieve overall student performance and feedback. Additionally, Kahoot! can be used in real time by using a shared screen through Skype or Google Hangouts. Kahoot! can breathe new excitement to the online learning system, spawn significant student engagement, especially with the Generation Z learners.
Kahoot! D. Latham. (2017, July 6). Global learning with Kahoot! showcased at ISTE 2017 [Web log
post]. Retrieved from https://kahoot.com/blog/2017/07/06/global-learning-kahott-iste-
Faculty work with an increasingly diverse student body. Leveraging strategies to best engage and mentor online graduate students can be challenging. Join us to learn about student grit strategies through a positive mentoring model that bridges student expectations, emotional intelligence, and diversity intelligence for developing resilient and successful students.
In Georgia Tech's large online MSCS program, students have designed their own course review site, which we see as peer advising: students use it to give feedback to classmates on what to expect from classes. In this session, we cover our research on what they tell each other.
American College of Education is a 100% online college employing faculty in remote positions. This unique situation has caused us to evaluate our onboarding process for our faculty to set them up for success, including exposure to the culture and ways to help students be successful in the virtual classroom.
This session will explore the current findings of research being conducted to examine the effect of an existing technology knowledge gap in primary age students. The students in the study are from a Title I school in a rural community of Georgia. Findings of the research so far are showing skewed data because of computer skills or lack thereof.
Bridges can be gatekeepers allowing only appropriate persons to pass over. Learner authentication can be a gatekeeper making sure that only persons who have actually done the work in a course are awarded the credit. Grambling University is a HBCU that is using facial recognition to ensure learner authentication.
Learn how an instructional designer and a faculty member launched an IRB approved research project that involves analyzing student-produced artifacts from an active online course. From IRB proposal to study design to data collection, learn from our struggles and triumphs and draft a potential research study for your own project.
This presentation will focus on how distance education courses can use embedded strategies for increasing self-regulated learning behaviors in students. Research shows that the use of SRL strategies connect to student overall course satisfaction and retention in DE courses; however, many instructors don’t understand how to build in SRL activities.
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 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.
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.
Have you been involved in designing or developing self-paced eLearning training materials? These are learning modules that are designed to be used for interactive demonstrations, simulations, or branched learning activities. This conversation session will engage participants in sharing design assumptions in this area and establishing practices that enhance eLearning.
Innovative strategies for improving virtual collaboration amongst graduate non traditional full time and adjunct faculty will be highlighted to improve curriculum instruction. FlipGrid, a web 2.0 tool, will be discussed, and participants will have the opportunity to engage in it beyond the session.
A defining feature of a liberal arts education is learning through strong interpersonal collaborations among faculty and students; the emphasis is on connection, which can occur in person and online. While some traditionalists at liberal arts institutions tend to assume face-to-face learning is best, a number of small colleges are actively experimenting with emerging forms of online engagement for our students and faculty through collaboration in the digital realm.
In summer 2019, several leading liberal arts colleges in the Liberal Arts Collaborative for Digital Innovation (LACOL, https://lacol.net) collaborated to offer the first iteration of a fully online, team-taught course Introduction to Data Science for their undergraduates. The learning design was developed collaboratively by a multi-campus team of faculty, instructional designers and technologists, centered around these learning objectives: 1) familiarity and expertise in basic coding (R/RStudio); 2) understanding of theory and application of basic concepts in statistics; 3) ability to write and present technical material to diverse audiences. Data Science is widely recognized as a subject of high interest and relevance across our schools, thus the opportunity to co-develop a truly useful online summer course experience for students presented itself.
Both synchronous and asynchronous pedagogies were used to deliver lessons, support group project work, and foster engagement between the teaching team and the roster of students drawn from five LACOL colleges. Student demand for seats in the class exceeded supply; retention after add/drop was 100%. Student performance and feedback indicate success in reaching many course and project goals, with room for growth in future offerings.
Our driving question remains: how can “liberal arts learning” best be achieved online? In this session, members of the LACOL Summer Data Science Class team will share an overview of the course design, implementation, and the lessons we learned in summer 2019. We will also look ahead to the next iteration of the course to be offered in 2020, especially exploring the challenge of scaling up. In the second half of the session, prompts drawn from the book Small Teaching Online (F. Darby, J. M Lang, Jossey Bass 2019) will be shared to stimulate individual reflection. The group will then report out and discuss their favorite effective practices for liberal arts learning online.
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.
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.
As researchers argue that students are less engaged with online course readings, educators are using collaborative annotation to renew students’ relationships with texts and with each other. This session looks at use cases from across the disciplines to provide participants with pedagogical models to follow on their own campuses.
This active engagement session challenges the perceived “skills gap” and focuses on addressing the actual gap at hand; the skills awareness gap. Learn ten ways we have shifted our curriculum to help bridge the awareness gap and begin strategizing ways to conquer your own courses!
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.
Student engagement and student motivation are subjective buzz phrases in higher education, leaving faculty and instructional designers guessing how their course is reaching each learner. Explore how instructional strategies and educational technology, intended to foster student engagement in the online environment, may be received based on the learner’s goal orientation.
Learn about a new partnership between OLC, QM, UPCEA and WCET. This panel session will talk about the work we are doing and special initiatives this group will tackle. Come prepared to talk about what online learning issues are important to you and help us identify areas of focus.
How do you get students to engage with an online chemistry course and how do you deal with the lab component effectively? We struggled with this for years. After trying everything we could think of, the completion rate hovered at 50%. Come see how we are now achieving 80% completion.
Social work practice courses require skill development in multiple interpersonal domains related to engagement, assessment, intervention and evaluation. A systematic review of published studies of online/blended social work courses reveals that networked learning, social constructivism and scaffolding represent the best theoretical configuration for achieving these skills in digital learning environments.
Early classes can be a difficult sell for students who are eager to jump into upper division classes and to make progress toward their career goals. But instructors in these crucial early classes know that this foundational learning is integral to future success and there are some key ways to have a transformational impact on student learning – and their perceptions.
In this session, I will:
• explain the purpose of using badges and awards in online courses
• demonstrate how to create digital badges
• discuss how I use badges and awards in my courses
This approach uses various tools in the LMS to motivate students throughout the semester in your course.
Just as bridges balance competing forces from different directions, so we must balance several considerations when designing faculty development for adjuncts new to online learning. We present on the transformation of a training program for full time faculty developing undergraduate online courses into a scaffolded yet agile model for adjuncts teaching adult learners in a blended certificate program.
We will share how one very traditional university is partnering with K-12 school districts to design and deliver hybrid educational leadership degrees that are contextually relevant to those districts. This session will include lessons learned in curriculum and course development, and will share implications for institutional capacity-building.
Contemporary learners want and need an enhanced online learning environment to truly understand intangible concepts, like social justice. Using art to build sensory experiences in the classroom helps connect students to the material and helps humanize concepts like poverty, diversity, and other concepts that are difficult to understand in a sterile computing environment. The purpose of this session is to share best practices in building sensory experiences, through art, music, and videos to help enhance the online classroom and connect diverse students to difficult material. Students report feeling more connected not only to the material, but to the classroom as a result, which builds community online and helps retention. This type of curriculum development also helps diverse learners and promotes critical thinking in a way that transcends many cultural differences in learning.
What (or whose) needs should teams prioritize for improvement? How will teams know planned changes made the intended difference? Educational teams often equate planning and reflecting as barriers to timely change when, in fact, it can lead to faster and more effective results. In this session, participants will learn how to leverage an improvement science approach to enhance instruction in online discussion forums with the goal of balancing student, faculty, and institutional needs.
Learn about low-cost, scalable, and research-based strategies on how to build online courses to increase student engagement and improve outcomes. Effective pedagogical practices and modern web technologies combine to create deep learning experiences that create increased motivation and belonging.
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.
What do virtual labs, game-based learning, and automated writing have in common? They're about cutting-edge technology making education more engaging and relevant for millions of students; providing immersive hands-on experiences; creating simulated scenarios reflecting "real-life" work situations; and developing AI-driven solutions to improve critical reasoning and writing skills.
Academic libraries have challenged tradition to reduce cost, increase student persistence and retention, steward open education, and challenge publisher power. In this choose your own adventure discovery session learn how you can work with librarians to lower student cost and increase access by leveraging library content in the LMS.
An online nursing teaching model will be presented for discussion and consideration that is designed to increase student metacognition by engaging in metacognitive instructional strategies and instilling student agency that breaks down traditionally rigid classroom power structures between the teacher, learner, and content.
In this session, we will discuss the peer review process, as well as evidence-based practices and research for designing peer review models in online and blended learning. Elements of a peer review model developed for a Bachelor’s of Nursing Capstone course will also be shared.
Drawing on a model for collaborative interactions between faculty and instructional designers (Drysdale, 2019) along with inclusive design practices, a team of instructional designers formulated a set of questions intended to elicit conversations with faculty about inclusivity in their online course designs. Join and learn our strategies.
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.
Social networks are the new norm, and traditional marketing is failing in today's digital, always-on culture where businesses across the world have to face up to how they remain relevant in the choppy waters of the digital ocean. In an era where a YouTube star gets more daily impressions than Nike, Coca-Cola, and Walmart combined, traditional marketing as we know it is dead. This presentation will reinforce that no matter how easy it is to reach potential customers, the critical relationship between brand and consumer still needs the human touch. Learn how to put 'social' back into social media and claim brand relevancy in a world where algorithms dominate, organic reach is dwindling, and consumers don't want to be sold to, they want to be engaged.
Program, college, and university leaders will reflect on a multi-vector model for institutional decisions and how to shape larger spheres of educational policy and instructional technology. Participants will discuss the intersection of faculty rights, workload, academic policies, IDEA considerations, strategic enrollment management, technology planning, and ever-changing available technologies.
In this discussion, we explore how immersive experiences can be used to achieve pedagogical goals in the field or in the classroom. We will demo mobile apps created by our team at Southern Illinois University Carbondale to show how these new tools can be used to facilitate learning.
To follow after pre-con at Accelerate
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.
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.
This presentation reflects upon the process used to align an entire master’s degree program to industry-specific standards from a national organization to ensure its graduates attain desired competencies. The presentation discusses the project inspiration, process, and overall workflow used to align courses to specific competencies.
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. In this workshop participants will discuss and develop methods for prompting faculty expertise, professionalism, and autonomy while teaching PDCs.
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.
Employers and higher education institutions can build valuable partnerships to jointly create relevant training courses and certifications. By giving employers a voice in developing content for training and courses that are taught by experienced and credentialed instructors, companies can hire and retain top talent, and employees can thrive and grow.
You can convey a more meaningful experiences for your audience by using a website rather than a PowerPoint file. You can add interaction, make it more sharable, and add richer content. Whether you are an educator or a conference presenter, it is time to move beyond bulleted, linear slides.
Can the small-classroom benefits of active learning be replicated in large-scale online classrooms? Together we will explore curriculum design and teaching strategies that do just that. Through group brainstorming and effective examples from a synchronous online platform, participants will enhance their ability to create experiences that keep students engaged.
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.
This presentation will focus on methods for using course-level data such as failure rates (DFW) and course GPA in research. The presenter will discuss the process of preparing course-level data and the methodology used in a research study comparing online and face-to-face courses taught by the same instructor.
Building teacher leadership in a world of technology can be costly and many districts lack the resources to empower teachers through continuous professional development, especially when they are spread out on different campuses. Focusing on improving technology use in the classroom, within the scope of the SAMR model and Technology Integration Matrix, learn how to create a Teacher Tech Cohort to support the ever-growing digital curriculum and 1:1 initiative.
Often, students don’t have the necessary skills needed to communicate their experiences and stories in an impactful way to the workforce. Developing critical skills such as storytelling and communication, we can help students be better prepared to share their impact. Learn storytelling and online branding techniques to enhance communication efforts.
Learn how to encourage student success by changing their mindset. In this session, faculty will discover methods that will address issues that interfere with student progress when faced with critical feedback. Come explore strategies, resources, and research that will increase student engagement while helping turn their mistakes into positive opportunities.
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.
Technology Enabled Active Learning integrates technology with active learning strategies to create rich collaborative learning experiences for students. The session discusses lessons learned regarding design and layout, governance structures, and resources to ensure successful instruction and learning in these special learning environments.
Today's students need to know how media messages are produced and how they impact society. Students also need to know how to respond to media messages and leverage media to voice their own thoughts. We discuss media literacy, relevant resources, and their incorporation into blended curriculum.
How does your institution define the types of courses it offers? Definitions of delivery methods are critical for information systems, branding, compliance, and setting student/instructor expectations. Yet no universally accepted definitions exist for online, hybrid, or blended. Join the conversation to share how your institution navigates terminology and definitions!
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.
We investigate the influences of discussion design rules and instructor intervention on student engagement in asynchronous online discussions. Initial findings suggest that both strategies influence patterns of student participation. In this presentation, we will discuss insights gleaned from the study that provide for best practices for facilitating engaging online discussions.
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.
Tools to engage Generation Z in online and hybrid environments
Adapting teaching methods to the needs of students is not a new practice, however as Generation Z comprise an increasing number of students in both online and hybrid courses, it is helpful to understand which tools have captured their attention and improved their satisfaction with the course. This presentation will present five engagement tools that can be used in online and hybrid courses to increase student engagement. We will discuss simulations, games and active learning artifacts, as well as the incorporation of Open Educational Resources [OERs] that have led to increased ratings in student evaluations in our courses with high percentages of Generation Z students.
As technology changes how companies interact with customers and the products they offer, workers need to access ongoing development opportunities to gain and maintain relevant skills. Driven by a survey of 600 human resource leaders, this session will share the impacts of skills gaps and ways to address this challenge.
Achieving the Dream (ATD)’s OER Degree Initiative was launched to help colleges reduce the financial burden on students and improve curriculum and pedagogy by developing course pathways using free and openly licensed instructional materials. The initiative involved 38 community colleges across the United States, including consortia of colleges in four states, and was supported by funding from six foundations. Researchers will share findings from a three year evaluation of this initiative, including what we learned about the instructor and student experience, impacts on academic achievement and costs, and what it takes to implement an OER degree.
Learn to skeptically evaluate the science of “evidence based” practices and technologies. “Bet” on studies in a stock exchange and let the market predict which evidence is likely to hold true and merit organizational investment in new initiatives and technologies. Visit edu.tier1evidence.com to vote for the studies to be traded.
When you hear the word “accessibility” in conjunction with STEM, do you break into a cold sweat thinking about the arduous task of making content accessible for all learners? Well, panic no more! Bring your problems, expertise, and your own device to this conversation and we will use design thinking to tackle a few of your most heady accessibility problems.
How do you prevent students from “checking out” in an online course? What are the challenges to designing an online course that engages learners in active participation? Join us for a discussion of key issues in active distance learning and brainstorm active learning strategies to engage distance learners.
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.