Present at OLC Innovate 2024

Pioneering Tools and Approaches for Transformative Digital Learning

This track explores the cutting-edge technologies and innovations that are shaping the future of online, blended, and classroom education. It invites educators to share novel methods, tools, and insights that can enhance student engagement, personalize instruction, and foster creative learning environments.

Topics for submission might include:

• • Emerging tools that foster pedagogical innovation, including classroom technologies
  • AI-driven methods, including generative AI tools like Chat GPT, Bard, and Claude to enhance teaching and learning experiences
  • Technologies that support individualized and scaled instruction
  • Tools to assess and enhance student engagement and success
  • Innovations in virtual reality, augmented reality, and holograms that redefine learning spaces
  • Community-building and collaboration-enabling technologies
  • The impact and integration of assistive technology
  • Mobile learning, mobile apps, and ubiquitous access to learning environments
  • Technology models that lower economic barriers and promote technology adoption

Shaping Lifelong Learning Paths for Success in a Dynamic Work Landscape

This track delves into the innovative approaches and technologies that connect education with career success, focusing on lifelong learning, upskilling, and credentialing. It encourages dialogue on experiential workforce development, competency-based education (CBE), and collaborations with industry and professional organizations to prepare learners for a constantly evolving work environment.

Topics for submission might include:

• Building collaborative partnerships between educational institutions, industries, non-profits, and workforce development organizations
• Innovations in technical and experiential teaching for online and blended learning
• Strategies for competency-based instruction, including successful cases and industry collaboration
• Alternative, accelerated, and micro-credentialing pathways, including stackable credentials and prior learning assessment
• Upskilling and lifelong learning initiatives that foster workforce resiliency
• Student support strategies, including mentoring, coaching, and engagement
• Partnerships for skill attainment and competency development, with tracking and monitoring from credential completion to employment
• Addressing unique challenges for specific groups such as active duty military, adult learners, and student leaders

Inclusive Leadership for Strategic Transformation in Online and Blended Learning

This track emphasizes a broad and inclusive definition of leadership that engages diverse stakeholders in building a foundation for institutional success. It spotlights strategies, practices, and partnerships that align with institutional goals, foster innovation, and promote equity and inclusion in online and blended learning environments.

Topics for submission might include:

• Initiatives and programs for building leaders and supporting emerging leadership in online and blended learning environments
• Strategies for fostering inclusivity, diversity, and equity in leadership roles and institutional changes
• Scaling innovations and best practices across departments, institutions, and systems to promote comprehensive success
• Creating and implementing digital strategy at the institutional level, aligned with core values and long-term goals
• Designing operations and business models tailored to online and blended learning, considering efficiency, accessibility, and innovation
• Social impact and transformation through strategic planning, community engagement, and solving real-world challenges
• Rethinking academic success, organizational structures, and key partnerships to align with the modern educational landscape
• Using data analytics and human-centered approaches to drive innovation, adapt to changes, and measure effectiveness

Shaping the future of education through innovative design, inclusive pedagogies, open resources, and digital empowerment.

This track invites proposals that explore cutting-edge approaches to learning design, curriculum development, and teaching in online and blended environments. From pioneering methodologies to open education initiatives, this track embraces inclusivity, collaboration, engagement, and the pursuit of digital literacies. We welcome educators, designers, and facilitators dedicated to enhancing the learning experience through creativity, equity, and strategic integration.

Topics for submission might include:

• Inventive and groundbreaking online course or program design methods, including game-based learning, storytelling, and scenario-based learning
• Strategies for blended teaching and learning, integrating face-to-face and online environments, and addressing discipline-specific needs
• Open learning principles: open scholarship, access, pedagogy, research, and educational resources (OERs), including MOOCs and open learning networks
• Accessibility, universal design for learning (UDL), and inclusivity in technology-enhanced learning, fostering equity and inclusion across diverse learner populations
• Microlearning models, flipped classroom activities, and non-traditional assessments that engage and motivate learners in blended contexts
• Curriculum and program reforms, including academic transformation and innovative approaches to teaching with technology
• Strategies for addressing performance gaps and promoting success across all populations, including faculty development and institutional practices
• Exploration of affordable learning solutions, ethical sharing of empirical research, and collaborations within teaching and learning
• Insights into pandemic-related blended practices, initiatives, and research that have shaped the current landscape of education

Nurturing and Empowering the Digital Learner’s Journey

This track focuses on the innovative ways in which student success and support can be elevated in today’s digital learning environment. It emphasizes services and practices that guide students throughout their entire educational journey, particularly in online and blended contexts.

Topics for submission might include:

• Models and best practices for online student support
• Advising and success coaching tailored to online learners
• Support in digital learning environments, such as student services
• Strategies for retention and success among online students
• Methods to humanize online learning and put student care at the center
• Inclusive and equitable support models, even in emergency times (e.g., COVID-19 planning)
• Specialized support for various student populations like BIPOC, LatinX, Indigenous, first-generation, poverty-affected, and adult learners

Attendees should expect to be moderately involved in the discussion in career forum roundtables. This means that there is likely to be some active conversation in these sessions, and potentially some small group work.

Proposals for a 45 minute roundtable discussion should address the following questions:

• What specific EdTech career issue, challenge or opportunity will the proposed Career Forum address? (The proposal should lead with a clear statement of an issue, challenge, or opportunity of significance.)
• Who is the target audience for this Career Forum?
  • Example target audiences might include faculty (full-time and adjunct) at varying stages of their careers, university administrators, instructional design professionals, consultants, and entrepreneurs.
• What major discussion points will be covered? Do these points reflect contemporary EdTech trends and issues? Do they connect with current workforce innovation trends or opportunities? [A brief discussion protocol would be useful to include.]
• What specific career-related takeaways (e.g., lessons learned, resources) will the Career Forum attendees glean from their participation?

Attendees should expect to be actively involved in discussions and activities during Conversations, Not Presentations. This means participating in question and answer sessions, potential group work, and interactive activities.

These 45-minute facilitated Conversation, Not Presentations sessions should propose an issue, challenge, or idea pertinent to the track description to discuss with participants. This session type should be highly interactive, with discussion, activities, and participant engagement. Presenters organize the conversation around a few key points to facilitate discussion, and the audience explores the topic you present or even helps solve the dilemma or otherwise contribute to meeting the challenge. Your proposal should include the conversation topic and engaging questions for discussion.

Note: These presentations will be “slide-free” or single-slide proposals. Be sure to make a plan for assistive technology or accommodations for folks that rely on slide decks (handouts, interactive activities, conversations, etc.). The Diversity, Equity and Inclusion committee is available to provide support if needed. Email conference@onlinelearning-c.org if you would like to request assistance from the Diversity, Equity and Inclusion committee.

Discovery Sessions, presented onsite at OLC Innovate, allow presenters to share their work, ideas, and innovations in a more personal format. Using a laptop, these sessions allow for a greater exchange of ideas and in-depth conversations about important topics to the OLC community. These digital presentations can include works in progress, research ideas, collaboration opportunities, best practices and practical applications, or pilot projects.

Note: Each presenter must bring his or her own laptop. A small table for your laptop and power to the table will be provided. Wireless Internet will also be available to allow for further exploration of related Discovery Session content.

Key Features:

• Typically 5-7 minutes of information sharing by the presenter, followed by discussion. (Presentation is repeated 2-3 times over a 45 minute timeframe).
• 1-3 presenters engaging in meaningful conversations with attendees.
• Presentation style is conversational, concise and impactful.
• Interactivity is personalized based on audience members stopping by the presentation display. Allows for deeper connections and more detailed discussions.
• Presenters are expected to bring their own laptops and provide handouts. OLC will provide tables and power strips.

Proposals may include works in progress or completed research results. Graduate Student Discovery Sessions provide an excellent opportunity to present your ideas to your peers in a community forum. 

We seek submissions by students currently enrolled in or recently graduated (within one year) from a Graduate (Master or Doctoral) program whose research is relevant to online teaching and learning. The proposal submission must follow the guidelines of the OLC Innovate 2024 conference sessions. Those presenting as a graduate student through this CFP process will receive a discounted registration rate of $300 for onsite attendance.

Attendees should expect to listen to lecture-like material before having group discussions during Education Sessions.

Education Sessions provide an opportunity for presenters to share their work, innovations, or new opportunities with the OLC community. The presenters are responsible for driving the conversation and encouraging deep thinking about a topic, sharing practical applications of their work, or providing new and varying perspectives. There are two primary formats for this session type: presentations and panel sessions. Although these are more traditional formats, the presenters/panelists should strive to make the sessions as engaging as possible through polls, audience discussions, and other forms of interaction.

Key Features:

• 45 minutes total. Time allotments may vary but each session should include approximately 5 minutes for introductions, 35 minutes for the main presentation, and 5 minutes for questions.
• 1-4 individuals conducting the session (panel sessions must include a moderator).
• The presentation style is similar to a lecture, while a panel session is similar to an interview.
• Interactivity can range from simple to highly engaging. Uses strategies to engage the audience in active learning.
• Accompanied by a slide presentation (important for accessibility purposes and for virtual audience viewing should your session be selected to be live streamed)

Note: With education sessions, there is a strong preference for proposals that include unique strategies for engaging the audience.

Attendees should expect to be actively involved during Innovation Studio Design Thinking Challenges. This means participating in question and answer sessions, potential group work, and interactive activities.

These 45-minute design thinking challenges take place in an active learning space. Proposals should explore a specific challenge, pedagogical strategy, technological tool, research method, industry innovation, or leadership approach for participants to learn more about, experiment with, and implement immediately at all skill levels. Innovation Studio Design Thinking Challenges should be comprised of the following segments:

• Prompt: a 5-minute facilitated, quick-start conversation to kick off the studio session.
  • e.g. – The facilitator presents a “how might we …” challenge to solve a particular problem.
• Brainstorming: Understanding the Challenge – a 20 minute divergent brainstorm session to generate new ideas and solutions to the challenge.
  • e.g. – Presenter facilitates brainstorming session with planned activities and brainstorming approaches.
• Prototyping: Working Towards Solutions – a 20-minute convergent session for participants to process, refine, vote on, and even paper prototype the concepts and practices shared.
  • e.g. – Teams present solutions, narrow down top choices, identify practical next steps, and consider how they might apply in their own instructional context.

Proposals for an Innovation Studio session should address the following questions:

• How will participants work collaboratively to prototype a meaningful solution to a particular problem using design thinking?
• What is an applicable deliverable with which participants will leave the session?
• How will the session assist participants to identify emerging trends in educational technology and their potential uses?

Attendees should expect to be actively involved during Workshops. This means participating in question and answer sessions, potential group work, possible project completion, and interactive activities.

Proposals for this session type should be interactive, 90-minute workshops designed to engage a group of participants in an activity related to one of the conference tracks. Non​-​traditional, cutting-edge ​interactive workshops that are forward thinking are desired. Example topics for Workshops may relate to innovations in design thinking, makerspaces, conducting educational research in online and digital learning, designing experiential online activities and labs, removing barriers to online learning, and other related topics of interest aligned with this year’s tracks.

Workshops should be designed with 2-4 meaningful and measurable participant learning outcomes (LOs) with opportunities explicitly outlined by the presenters showcasing collaborative and/or interactive group activities​ that will be used during the session to achieve stated learning goals​.

Proposals for workshops should clearly address the following questions for reviewers:

• What are the explicit participant learning outcomes for the workshop?
• What types of collaboration or interactivity will occur during the workshop with the instructor-participants and within the participant-to-participant group themselves?​ Please outline time allotments for any presentation vs. interactivity (i.e., 15-minute presentation; 65-minute interactive workshop; 10-minute Q & A).
• How will workshop participants be able to apply the effective practices shared in the workshop at their home institution?
• Who do you envision as the primary audience types who would get the most out of this session and why do you believe they will benefit?
• What takeaways and/or activities will your workshop participants engage in that make your workshop unique, innovative, and relevant to the OLC Innovate 2023 themes and track you have selected?
• What materials are required for the presenters, and what materials are required of those in attendance? This must be clearly outlined within the proposal submission.

Presenters must provide an opportunity for questions, answers, and/or whole or small group discussion within the course of the workshop and must describe how this element will be used to best engage participants. Elements of the workshop may be flipped to extend the amount of time participants can engage with the workshop content. Sessions that​ ​offer the opportunity to earn a​ ​credential, badge, or certificate are encouraged.

Workshops are offered free to all participants on a first-come, first-served basis. Please note that computers are not provided for this or any session at OLC Innovate; therefore, all sessions are designated as BYOD (Bring Your Own Device). Each presenter must bring his/her own laptop/device and must specify in advance what device and/or software requirements (i.e., mobile device or laptop required for participation, required apps for full participation) are expected of participants attending the workshop. The program committee reserves the right to change a workshop’s proposed presentation type if another is deemed more appropriate for engagement and participation given its content.

Competition for workshop slots is highly competitive at Innovate 2024. Please understand that you may be considered for an alternative format session instead of a workshop at the program committee’s discretion.

OLC will offer a new Lightning Session format at OLC Innovate 2024. Lightning Sessions are short, 15 minute presentations that offer opportunities for authors to showcase their research and practices in a format that captures audience attention and provides opportunities for reflection. These presentations should focus on a well developed topic that supports innovation and provides resources for audience take away. Proposals for a lightning session must align with the field while compellingly presenting the highlights of their work.

Note: Presenters are responsible for providing all Lightning Session materials. Instructions for uploading materials will be provided to all accepted presenters. Presenters are also responsible for ensuring all attendees can actively engage in the session. Please see the Presenter Services site for resources on making the session fully accessible. 

Key Features:

• 15 minutes of presentation in-person, in the style of a TED Talk or Ignite Talk, with no Q&A
• Presentation style is conversational, sharing concise but impactful information
• Lightning talks are focused on sharing one key idea that leads to participants making broader connections to the talk and their work
• Attendees should leave with a driving question to answer for themselves that connects the talk to their own contexts within online and blended learning

• • Focused on Blended Learning
  • For Educators at Community Colleges
  • Focused on Diversity, Equity, Inclusion, and Belonging (DEIB)
  • For Educators at HBCUs
  • For Instructional Designers
  • For Leaders and Administrators
  • For Educators at MSIs
  • Focused on Open Education
  • Presenting Original Research
  • International
  • K-12