We are pleased to announce the program for OLC Innovate 2017!
All Sessions are in Central Time (CT). All sessions are considered BYOD (Bring Your Own Device).
All Sessions are in Central Time (CT). All sessions are considered BYOD (Bring Your Own Device).
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Participants will learn to apply the OLC Quality Scorecard metrics, uncover and evaluate quality indicators in key categories, and consider thoughtful recommendations for implementation.
Participate in two pre-conference workshops for one low price. Register for this pre-conference workshop together with "Virtually Inspired: Showcasing Innovations In Online Learning" and save $75 on the combined cost.
There is a fee for this Pre-Conference Workshop: $205 Early Bird / $235 Full Price
Digital learning innovations can increase access and student success while lowering college costs. In this workshop, receive support for all stages of planning, adopting and evaluating digital courseware or adaptive learning initiatives. Discover the latest research on learning technologies’ impacts and resources to navigate digital courseware selection and implementation. Don’t miss hands-on demonstrations of digital learning solutions!
***Interested in attending this workshop? Please email communications@nmc.org to inquire about attending.***
Explore Virtually Inspired which uncovers global pedagogical best practices in online learning using a myriad of technologies including virtual reality, adaptive learning, gamification, and more. The VR Arcade NOLA will join us as part of the workshop to engage participants in a live virtual reality experience with a chance to immerse yourself in a new world.
Participate in two pre-conference workshops for one low price. Register for this pre-conference workshop together with "In Search Of A Quality Online Program: Steps For Program Evaluation And Improvement" and save $75 on the combined cost.
There is a fee for this Pre-Conference Workshop: $205 Early Bird / $235 Full Price
Join fellow Community College Summit attendees for breakfast and networking before we begin.
Join your fellow TAACCCT session attendees for a breakfast networking gathering in Gallery (1st floor, near the Fed X office).
Participating in the HBCU Summit? Join CSU-MERLOT, Southern University System, and OLC for a breakfast meet-and-greet before the HBCU Summit program begins.
Continental breakfast will be served from 7:30am-9:00am in the exhibit hall (Napoleon Ballroom, 3rd floor) during registration check-in.
Attendees of the Community College Summit (Rhythms I, 2nd floor), HBCU Summit (Rhythms III, 2nd floor), and TAACCCT Sessions (Gallery, 1st floor) should proceed directly to their meeting room for their breakfast gatherings.
This opening session will feature Dr. Frances Villagran-Glover sharing the vision of the Community College Summit, the goals for the collaborative sessions, and what participants will do over the course of the summit.
CSU/MERLOT will provide an overview of the SkillsCommons services currently available that support TAACCCT grantees, higher education programs supporting workforce development, workforce development boards, and industry’s human resource training programs. The overview will also review the SkillsCommons CONNECT Center which is focused on building communities and community projects that will help sustain the success of TAACCCT projects and the broader TAACCCT mission. Finally, the presentation will review the new and upcoming services focused on partnerships and showcasing SkillsCommons resources and services to advance workforce development.
For many of us, we remember playing with Legos as a child or stepping on them as a parent. However, Legos can also be used to visualize and construct ideas in a flexible way. Join us as we transform these toy bricks into a tool to assist us in visualizing how solutions might come to life. Bring your design thinking challenges and build a prototype a classroom layout, a visual interface for a tool, or any other idea that you want to explore.
Reference to keep:
Led by scribes at each table, participants will work in an interactive document to collaboratively answer a series of questions related to the issues that community colleges face in ensuring student success. The goal of the collaborative ideation sessions is to identify real challenges to address and begin to tackle at the summit. Participants will engage with each other in person, as well as with virtual conference attendees brought in from remote locations.
Harness effective start-up tools to cultivate innovative thinking and practice in any organizational setting.
In the workshop you will learn how to:
Online courses can be text-heavy, bland, and sometimes, boring. Building engaging graphics provides visual appeal and polish, and cues students to important information. This workshop will introduce you to free online tools (that don't require a graphic arts degree!) for creating an innovative brand for your course.
What if you could teach with a course that was equal parts movie, with the interactivity and high production value digital natives have come to expect? Come learn about the creative process and curriculum innovation behind the development of HabWorlds and BioBeyond, two courses that are reimagining postsecondary science education. Hear how a key Teaching Partner, Miami Dade College, is scaling and evaluating learner success. This in-person workshop will consist of a mixture of hands-on demonstrations, guided discussions, and application activities to customize and implement web-based inquiry-based lessons.
This workshop is geared for anyone desiring to utilize technology to enhance group work in blended learning classes. Google Applications such as Google Docs and Google Chat, Pinterest, Youtube, and Padlet will be highlighted. Presenters will demonstrate how specific technologies can be implemented to enhance group projects.
Data-informed practices can positively influence student success. This presentation will provide participants with insight into how adaptive technology, learning analytics, and intentional student contact work together to meet each learner’s needs. Participants will use example data to advise and improve the learning experience of a theoretical non-traditional student.
Though online learning is not new, many universities are still struggling with how to expand eLearning due to their particular faculty and administrative cultural barriers. This workshop will present a proven change management approach to help lead a campus-wide initiative to achieve greater buy-in for the acceptance of online learning and an enterprise-level online adoption plan, using the concerns based adoption model (CBAM).
Leveraging adaptive courseware is a growing trend. Instead of just pockets of usage, is it time to figure out how you might adopt it on a wide scale at your university? In addition to developing criteria for selection of adaptive courseware, this workshop will also show you how to plan for faculty development, build institutional awareness, and develop staff capacity to sustain innovation at scale.
Discover how to use low-cost tools to help NASA ground-truth satellite data or to gather and share critical data about local water, air, or soil quality. This is citizen science! Leaders from three popular citizen science programs will join forces to guide attendees in discovering, joining, and participating in meaningful, local research projects. Roll up your sleeves. We're going to do real science. SciStarter, Public Lab, iSeeChange.
Solution Design Summit (SDS) Teams will meet with the SDS leaders for an introduction to the program, problem introduction, etc.
8:30am-8:55am Welcome and Overview
Join Professor Moustapha Diack, HBCU Summit Chair, and SUS President/Chancellor Ray Belton as they welcome attendees to the HBCU Summit at OLC Innovate 2017. Prof. Diack and President Belton, along with the HBCU Summit steering committee, will provide an overview on strategies for effectively delivering online and hybrid education affordably. These strategies will subsequently be shared and discussed throughout the summit. Strategies include:
This overview will be followed by a small group discussion on participants' priorities for their institution.
8:55am-9:40am Keynote Address
Robert Blaine, Ph.D. (Jackson State University and member of the OLC Board of Directors), will deliver a keynote presentation, "Building Online Professional Certifications into the Undergraduate Curriculum: Reducing student costs, Reducting time towards matriculation, Adding value to traditional degrees, & creating institutional revenue."
HBCU graduates are finding themselves in a rapidly changing environment of employer credentialing. More often, employers are seeking candidates with proven expertise in specific skill sets rather than the global learning experience of the undergraduate curriculum. How can institutions reduce costs for students and decrease their time towards matriculation? How can institutions create high quality online programs that provide professional certifications? How can institutions use a professional certificate program to grow enduring ties to the corporate community and create robust revenue streams for the institution? The answer to these questions and more will be discussed in the keynote address by Dr. Blaine.
9:40am-10:00am Applying Technology Innovations within Your Institutions
Dr. Blaine, Dr. Diack and Dr. Belton, along with the HBCU Summit Steering Committee members, will facilitate discussions and answer HBCU Summit participant questions on issues involving applying technology innovations in their institutions. The discussions will focus on activities institutions can perform over the next 6 months as some of the first steps in applying innovations within their institutions.
Learn about resources, strategies, and a rubric customized for developing powerful stories for explaining the impact of TAACCCT programs. The SkillsCommons and StoryTelling team will demonstrate the outcome of the Storytelling IMPACTCommunity and explain how storytelling is a key sustainability strategy for securing supportive stakeholders and partners for TAACCCT programs.
The Innovation Open Labs are an opportunity to begin putting all you are learning at OLC Innovate to practice, pull up your sleeves, and get your hands dirty. Join the “mad scientists” and “lab technicians” of the Innovation Lab and participate in the various experiments they are conducting in this year’s new Design Thinking, Makerspace, Game, and Reflection stations. Grab a friend and bring a challenge you have to the lab (or borrow one of ours). Take advantage of this opportunity to experiment on it during the conference and then take entirely new ways to address your challenge home with you.
Based on the ideas captured in the interactive documents by the scribes, panelists will discuss the pervasive barriers to student success seen within community colleges. The panelists, representing a diverse set of roles and responsibilities, will share their perspectives on the most critical challenges that we must tackle with new and innovative approaches. Participants will submit live questions to the panelists using Sli.do, and can vote up questions that they’d like to have answered first.
Join us in the exhibit hall (Napoleon Ballroom, 3rd floor) for refreshments. Not only is this an opportunity to recharge with a fresh cup of coffee or tea, but you will also have the opportunity to network with other attendees from the HBCU Summit, Community College Summit, and Innovate workshop sessions. This will be your first chance to preview the exhibit hall, meet with our conference exhibitors, and start getting your cards stamped by exhibitors in order to win prizes!
Additionally, Community College Summit participants are also invited to use this time to take part in an exclusive tour of the Innovation Lab before the start of the conference
Community College Summit participants are invited to use this time to take part in an exclusive tour of the Innovation Lab before the start of the conference
Tackling one of the significant sustainability challenges in career and technical training and workforce development programs, the Industry Expert to Expert Teaching (IE2ET) community in SkillsCommons created solutions for helping industry experts who are new workforce development instructors become more effective in the classroom. Learn about the online resources and mini-course that are free for institutions, organizations, industry, and individuals to use to become more effective and efficient teachers of their workforce expertise.
Led by scribes at each table, participants will work in an interactive document to collaboratively answer a series of questions related to the innovative practices that community colleges can enact to challenge barriers to student success. The goal of the collaborative ideation sessions is to create and share real-world approaches to solving the issues identified in the first collaborative ideation exercise. Participants will engage with each other in person, as well as with virtual conference attendees brought in from remote locations. At the conclusion of this exercise, participants will have a knowledge base of effective practices to bring back to their home institutions created live within the summit.
Untethered meetings and workshops ensure time-and-place are not barriers to employees who want to participate. This workshop will provide you with specific strategies for untethering events on your campus to improve productivity and promote a more inclusive workplace.
Online faculty and course instructors are content experts, but maybe not so versed in the arts of performance and media production. By taking their cues from theatre and drama experts, any online teacher can assure that their video presence is ready for “prime time!”
Critical thinking and reflection are difficult to facilitate/ assess in professional education. Peer review is an active technique that provides students opportunities to build these skills and we will introduce unique methods for both preparing students for peer review and assessing their learning through a technology tool supporting double-looped feedback.
The Northeast Resiliency Consortium (NRC) worked with technology partner Smart Sparrow—to produce online resiliency lessons. We will show how this ten lesson bundle specifically designed to foster resiliency skills in community college students can be adapted and used by faculty and staff to integrate resiliency into learning experiences.
How might we engage students, faculty, and administrators to design next-gen digital learning environments? Too often, digital learning tools are selected based on known tools rather than what is actually needed to facilitate learning. In seeking to meet the widest range of needs, existing tools clutter the learning environment and obscure what is essential for students and faculty. In this workshop, participants will engage in a design thinking process to imagine and prototype next-generation digital learning environments. Through this process, participants will identify how existing and emerging technologies might remain relevant in today’s learning landscape.
Drawing on theories of race and assessment in writing studies and not-yetness in digital pedagogy, this session argues that multiple, changing, and overwhelming technologies may be more effective at cultivating individual and peer-to-peer engagement among students than course designs that value clean, standardized structures and ease-of-use for students.
This workshop will lay out the assessment best practices for using formative assessments to increase performance in summative assessment in blended learning environments. The implementation of these best practices will be demonstrated in multiple learning management systems to enable participants to incorporate the best practices into their blended courses.
The excitement and possibility of a conference like OLC Innovate can often turn to frustration once back at a home institution. Trying to share knowledge gained is difficult: the energy of the room is replaced with the tradition of your school, people who were not there for the shared experience and regulations which can seem counter to the ease with which we discuss academic innovation. How can the lessons of the conference best be applied when the conference is over?
This workshop will ground the innovation concept in an historical definition, understanding the term is both a practical mechanism as well as an inflation of hype. Through this critical perspective, we will reframe tacit assumptions about innovation in small groups, and use our lenses to then consider the meaning and making of innovation at our home institutions. What are the lessons you are looking to learn at this conference, what is your sense of why your institution is not 'doing this' now, and how can the conference provide you the scaffolding to build a bridge between the present and the prospective future? This session will provide a framework to utilize throughout the conference in bridging these gaps and having implementable takeaways upon returning home.
Are you interested in integrating higher-order thinking skills into serious games and simulations? Do you find that many so-called "games” are just expensive and simple quizzes? This session will help you raise the bar with innovative techniques to get your learners thinking, analyzing, and making better decisions.
Solution Design Summit (SDS) groups will meet with the SDS leaders and advisors to work on solutions to their proposed problems.
10:30am-11:10am OLC Quality Scorecard: Getting Started
Join Dr. Jennifer Mathes, OLC Director of Strategic Partnerships, as she discusses the OLC Quality Scorecard and how HBCUs can get started using it. Dr. Mathes will review best practices to help you evaluate your online learning program, as well as discuss first steps for implementation with campus leadership.
11:10am-12:00pm Quality Scorecard small group discussions
Dr. Mathes will facilitate small group discussions with HBCU Summit participants on first steps in applying the OLC Quality Scorecard at their institution.
Participate in the TAACCCT community’s selection of new IMPACTcommunities for 2017! We will follow a collaborative process for identifying the next strategic priority for SkillsCommons and TAACCCT’s sustainability. Preliminary interest areas include textbook affordability, developing partnerships with workforce development boards and employers, and developing services for TAACCCT alumni/leadership.
Based on the ideas captured in the interactive documents by the scribes, panelists will weave together the effective practices created by the participants into a cohesive road map for student success. The panelists will contextualize the solutions generated in the documents into a series of actionable plans that participants can make use of in their own educational practice. Participants will submit live questions to the panelists using Sli.do, and can vote up questions that they’d like to have answered first. The panel will conclude with an open mic where participants can share how they plan to promote student success through their findings in the summit.
OLC Innovate 2017 (#OLCInnovate) opens up with a fast-paced speaker series we call Lightning Talks. Our Lightning Talks introduce the 5 guiding themes of Innovate this year, including: pedagogy, structure, workforce, challenges in learning, and a wild card – Propose Your Own – that pulls together the trends and climate of learning in our world today. Our #OLCInnovate Lightning Talks strive to introduce you to the concepts of innovation along with inspire you to think further about the conference experience ahead. We’ll be working with our communication back channel during these talks to allow you to brainstorm and note-take alongside your peers, for a truly collaborative, innovative learning opportunity. We hope this dynamic welcome allows you to start an early engagement into our conference’s topics and to begin to network with all of our OLC community members.
***Michelle is 1 of 5 presenters in this opening Welcome Lunch/Lightning Talks general session***
Listening to the sound of a human voice conveys emotion, fosters empathy, and supports more learner variability than reading text. Yet, student voices are rarely part of learning online. How does the student experience change when speaking and listening to peers is made part of an online class? What barriers prevent faculty and students from learning out loud?
***Andrew is 1 of 5 presenters in this opening Welcome Lunch/Lightning Talks general session***
Bridgepoint Education has developed over 1,200 high quality online courses through a centralized model of delivery. With over 45,000 students and programs ranging from AA to doctorate, we serve largely adult working population at scale. Over the last year, a task force of stakeholders from academic, instructional design, and product leadership were challenged with creating a new model of learning that could be tested with the ultimate purpose of increasing faculty-student feedback & student engagement. In this session, you will see what they cooked up.
***Mark is 1 of 5 presenters in this opening Welcome Lunch/Lightning Talks general session***
This talk tells it straight about the messy edge of innovation. It shares seven deadly sins that help to take us beyond the B.S., buzzwords and bandwagons of online learning.
***Mac is 1 of 5 presenters in this opening Welcome Lunch/Lightning Talks general session***
How do employers know what our graduates know? Sure, their resume lists a degree such as a Bachelor of Science in Business. But what does that imply that they know and what can they do with that knowledge? Several efforts are underway to better communicate the competencies of our graduates. Competency Based Education (CBE) is a degree program structure that is becoming more popular and advances students not on time spent, but on competencies demonstrated. Alternative credentials (badges, certifications and nano degrees) are also becoming recognized by employers as they concisely communicate a set of acquired skills. Employers themselves are granting credentials for the training and education they are providing their staff.
This climate calls for targeted communication between industry and higher education. Not only must we identify what students must learn, but we must articulate how they will perform in the workplace with their acquired skills set. The deliverable resulting from the dialogue is closer alignment between industry standards and curriculum planning.
***Angela is 1 of 5 presenters in this opening Welcome Lunch/Lightning Talks general session***
This presentation will be a dynamic, fast-paced overview of future trends and how technology is exponentially driving innovation. Its purpose is to look into the future and inspire attendees with many possibilities from various industries. What will life, learning and work be like in a world when machines think and augment our capabilities?
The increasing adoption of emerging technologies by faculty, changes in faculty demographics, and growth in online/blended courses are challenging the sustainability of traditional faculty support models. At the same time, fostering digital literacy among faculty is critical, but remains a sticking point. This presentation will identify key support needs of 21st century faculty and showcase emerging support models.
Is assessment the last thing you think of when planning a course? Do you want ideas on how to integrate assessment into the entire cycle of course preparation, delivery, and student activities? Integration of assessment enhances teaching and learning and provides data for evaluation of student, course, and program effectiveness.
Using data gathered from the same course offering over a 3 year period, this study provides insight into: the use of rubrics and training techniques to achieve consistent assessment across graders; a comparison of online versus face to face offerings and the use of technology to enhance or detract from the quality and rigor; and methods/tools for faculty members to effectively manage a large online course.
This presentation will focus on the development of a pilot self-efficacy instrument in a faculty eLearning intervention. We will discuss the results of our implementation and demonstrate its application in professional development contexts. Additionally, we will engage the audience to brainstorm uses at their home institutions through interactive activities
Once considered innovative and used by few, the learning management system (LMS) has become a critical tool standard at most institutions of higher education. In this session, we will share findings from a study on faculty use and motivation for adopting the LMS, with implications for promoting other technological innovations.
This presentation focuses on the e-mentoring of graduate students at a Hispanic-serving, masters-intensive institution. The presenters address: (a) benefits of e-mentoring, (b) models used, (c) challenges, and (d) best practices around the issues of e-environments and e-mentoring. The presentation also addresses the importance of cultural competency in faculty-student e-mentoring relationships.
Solution Design Summit advisors will work with the Solution Design Summit team members from Northern Virginia Community College to begin preparations their SDS presentation for Friday.
***Invitation only session; closed to general attendees***
SkillsCommons will review procedures to cost-effectively reuse and revise OER in SkillsCommons. Participants will get hands-on practice with finding and reusing OER. SkillsCommons technology partners will demonstrate how to “makeover” OER so the resources are more effective, meet TAACCCT grant requirements, and are more valuable for teaching and learning.
Text based discussion boards alone can't deliver the subtlety and expression needed for meaningful connection. Voices and faces, along with interactive experience is proven to triple the memory retention rate of your audience. VoiceThread provides a variety of options to transform the traditional online offerings.
This session will present a developing model of individualized, one-on-one course consultation review and improvement for online programs. One on one course development between faculty and designers is emerging as the most effective method, but poses challenges for instructional design and faculty support services. This will be a facilitated discussion for all those involved in online course improvement.
This session will provide a forum for all conference participants to engage in a meaningful conversation about ways women are innovating in academia; why it is important for them to be part of the conversation, and ways women’s ideas can be heard at all levels of the innovative organization.
Interested in learning more about the OLC Institute for Professional Development? Join Director, Jennifer Rafferty, for an informative overview of the learning opportunities that are available to you within the Institute. We offer engaging workshops, certificate programs and mastery series that model best practices, enhance your knowledge and advance your teaching practice. Come find out more about how to become involved!
Become a better leader of innovations at your institution! Come play with heuristics for strategic decision-making and vision cultivation. Practical examples and personal relevance will dominate the activities. Leave with more ideas and resources for leading innovation than when you arrived.
In this session, learn how assessment in CBE differs from traditional assessment and what to consider when building a CBE assessment strategy
Capturing, engaging, and maintaining student interest in an online environment can be challenging to say the least. In this interactive presentation, presenters will highlight experiences and provide practical tips in collaborative delivery of an online summer elective in a school of pharmacy to increase student awareness of current issues.
Fostering faculty innovation in using technology for teaching and learning is a challenge for most educational institutions. Engage with panelists from three different universities, representing a wide range of experiences and stages of implementation, about their experiences in starting, incentivizing, and expanding faculty development programs and educational innovation communities.
***This is an invitation only event***
The Motivis LRM is a virtual learning community, where educators can foster engagement within our LMS, which improves student performance, persistence, matriculation and data unification.
SUNY Oswego has been running Collaborative Online International Learning courses since 2014 which have US and foreign students working together on shared outcome projects as part of their normal course experience. Proven experience gained utilizing distance communication technology to interact with foreign nationals is a major differentiator in today's market.
The Distance Education and Learning Technologies unit at NC State has built a team and a set of processes that support our collaboration with faculty to innovatively improve both classroom and online learning. Learn about what we do, how we do it, and what you can apply at your institution.
Dr. Mathes will facilitate small group discussions with HBCU Summit participants, focusing on drafting strategies that participants can take back to their institution to assist with implementation of the Quality Scorecard. Each group will share their campus strategies with the larger group, to include discussions on strategies to scope institutional goals for the next year, as well as expected challenges and strategies to overcome challenges.
A new model is presented that provides structure for collaboration between instructional designers and faculty members, both of whom have varied experience and competencies. Experience and skill sets exist on a continuum from beginner to advanced, and predictably impact the expectations, collaboration, product development, and delivery of the online course.
Online learning requires differents approaches to teaching, learning, and administrating. Higher learning institutions need to move away from traditional structures and adopt new conceptualizations of the academic department, the department chair, and the online faculty. Transdisciplinarity plays a vital role in this paradigm shift.
Interested in exploring how online education is structured outside the U.S.? This presentation will describe how the Fulbright Specialist program, which supports projects of two to six weeks in length, provided an opportunity for an educational technologist to support the online educational initiatives at a university in Croatia.
Cheating has been an area of concern in educational institutions for decades, especially at the undergraduate level. A particular area of concern is the increasing reports of the rise of cheating behaviors and the perceived cheating potential in online learning. As online learning continues to grow and become an integral part of education, concerns exist regarding academic integrity in online learning. The purpose of this study was to explore cheating behaviors, practices and online learners' perceptions and motivation towards cheating online.
The online learning context, while accessible and flexible, can be isolating. In these contexts, it can be difficult to create a sense of community where individuals’ personalities are expressed and shared. This presentation explores ways faculty share their personality in their online classes and creating a space for student expression.
In this session we will provide a demonstration for the successful implementation of a multi-campus learning activity. We will describe how we implemented preparation for a series of live-interactive learning activities utilizing a centralized web page for access, interactive online learning modules, live session google docs, and providing continuing medical education (CME) credit for participating medical doctors.
Shadowing, or observing and participating in the activities of an experienced professional, is an established method of learning in settings such as medicine, social work, and public safety. The focus of this conversation will be the ways specific learning activities included in shadowing might be achieved through blended learning.
How do you inspire faculty to move away from the traditional lecture toward offering high quality blended learning opportunities for their students? Penn State University's Teaching and Learning with Technology unit has crafted a systemic approach with integrated change by combining targeted professional development with sustained instructional design support.
Research shows that advancing faculty satisfaction is problematic in virtual learning environments. This presentation illustrates the successful application of the Community of Practice model as an approach to stimulating teaching excellence, dissolving faculty isolation and promoting awareness of reflective thinking practices among online educators teaching first year, adult learners.
What began as a library program to reach out to historically underserved students, evolved into an effort to build the library’s online learning presence. Combining the concepts of service-oriented videos and videos to support student learning resulted in the development of this library’s first step into online learning.
In the demand for abbreviated turnaround times and reduced costs for online content, the potential benefits in production and post-production processes with the use of online avatars in place of video is being evaluated in several courseware projects. Given the characteristics of this particular medium it is important to understand where is the use of avatars is deemed appropriate for the specific learning objectives and where not.
Online avatar packages offer a less expensive alternative to shooting video as location issues, audio-video production equipment, on-screen talent, and post-production editing. The ‘alternate reality’ aspect lends an engaging component to visuals; but beyond the initial curiosity can the engagement be sustained. Different avatar packages have different ‘looks’, from the starkly realistic to the cartoonish.
Does the sometimes ‘cartoonish’ feel diminish the weight and importance of the message. Avatar packages offer different features: multi-character, head-bust-to-full body, background scenes, customization, and text-to-speech.
The courseware being designed, built, and is being tested using avatars in simulated scenarios where the learner is expected to apply higher level, abstract knowledge from the earlier didactic to a ‘real life’ situation. Another application of the avatars is as an online ‘Mentor’, an authority providing counsel and anonymity without the fear of error that a live human instructor might induce. The avatars are also being used simply as a didact and re-used for multi-lingual content.
Considerations for integrating avatars into the instructional design process involve some refining of storyboards to include scripts with scene direction and dialogue. This presentation captures quantitative and qualitative data from the Learning Management System on time on task, performance metrics, and learner interaction with the avatars in several courses in a variety of pedagogical contexts.
Southeast Tech has implemented a process to update and develop better engaging video for students over the last 2.5 years. This process included using TechSmith Relay to have quality captioning of all videos. This session will cover what has worked, what hasn't, and what are changes for the future.
Expanding upon last’s year’s customizable pathways session, this innovation lab will look at how to design courses that allow learners to map and follow their own personalized learning pathway. Based on the dual-layer MOOC model (DALMOOC / HumanMOOC), this lab will look at current ideas and future directions as well.
Applied graduate STEM degrees are an opportunity, particularly for teaching-focused institutions, to support workforce needs for qualified STEM workers. Learn how our non-traditional applied Computer Science program addresses the demand for skilled IT workers through an innovative curriculum that capitalizes on the online model to prepare students for the workforce.
Learn how to leverage technology to provide students with the feedback they need to guide their learning while minimizing teaching workload. From features and tools found in most learning management systems to lecture capture technologies to offer audio and video feedback, come find out how to deliver constructive feedback efficiently and effectively.
In this presentation, I explore how professionals working in the higher education space can use contemporary social theory to challenge existing paradigms, make sense of the world we're operating in, helps us predict phenomena, and of course, helps us gain much needed perspective in a rapidly changing educational landscape.
Overview of the 2017 road map for BigBlueButton, an open source web conferencing system for online learning. Feature requests and questions welcome.
Curriculum change or reform is a continuous process driven by multiple factors, which includes addressing student needs, using current practices and resources, and methods of instructional delivery. A collaborative approach is key to effective management of curriculum change to support a diverse population of learners. Educators can no longer afford to work in isolation to ensure students receive an authentic comprehensive learning experience and meet the student learning outcomes. Collaborating to ignite change calls for developing a sense of community and connectedness (Oliver, 2008). This interactive education session will focus on sharing collaboration processes, strategies, and tools for curriculum change in online learning. Attendees can bring laptops, smart phones, or tablets to participate in active polling and practice strategies covered in this session. Three critical aspects of curriculum change will be covered: (1) Addressing student needs (2) Changing to stay current (3) Instructional delivery.
SkillsCommons will review procedures to cost-effectively reuse and revise OER in SkillsCommons. Participants will get hands-on practice with finding and reusing OER. SkillsCommons technology partners will demonstrate how to “makeover” OER so the resources are more effective, meet TAACCCT grant requirements, and are more valuable for teaching and learning.
Join us as we discuss the challenges of CBE, including why it’s important to measure student readiness. Learn how our assessment platform does so effortlessly.
Gamification provides an approachable model for open pedagogy. We will describe three different gamified systems that draw on familiar concepts like choose your own adventure narratives and dungeon-crawling role play to promote student autonomy, growth mindset, and safe-zones for experimentation and failure.
Providing critical support, training, and incentives to faculty in teaching is crucial to students’ outcomes as well as faculty member’s & administration’s willingness to commit to online, hybrid, and flex course formats. No greater workforce innovation exists than one focused on equipping faculty to serve today’s students, through today’s methods.
Explore the new interactive CWiC Framework, a tool developed to enable institutions to better evaluate digital courseware products and digital learning implementations.
What could you accomplish if you could master the time when you commute, hit the gym, make dinner, or get ready for work? Micro-learning is an efficient way of meeting learners where they are: the space between all of their commitments. Podcasts slip into and stretch these moments.
This presentation outlines five major questions that help institutions sift through the weeds of marketing and sales material to validate one key question: Does this proctoring solution make exams more secure or more vulnerable?
Leading higher education textbook publishers have long-incorporated subject matter experts into their online ancillaries using media to carry industry-relevant messages. Research indicates this practice helps students make a real world connection to the material. In industry-related fields, in particular, the voice of an industry expert gives context to content.
At Accelerate, attendees at our session completed a survey about the online tools they used, the longevity of those tools, and their usefulness. Additionally, we have shared the survey with colleagues at multiple institutions. What did we discover? How can we use that to improve our teaching and learning processes?
***This is an invitation only event***
Get hands-on and discover evidence-based ways to create online and blended courses that help people learn.
This session takes participants through a range of free online resources used to engage students in creating community by offering choice, promoting synchronous gatherings and facilitating scholarly dialogue. A case will highlight tools for soliciting preferences and availability, scheduling, and conducting online meetings along with strategies for distributed responsibility
Do you want to create an engaging, gamified experience for your learners, but suffer from design paralysis when it comes to planning it? Learn how to design a user journey and deliver a compelling experience using narrative or story.
Since 1977, the cost of college textbooks has risen over 1041%, and today’s student spends over $1,200/year on course materials. To address this issue, CSU Channel Islands launched an initiative, openCI. This presentation details and reflects upon those efforts, resulting in rapid adoption rates across disciplines on campus.
Competency programs are becoming more common as a way of certifying previously assumed or undocumented competencies, however creating a solution that tracks competencies in meaningful, intentional, connected ways is difficult. We have worked to develop a framework for creating programs that make competencies visible and administratively facilitate long-term record keeping.
Edtech tools give us access to vast amounts of learning data but instructors hardly have the time to explore the full potential of these data reports. In this session, learn from Drew Russell (Instructional Lab Assistant, GSU) how to use data in your teaching and reach higher levels of student success, engagement and retention.
This session will explore how the Higher Education Administration and Policy Program at Northwestern University has transitioned seminar-style graduate classes, which emphasize interpersonal connection and dialogue, into a blended format. Strategies to determine program format, activities and tools, faculty development, and student support will be discussed.
Online courses, from Massively Open Online Courses (MOOCs) to required online courses have high attrition rates. This study focused on whether early intervention and mid-course formative assessments affect student retention rates in an online course.
Explore and evaluate the potential application of virtual reality and Google Cardboard within online learning and course design through an instructional design perspective.
This session will incorporate the concepts of Madeline Hunter's Mastery Learning. Based on that we will present an IFLIP processes to help participants effectively flip instruction in their program, and do so with the knowledge that they are meeting the instructional design requirements for rigor and efficacy in their programs.
The call for a quality education that provides equity and inclusive excellence can only be effected through providing students with a positive learning experience and a faculty community that understands the needs of its learners. Belhaven University has spent the past year intensely focused on providing students with an exceptional user experience within the LMS by giving attention to the engagement of the learners as wells as the development of a data-driven faculty development system. Initial results indicate an increase in student retention.
University of Florida Professional Development will share best practices for online professional development courses for adult learners—an often unexplored area of online learning. Two large-enrollment, asynchronous courses will be used as examples of how to apply learner-centric design for the target audience to meet specific real world expectations.
You can make your syllabus become a dynamic, accessible guide based on Universal Design principles, by using a few basic tools. We will demonstrate and discuss how to apply these principles easily and practically, using only the HTML text editor included within most LMS systems and any word processor application.
Using Collaborative Autoethnogahpy (CAE), we examined our “teaching through feedback,” and relationships with doctoral students. We present how we used CAE and technology to explore relationship deterioration and repair. The authors will demonstrate and engage the audience in a mock-CAE session.
Join us in the Exhibit Hall (Napoleon Ballroom, 3rd floor) for networking coffee breaks. Not only is this an opportunity to recharge with fresh cup of coffee or tea, but you will also have the opportunity to network with other conference attendees, catch a session in the Innovation Lab, and visit our conference exhibitors to get your cards stamped in order to win prizes!
Welcome to Whose Design is It Anyway? - a session where everything is made up and the points don’t matter at all!”
Improvisation and flexibility are hallmarks of innovation. In the Innovation Lab, we're not only prepared to live that out - we want you to join in the fun, too! So, we are going to feature improv sessions incorporating Design Thinking and educational technology. Our audience and our contestants will collaborate to generate creative solutions and suggestions for incorporating technology into their teaching practices.
If you're looking for a great way to step out of your comfort zone and create solutions for others, join us for Whose Design is it Anyway? You might even pick up a prize for your improvisational genius!
Generalist vs Specialists, The Hybrid Job Market, The Gig Economy, The Distributed Workforce, Automation and Machine Learning – these are just some of the trends affecting the future of work. Those who succeed will be self-motivated, continuous learners, constantly building skills not resumes. Individuals will need to be lifelong learners who will work longer in life and engage in more careers. Digital, social and technology skills are already required in many jobs and are less the purview of experts. How will we prepare students and ourselves to think differently, and build a diverse network for creativity, collaboration and innovation?
This roundtable will include experts from the field of online and blended learning who will discuss and debate future trends in online learning.
This research looks at the effects of using a Google Form reflection to reduce feelings on disconnect between online, asynchronous students and their undergraduate, instructional technology instructor. Qualitative data was collected via the students’ end of course survey and analyzed through a phenomenological method.
This is the first true systematic review and meta-analysis that measures the impact of the flipped classroom model of blended learning on student achievement in higher education. Seventy-two effect sizes were extracted and significant differences and moderators were determined.
A panel of online instructors from a two-year, public California Community College presents results of a semester-long pilot program using high-impact practices designed to reach, engage, and retain underrepresented populations, including students who are ethnic minorities, economically disadvantaged, working, parenting, veterans, or first in their families to attend college.
The Merced Union High School District went 1:1, deploying chromebooks to students. This session outlines the district's approach to building teachers' blended‐learning pedagogy and implementing 1:1 instructional best practices. Leave with tools for flipping PD and strategies to prepare teachers for blended teaching and learning.
There are many challenges involved in creating high-quality learning materials for STEM courses, from display to grading to accessibility, but approaches and solutions exist.
***This is an invitation only event***
Work 1:1 with SkillsCommons staff to learn more about SkillsCommons services that can help you succeed. Meet with technology company representative and learn how your project can benefit from their makeover services.
Truly convenient online proctored testing – with integrity, is the holy grail of distance learning. Learn techniques and best practices for creating an online proctoring infrastructure.
Let’s talk about how to interpret findings from several DETA-supported research studies, determine what they mean for us and our institutions, turn these results into new or altered practices in our organizations, and diffuse these innovative practices across our institutions for students, instructors and faculty, support staff, and administrators.
Are you a school interested in starting competency-based (CBE) programs but don't know where to start? Curious about the challenges you might face when starting a CBE? Just want to learn more about CBE? This active session will engage the audience in discussion surrounding development and implementation of CBE programs.
Learn how your institution can lower the cost of textbooks and improve learning opportunities for your students today by leveraging California’s Open Online Library
During this lab, teams of participants will work together to create their own blended learning experience through our STITCH platform.
This presentation will give an overview of the history, piloting, and implementation of an online proctoring system at an R1 public university.
We don’t need to abandon our perfectionist tendencies, but rather we must abandon the way in which we strive for perfection. In this workshop, we will explore innovation prototyping, innovation principles, and the tools to put them into action back at your own institution.
***This is an invitation-only event***
Simply digitizing content fails both instructors and students. Explore how NextGen Learning and OER are positively impacting student engagement, outcomes, costs, retention and workforce preparedness.
Bioimmersive! tackles via professional developments the challenges related to sharing best practices, games based learning, simulations and immersive environments founded on inquiry and science standards.
Join a panel of faculty members and an educational technology innovator as they use case studies from universities and a community college to illustrate the transformative power of open educational resources (OER) and digital pedagogy - beyond the use of openly-licensed educational resources to lower the cost of course materials.
The Online Learning Consortium recently joined with CAEL, Presidents’ Forum and UPCEA to form the National Adult Learner Coalition. If your institution serves contemporary learners, join this session to be part of the movement forward and add your voice to the conversation!
Organizational entities are hindered by individual members' feelings of dissatisfaction, isolation, anxiety, and stress. This becomes problematic in virtual environments where individuals work inter/intra-continental with others. Applying a Coaching Mentoring framework as an approach to dissolve isolation and promote reflective thinking practices among adult learners regardless of time, space, or distance is key.
In Colorado Technical University’s (CTU) undergraduate business program, technology and innovation is being used to improve student outcomes. Lower level courses are delivered using 100% Adaptive Learning technology. As a contrast, upper level courses are being deployed with Beyond the Book Library Guides and Debate-Centered Discussion Boards.
Occasionally one hears of a disconnection between instructors and students in online classes. If students feel disconnected, course effectiveness may be compromised. One method to bridge this gap is student-centered learning first developed by Carl Rogers who used empathy, genuineness, and positive regard to create a vibrant learning environment.
Widely available digital communication devices and an LMS were utilized to create authentic learning activities for engaging undergraduate nursing students in critical thinking and problem solving. Presenters will describe the development process, discuss impact on student learning, and share data from formative and summative course evaluations.
Does engagement have to suffer with high-enrollment, video-based courses? No! We discuss why you should (and how you can) engage students, sharing methods and techniques to get your students involved in your class (online and face-to-face), providing examples of technologies and activities that are available and can help at scale.
To remove learning barriers and better support online student learning, persistence and success, Wake Tech has launched a QEP based upon best practices in eLearning called EPIC. A collaborative effort by faculty and staff has developed and implemented eLearning Standards, an online student orientation, and an online faculty certification program.
This session shares the three-track faculty development model implemented at the University of Maryland, Baltimore County (UMBC) to both address varying knowledge levels of faculty related to instructional technologies and engage faculty in effective uses of these technologies to enhance the quality of their hybrid and online course designs.
The audience will learn what it takes to implement course development process improvement. We will share strategies and best practices to overcome barriers to our reinvention. We will showcase various technologies that we have utilized on this journey. A goody bag of relevant resources will be available to the audience!
This showcase of design techniques for utilizing digital courseware will spotlight approaches and applications that you can use to ensure that all learners are college-ready, particularly those within at-risk environments who face challenges within gateway and general education courses.
Reframing the needs of older adult learners in higher education presents technology opportunities to apply innovative approaches for student success. In “conversation that works” we will share a variety or pedagogical methods for creating high touch and in-person feel with older adult learners in an online course.
Revamping Faculty Development will explore the challenges and solutions encountered by the University of North Florida's Instructional Design team as they integrated their Blended Kickstarter and Teaching Online Seminar faculty development courses to construct one inclusive course that delivers best practices and effective pedagogical strategies to professors teaching DL and hybrid courses.
Discuss how the traditional nursing faculty have moved from traditional lecture based courses to flipped/blended courses over the past year with the support of instructional designers. Some strategies involved were a consistent course design in the LMS, discussion of what would replace the lecture time, integration of ebooks and additional curriculum supplements.
Meet with our exhibitors and sponsors and join fellow conference attendees for networking during the OLC Accelerate Welcome Reception. Refreshments will be served.
While gamification and games for learning have their moment, it can be easy to overlook the educational benefits of game design. This session will feature eXperience Play, a game-based learning workshop that emphasizes concepts of design thinking, students as creators, and digital storytelling. Come learn about how to create text-based games that can be used both for teaching and as a way to get students involved in creating rich, digital stories and games.
Fun, Fun, Fun…You’re invited! While munching on your favorite breakfast foods, get to know your colleagues, learn ways to get more deeply engaged with the MERLOT & OLC community, and participate in (or get the answers to) MERLOT & OLC trivia questions with a chance to win prizes.
Mindfulness, has been defined as a practice of “bringing one's attention to the internal and external experiences occurring in the present moment” (Baer, 2003). Let’s start the day right. Join Clark and Dave as they lead participants through mindful meditations before the conference program begins. These sessions will be geared toward centering ourselves on higher levels of consciousness so that we can experience OLC Innovate in a more healthy and present way together.
Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical psychology: Science and practice, 10(2), 125-143.
Celebrating 20 years of operation, MERLOT has announced new search services including 1) the traditional MERLOT search, 2) direct access to popular digital libraries, and 3) pre-customized, profile-based WWW searches. Results are consolidated on redesigned/unified easily filterable hitlist pages. This presentation demonstrates how these services improve discovery of OERs.
Join us for an overview of an analysis of distance education enrollment trends from the Digital Learning Compass Annual Report, a joint research endeavor of the Babson Survey Research Group, e-Literate, and the WICHE Cooperative for Educational Technologies. This presentation will provide an overview of:
Brief Abstract: An empirical analysis offers an in-depth comparison of student outcomes in blended vs. online sections of an MBA leadership course.
A large, blended, international program (N=25,000) is examined for online formative assessment (FA) effects on summative assessment (SA), along with other variables. Overall, FA scores only moderately predict SA scores, while other variables indicate universally low effects. Findings inform implementation of online testing as a formative assessment strategy.
This session will demonstrate how analyses of gaps between expected and actual outcomes can identify differences in the efficacy of gateway courses, how such factors as student type and academic level affect success in such courses, and how that experience can differentially impact students’ likelihood of persisting in their studies.
Participants will engage in a hands-on experience as they explore the value and practical application of personas for informing design work in education. In addition to learning about the steps and processes for developing personas, participants will walk away with methods to employ these strategies at their own institution.
With just over half of students who start college finishing, it’s time to take a new approach. In this session, learn about how data-driven instructional design can be your secret ingredient in the student success sauce.
Learn ways to build and organize communication processes that can be used in many professional scenarios. TAACCCT grantees will have an opportunity to share what communications processes are working and problem solve strategies for techniques that are not working.
Attendees will learn how to create a viable plan for CBE at their own institutions, based on lessons learned from Sinclair Community College’s four years of CBE offerings.
Research-intensive universities have long been charged with favoring research over teaching and many liberal arts institutions favor face-to-face instruction. However, in the last few years, major teaching and learning initiatives have had an extensive impact on the discourse on teaching and learning at the highest levels of the university. In this conversational session we will explore how we assess the impacts of learning initiatives and communicate these to adminstrators, our campus communities, funders, and legislators.
Accessibility benefits everyone. Join a diverse group of faculty and specialists from Michigan State University to discuss the barriers and challenges surrounding accessibility and Universal Design for Learning. Explore how a university resource was crafted to empower educators to meet federal standards and create learning opportunities for all.
To make bigger gains in course outcomes, sometimes you have to do less. Micro-revisions consist of small changes made more often. Trade in sweeping course redevelopments for a steady stream of measured improvements, and you’ll see course revisions take less development time while outcomes improve faster.
What’s the difference between a learning experience that’s effective versus one that gets forgotten? We introduce a technique for prototyping technology-enhanced learning using a framework of design-oriented pedagogy that leads to learning that sticks with the learner. This process encourages co-design, participatory learning and technology redefinition to create a rich educational experience.
We will discuss how Instructure's Arc plans to improve use of video in an online environment and create engaging experiences for students.
Synchronous online class sessions through web conference offer a multitude of benefits to students including:
The presenter will discuss this model and infrastructure required to implement it, drawing from research and experience in developing and supporting several professional development programs at Seattle University.
Oregon State University has a growing number of legacy faculty who have been teaching the same course online for many years. Learn how we are providing relevant training, incentives, and instructional design support, that respects their experience and helps them overcome obstacles to redeveloping their courses in an innovative way.
Join this information-packed session to learn how other colleges are driving student and faculty success. (Includes ideas and tools you can implement at your campus.)
We discuss a three-year pilot study of adaptive learning--identifying prototype adaptive learners, investigating the impact on students and faculty, and examining its potential for improving success rates of underserved populations. Also discussed are robust positive findings and possible challenges with adaptive learning and future directions for research and evaluation.
Humanized online learning and accessibility don’t often go hand-in-hand. Creating interactive, engaging online learning experiences often requires stepping outside of traditional teaching boundaries, while creating fully accessible coures typically keeps faculty in traditional environments. This session, will focus on how we support faculty in developing humanized and accessible learning experiences.
Dr. Diack will present Southern University System’s (SUS) rationale for Affordable Learning Solutuions (AL$) becoming a strategic priority and will review SUS's AL$ goals they are expecting to achieve by June 2017 and beyond. The presention will highlight how SUS is implementing their AL$ strategy successfully as well as the challenges encountered. Come learn about SUS’s strategies and review a template for an AL$ plan for your institution, informed by AL$ experts in the Southern University System.
Today’s students are overwhelmingly nontraditional. Learn how one university has achieved exceptional non-traditional student retention and workplace success utilizing data and a focus on career-relevant skills development. This discussion will focus on a higher education framework to deliver student ROI and immediate implementation of learned lessons to the workplace.
Combat Veterans: The Physical, Emotional & Social Costs of War is an immersive online learning experience in which students embark on a unique 15-week journey through the military deployment cycle. This course utilizes the power of transmedia storytelling to help deepen empathy and understanding of the challenges facing our combat veterans.
Incorporating social media and live video into online courses can provide a level of connection between students and faculty that is usually only exists for in-person courses. See how you can bring social media & live video into any online course successfully.
The Center for Instructional Design (CID) at The University of Texas at El Paso works to ensure that all online courses offered utilize a framework of measurables that support quality course development related to online degree program outcomes. The CID team has created a rigorous CQual rubric, similar to a quality matters review, but with much more. The CQual assesses the pedagogical design of new courses in relation to course objectives and deliverable outcomes, student engagement and attrition, usability and accessibility in a learning management system (LMS), and provides a comprehensive technical review of the entire course.
Over the past year, UMUC has collaborated with IMS Global and Learning Objects to envision and create an extended, competency based transcript. Last fall, with support from the AACRAO/NASPA Lumina Grant, UMUC piloted a version of a competency based transcript. This session explores that pilot.
We will present the steps to implementation, lessons learned, and what is next on UMUC's roadmap for evidencing students
You have a website, but how can you let other people know it exists in the competitive online space? How can you ensure your website is found when people conduct searches in Google.com? AdWords is a powerful digital marketing tool to help businesses, nonprofit organizations, and individuals get websites in front of the right people. This assignment helps students learn how to use the AdWords platform to drive traffic to their own websites. Learn how you can measure student inputs and efforts on this assignment, as well actual site traffic performance in the marketplace.
When transitioning from traditional paper and pencil to an online assessment, students need to know how to adjust their test taking strategies for successful outcomes. Encouraging the use of effective test taking strategies for online assessments can greatly benefit students in pre-professional programs that require an online certification examination.
Join a faculty member and an educational technology innovator as they describe how a traditional face-to-face microeconomics course was redesigned for a blended flipped classroom learning environment by incorporating open educational resources (OER).
This presentation will describe the experiences, impact on, and feedback from nearly 200 faculty who participated in the week-long summer institute as part of the Course Redesign with Technology program.
You know your app idea is the next Angry Birds! Come learn from the creator of Alge-Bingo, an iPhone/iPad/Android app that won the 2012 National STEM Challenge, how to turn that idea into a reality and get your app developed and into the App Store.
The UWM Online Summer Courses website promotes enrollment in online summer courses through eye-catching images and engaging descriptions that provide detailed information and appeal to students’ interests. The website helped UWM increase overall undergraduate enrollment in online summer courses by 7.1% when comparing year-to-date head counts between 2015 and 2016.
To succeed in an online course, students need to be ready for the online learning activities, such as setting up study schedule, browsing course website, participating in online discussions, and submitting assignments. A free automatic advising system was developed not only to assess students’ readiness for taking an online course, but also to provide useful study strategies based upon their learning preferences. In addition, this system provides class profile for the instructor to view so that he or she can tailor his or her instruction to meet students’ specific needs.
Is social presence enough to define engagement in an online classroom? This presentation will address research findings of instructors who have used multimedia for announcements and discussions to engage students and then, open a discussion among participants of what defines real engagement.
Learning occurs through the medium of the body. Explore the neuroscience of how learning is embodied, and find out why you should care! Learn how professors who teach online can integrate experiential and body based practices in math, science, psychology, business and liberal studies courses. Leave with resources for faculty.
A gamified education experience. Attendees will play along and participate in a blended learning experience, integrating games, video, and other interactive content. Attendees will earn points throughout the experience to boost their score and work their way up the leader board.
Mentorship and advising relationships are shown to improve student success and career outcomes. Today's online learners long to supplement their learning with real-world advisers and experts.
But how do we make these connections both virtual and personal at the same time?
Join us to learn how the University of Maryland, University College (UMUC) and PeopleGrove have partnered to launch CareerQuest, exemplifying a new paradigm -- The Personalized Connections and Community Model.
Shifting Tides and Generation Z - How Will the Skills Gap Change with the Future Workforce?
Presenters:
Brendan Bellefeuille, PSI/Software Secure
Maure Baker, PSI/PAN Assessments
With each passing year, employers increasingly feel that college graduates and young professionals lack the 21st century skills critical for success in tomorrow's workplace. Despite being digital natives, Generation Z seems to struggle applying their "soft skills" to the real world. How can we help close the skills gap while improving the potential culture fit for the next generation? Will being firm but gentle work?
We want to hear your thoughts. What's working? What's not? And what else can we do to serve this future workforce better?
Join us in a discussion about hard data and soft skills. We'll also talk about the Top Workplace Skills and How to Test Them.
As an educator, your experiences are extremely valuable in helping us identify and define our priorities for solution development. By participating in this focus group consultation, you're helping your institution better serve Generation Z. Additionally, all participants will be entered into a drawing for a Sonos PLAY:1 at our session's conclusion.
Space is limited so please RSVP as soon as possible. To reserve your spot, RSVP by March 20! RSVP Here
Questions? Contact Laurie Lulow, OLC Conference Support Manager, at Laurie.Lulow@onlinelearning-c.org.
We look forward to your participation in this special program!
Participants will review draft TAACCCT priorities and strategies from the previous day’s session on potential new IMPACTcommunities and draft an agenda, shared measurement systems, mutually reinforcing activities, effective communications, and administrative support for the best prospects. Participants will define action items that can be accomplished in one year.
This presentation will examine the what and why of academic dishonesty, technology's role in cheating and prevention, and how to protect institutional integrity.
Schools offer online programs that draw a diverse student body, which presents significant challenges and opportunities for learning. This is the “elephant” we will begin to consider; as for too long these dynamics have been ignored or simply not understood.
Interesting in learning more about who is doing what kind of research in distance ed? Interested in connecting with folks doing research and collaborating on research projects and different intitiaitves to support research in distance education? Then attend this session faciltiated by the DETA Research Center that will look for attendees to share their research, Looking to find a support network and resources to help you design and administer high-quality research studies? Desire to collaborate with other institutions on funding opportunities and research? Come join our community!
Our team at MSU has created an agile-centric process for the purpose of facilitating academic projects in more inclusive and visible ways to campus stakeholders, and collaborators. The purpose of this conversation is to share what we’ve done, hear about how you work, and discuss ideas for iteration and dissemination.
Text-based video games provide a low-barrier entry point into educational game development. To demystify game development and increase game literacy, participants will use design thinking to prototype games that teach a single concept or short-term lesson.
Attendees will gain a complete understanding of remote test proctoring best practices, the threats to institutional integrity, as well as some general trends in the distance learning industry.
Blended Synchronous Environments (BSLE) are defined as live environments with the instructor(s) present in a physical classroom and students have the option to attend class either face-to-face or virtually. This session will present student perceptions of the BSLE and interactions among their peers and instructor.
Open SUNY COTE leverages the diversity of roles and expertise among our online practitioners across the SUNY system. This session will show how we have innovated with badges to solve various challenges in faculty attitudes, large-scale community engagement, systematic online competency development, and in cultivating a culture of continuous online quality improvement.
***This is an invitation only event***
LMS data can be analyzed daily to automatically identify at-risk students.
Need to introduce instructional design and all the resources that your team can offer? Learn how the University of Arizona developed an I.D. and Faculty Tool Kit that blends orientation with a touch of professional development to onboard new team members and introduce faculty to the course design process and resources available to them.
As more learning occurs beyond the traditional LMS digital spaces, stakeholders wonder, “How do I know what students are doing online?” With xAPI and some planning, it’s possible to track learner engagement with online content like articles, videos, quizzes, Storyline objects, etc., and generate actionable data for learners, faculty, and instructional designers.
This hands-on session will focus on how to find, adopt, and integrate free and open educational resources available through CSU/MERLOT for FREE. Join Dr. Gerry Hanley and Dr. Leslie Kennedy as they provide demonstrations and hands-on exploration of MERLOT's resources and services. Participants will get practical experience in how they can use MERLOT in their own AL$ initiative. Bring your own device!
As online learning expands, the need for effective communication, teaching and training tools will also expand. This is a training module intended to provide professional development for higher-education instructors and K-12 teachers utilizing Blackboard and who would like to add a virtual component to the classroom.
A case-study exploring the design process instructional designers apply collaboratively with faculty to design online courses for higher education. The limited findings are based on directed content analysis and open-coding of semi-structured interviews with three instructional designers and two faculty as well as analysis of observation field notes.
Despite the tremendous growth of online learning at U.S. institutions, historically black colleges and universities (HBCUs) have hesitated to embrace online learning. This study investigated the current state of online learning at HBCUs utilizing descriptive and inferential analysis to compare the use of online learning at HBCUs with the use of online learning of a stratified sample of non-HBCUs within the U.S. to determine the characteristics that support online degree programs. Specifically, institutional support for online programming was examined by administering the HBCU LMS Administrators Survey to (LMS) administrators at HBCU and non-HBCU institutions.
This study evaluates the effect of an online learning tool, adaptive learning courseware. It is focused on the usefulness and effectiveness of the courseware, and its impact on student achievement and success, assessing positive results from the use of an adaptive learning courseware, namely CogBooks.
A phd research that compared a face-to-face architecture course with an online one. In the process of converting a regular face-to-face course into an online course with the exact same contents a methodology had to be implemented. In search for innovation, a multidisciplinary team designed and implemented the course.
Online program growth has been a priority for the majority of higher education institutions, and sustained focus on the success of non-traditional students is essential. Research shows that social interaction is needed in online environments to promote engagement, satisfaction, and persistence. Learn how a virtual community can make this happen.
What is needed to develop a topology of instruction and instructional design for 3D virtual worlds? A beginning, a toe in the water, is to discover a variety of uses of 3D virtual world, unpack the instruction and uncover the instructional design models and a topology begins to emerge.
My research looks at learner analytics on online graduate-level students' interactions with contents in various online courses between 2012 and 2016 in Blackboard Learn, and how using predictive modeling can help determine and optimize what combination of these interactions (that is, posts, hits, access, and time spent on contents—together referred to as PATH (Posts, Access, Time, and Hits) leads to the greatest variance in overall students’ outcomes such as grades, student retention, and persistence in online learning environments.
Competency-Based Education in its current form is a fairly recent innovation with many institutions implementing new CBE programs or exploring the suitability for their institution. The lessons WGU has learned about barriers to success and challenges to scalability with a student enrollment of 72,000 students will be highlighted.
Join us in the exhibit hall (Napoleon Ballroom, 3rd floor) for a networking coffee break. Not only is this an opportunity to recharge with a fresh cup of coffee or tea, but you will also have the opportunity to network with other conference attendees, catch a session in the innovation Lab, and visit our conference exhibitors to get your cards stamped in orer to win prizes!
Welcome to Whose Design is It Anyway? - a session where everything is made up and the points don’t matter at all!”
Improvisation and flexibility are hallmarks of innovation. In the Innovation Lab, we're not only prepared to live that out - we want you to join in the fun, too! So, we are going to feature improv sessions incorporating Design Thinking and educational technology. Our audience and our contestants will collaborate to generate creative solutions and suggestions for incorporating technology into their teaching practices.
If you're looking for a great way to step out of your comfort zone and create solutions for others, join us for Whose Design is it Anyway? You might even pick up a prize for your improvisational genius!
Experience the extensive research uncovered of those using an array of innovative technologies and practices to engage students in authentic, active and customized learning experiences.
This session describes, discusses, and demystifies the process of turning a completely traditional general education public speaking course into a fully online course involving asynchronous speaking opportunities using VoiceThread and synchronous sessions using Zoom. The faculty member and her two instructional designers share how the QOLT instrument facilitated this process.
As institutions have evolved with online learning, Presidents and Provosts have established a leadership position to guide their efforts in this area. But what do we know about the leaders who are managing this academic transformation? This systematic study, a first of its kind, will shed light on that leadership.
This session will discusses the design based research approach used by the Center for Innovation in Learning and Student Success at the University of Maryland, University College. The paper puts forward one interpretation of DBR and how it can be applied by an innovation center working within a university. We begin by reviewing the literature on DBR, and highlighting what we believe to be the central features of the approach. We then present the model used by CILSS when designing and testing a pilot project. To illustrate the approach, we use the example of a recent pilot that uses adaptive learning in several UMUC courses
Twitter is NOT what Ashton Kutcher had for breakfast! Participants will look at what Twitter has to offer educators as a search, collaboration, networking, sharing, and classroom tool to create Professional Learning Networks and learn from other educators from across the world! Come learn how to customize your professional development!
Whether you are building the Death Star or an online course, incorporating quality standards throughout the process is key to a successful outcome.
This session will highlight the benefits, and provide exemplars and models of, intra- and inter-institutional collaboration and was developed by the ELD Executive Board, which consists of librarians, faculty members, instructional designers, and administrators. Known for its annual conference (ELDc) and journal (ELDj), the mission of Emerging Learning Design (ELD), is to showcase innovation and engage in a vibrant and dynamic discourse regarding pedagogy and how technology can better enhance or transform it. ELD is known as a community where voices from many “job titles” come together. The ELD Executive Board sees great synergy between the underlying philosophy of ELD and the growth of transdisciplinary work currently taking place in Higher Education. Members of the board will be joining AJ and Veronica virtually..
Learn how the Sustainability Toolkit will benefit TAACCCT programming and processes at your institution.
This presentation will discuss the strategies implemented to prevent cheating across a range of campuses within the California Community Colleges Online Education Initiative.
This highly interactive presentation will revolve around ways to create greater online social presence. The presentation will focus on small group discussion, allowing participants to have open discussion and share ideas on how they can create higher social presence in their own online classrooms, thereby increasing student satisfaction and learning.
The importance of addressing online policies, in particular class attendance policies, within institutional regulations to maintain compliance with federal regulations.
The importance of data analysis has steadily changed job functions in many fields, including instructional design. However, combining data with design isn’t part of many instructional designer training programs. This presentation helps bridge this skills gap with a simple framework for bringing data into the curriculum development process.
Do you need ideas to engage a multi-demographic of students? Come demo the successful learning activities I created for my diverse student body. Kill the PowerPoint. Improve your student engagement. Come learn about SimpleMinds and the Swivl. There will be a demo of the Simple Minds mapping app that the presenter uses regularly in class. It is very similar to a Venn diagram maker and it is used as a visual option to map out concepts discussed in class. It is an awesome visual for your visual learners!
There will also be a demonstration of the Swivl as an example of creative uses of video capture. When you think of the Swivl, think of video capture on steroids! It is an incredible “video reflection and skill development cloud platform for teachers and students.” The Swivl is a small compact robot that acts as a personal camera crew that offers hands free control and a wireless mic. You only need to attach any iOS device or pocket camera to the Swivl robot. Both iPhones and Androids devices are excellent to use with the Swivl. The Swivl has hundreds of impactful uses, including self-reflection, presentations, student feedback and flipped classrooms. For teams, the Swivl can be used for video observations, creating best practices libraries and professional learning communities and student teaching. Check it out today!
Learn how The University of Alaska-Anchorage implemented convenient online proctoring in their eLearning courses. See everything, from solution rollout and training, to marketing and support.
Connect with the University of Central Florida BlendKit facilitators as they share research based strategies for the planning, development, promotion and delivery of a MOOC. This MOOC has had a total enrollment over the past three years exceeding 6250 participants. Discover the BlendKit hype and join this community of practice.
In April 2016, Muhlenberg College’s multidisciplinary Digital Learning Team won the 2016 OLC Innovate Solution Design Summit. Our winning proposal envisioned a toolkit for catalyzing peer leadership in the digital liberal arts. In this session, we share our progress, present the toolkit, and report on the value of participating in the Solution Design Summit.
YOU ARE INVITED TO JOIN THE SCHOOLOGY FOCUS GROUP!
Communication and collaboration are 2 of the keys to success. That is why Schoology has ingrained these concepts within the core foundation of our platform. Whether it be sending private messages, sharing content, or coordinating groups, Schoology makes it easier for your faculty and students to communicate both inside and outside of your courses.
Schoology invites you to engage in a discussion to learn more about how you are achieving high levels of communication and collaboration on your campus. What tools are you utilizing? How do you currently share content within your LMS? We want to know! Joins us for a brief presentation of our tools and then an open discussion to determine how this compares to your current process.
Space is limited, so please sign up for one of these meetings by clicking HERE to RSVP by Tuesday, March 21.
Questions? Contact Laurie Lulow, OLC Conference Support Manager, at laurie.lulow@onlinelearning-c.org.
A practical look at discovering and integrating OER and Other Disaggregated Course Content.
If you are teaching in an online or blended format, how do you know that your course meets quality standards? This session can help guide you through best practices and quality rubrics to identify options to meet your needs.
One key to startup/business success is the ability to effectively pitch a new idea, product, or service to potential stakeholders. Shouldn’t educational institutions incorporate a similar competitive landscape to breed innovative thinking? Prospective Innovations in Teaching and Learning Experiences (PitchLX), represents a solution with the potential to do just that.
At the University of Arizona, an institution with hundreds of online instructors working across dozens of departments, creating opportunity for professional growth in online teaching is a challenge. We will address how faculty and staff—working with minimum time—can form connections within their discipline as well as outside of it to share resources, ideas, and experiences in online teaching. We will also think about how to maintain an ongoing community so that new instructors are supported and our online program as a whole benefits.
Educators face a complex assortment of challenges each day. Heading the list is how best to help people achieve their full learning potential. We’re revolutionizing the way educators design learning experiences by equipping them with visual design solutions that save time, enhance clarity, and improve learning results.
Join the Southern University System, CSU/MERLOT, and HBCU Steering committee members as they lead HBCU Summit participants through small group discussions and planning activities around setting up an AL$ plan for your institution. Is your own institution ready to plan their own AL$ initiative? What are some initial organizational and political steps to take in your planning? What are some key elements of an AL$ program that could work at your institution?
Absolutely amazing, up close and personal teaching and learning with virtual reality encounters.Come and listen to a step-by-step guide for planning educational experiences that include a virtual reality component.
Adaptively-branching video tutorials (ABVTs) branch in response to how students answer questions, allowing for a fine-grained view of how students think and for instructors to capture data on learning progressions. We will demonstrate examples from the geosciences, and host a discussion on how these could be developed for other disciplines.
Join us for a comparative analysis of widely different online degree and certificate programs designed to be engaging, effective, and have high on-time graduation rates. Learn to evaluate critically effective approaches to online and hybrid program design and help inform your own design of online degree and certificate programs.
This presentation will feature effective practices for the design and implementation of a fully-online, DIY virtual study center, as well as curated applications of free and open source emerging technology solutions specifically suited to this design format.
We review our approach to designing an interdisciplinary, blended doctoral program in Translational Health Sciences, addressing curriculum design and a process for developing a shared mental model among faculty for course design and delivery. We solicit audience ideas on innovative ways to evaluate interdisciplinary, blended programs of study.
Creating a course development process that is efficient and values all stakeholders is challenging. Learn how UA Online built a scalable process with people at the center.
Most instructors are domain experts; however, ‘how to teach’ is rarely addressed in preparation. The research suggests that students’ feeling of isolation is a primary factor in retention, academic success, and on-line learning efficacy development. Increasing an instructor's social presence is an important component to reduce these feelings of isolation.
This session will use Purdue’s eText pilot as a case study for supporting innovative eTexts that encourage interactive and individualized learning. It will also provide suggestions for creating next generation digital learning by incorporating technologies such as motion tracking, augmented reality, virtual reality, dynamic questions, and adaptive learning.
Clearly, instructional technology has the potential to foster student learning and engagement… but only if the technology effectively aligns with instructional needs. Pedagogy First (www.pedagogyfirst.com; a free, online, interactive decision-tree) provides specific technology recommendations in response to an instructor’s individualized answers to a series of pedagogical, contextual and practical questions.
Wichita State’s Instructional Design and Technology team prioritizes preparing future generations of online educators by designing and crafting pedagogically strong courses. Help us to develop work-in-progress courses that simultaneously deliver quality course content to undergraduate students while training graduate students in quality assurance, accessibility, and online pedagogy.
Learn how Cal State LA’s Center for Effective Teaching and Learning (CETL) scaled their faculty development efforts to support up to 75 faculty in one year to develop quality hybrid courses, as well as offer additional faculty an alternative pathway to quality hybrid course design.
What do we really need for successful instructional design? Stanford, University of Washington and UC San Francisco will discuss many instructional design challenges facing higher education and present a new instructional design mindset currently used to successfully transform health science curriculum and how it applies to 21st century learning.
Join us for lunch as we honor OLC and MERLOT award winners for significant contributions to knowledge, practice, and innovation in online and blended learning. The OLC Effective Practice Awards and Best-in-Track Awards will be presented, as well as the MERLOT Classics Awards and other MERLOT Awards. Tickets for the awards lunch ($27 onsite) are on sale at the conference registration desk (Napoleon Foyer, 3rd floor). All attendees and guests who wish to attend the OLC/MERLOT Awards Lunch must purchase a ticket. OLC and MERLOT subsidize the additional cost of this plated three-course meal above the ticket fee for registered conference attendees. If you do not plan to attend the Awards Lunch, lunch will be on your own. Guest lunch tickets are $65 onsite.
In this session we celebrate the art of thinking differently. We explore a little madness in looking back on the future and ask what does it take for innovation to break outside of the wall? The featured talk offers several interesting examples of educational innovation in practice and challenges us in promoting a transformative agenda to be brave by wearing more of the inside out.
As institutions have evolved with online learning, Presidents and Provosts have established a leadership position to guide their efforts in this area. But what do we know about the leaders who are managing this academic transformation? This systematic study, a first of its kind, will shed light on that leadership.
***This session is an extended presentation of the research introduced by Dr. Fredericksen during his Research Highlights & Trends presentation at 11:15am on Thursday***
The efficacy of online learning is well established. Educators must now address the complex issues surrounding persistence in online programs and the creation of effective emotional connections with students. Southern New Hampshire University (SNHU) has introduced an innovative video initiative that suggests new approaches to grounding students in an online program.
Higher education institutions are seeing a demand in flexibility from students - but also from faculty and staff. In this session you will learn how one organization embraced telecommuting to meet the needs of faculty and staff in order to better serve its online students.
VitalSource’s Bookshelf® eTextbook platform offers online, as well as downloadable apps for anytime, anywhere access for digital course materials.
You are invited to the Remote-Learner Focus Group
Remote-Learner is looking for feedback from educators on a suite of tools we are developing to simplify the online course administration and review process: a course builder, a syllabus builder, and a course review plug-in. The discussion will focus on the features and functionalities we have planned for each tool as well as on developing ideas for additional elements that would make these tools as useful to educators as possible. For your time and contributions. the first temp people to arrive will receive a $10 Starbucks gift card. Additionally, there will be a drawing for one $100 Amazon gift card at the conclusion of the session.
To reserve your spot, RSVP by Tuesday, March 21 here.
Questions? Contact Laurie Lulow, OLC Conference Support Manager, at laurie.lulow@onlinelearning-c.org.
Space is limited so please RSVP as soon as possible.
The key to building a quality, inclusive eLearning environment combines technology with accessible content and a strategic plan. Learn how this inclusive approach will benefit the entire learner community.
"Online courses are where marginal teachers meet marginal students for marginal results,” suggested one faculty leader in a recent survey. Online classes demand more time of faculty, according to recent research, but the professional development programs that support them are often ineffective and sparsely attended. This session will explore some of the institutional strategies that “kill” professional development programs for online teaching and consider effective strategies for building more motivating online development programs.
With recent developments surrounding legal proceedings related to ADA compliance, educational institutions need to think strategically with regard to ADA compliance. Compliance can be costly, and seem at times like an insurmountable challenge. This session will be a discussion on strategies, approaches and solutions on how to meet these challenges.
Interactive digital learning objects serve to engage the learner and maintain that engagement by moving beyond simple passive presentation of didactic content. The more aesthetically and cognitively rich the media is, the more engaged learners are expected to be and consequently the increased time-on-task should increase mastery of the material. Learner satisfaction improves with a heightened online user experience; however in many situations, in trying to ensure ADA 508 compliance much of the interactivity is abandoned because it is considered too difficult to provide equivalent alternative navigation by disabled learners. This presentation examines methods for building in accessibility considerations and treatments into templates for highly interactive, media rich modules, so that the user experience for all learners remains high.
While gamification is not new to course and e-learning design, its adoption as a pedagogical strategy at the graduate level has proved elusive. Join Northwestern University learning designers and faculty in exploring innovative strategies in making gamification better understood, rewarding and more easily applied to graduate course design.
This presentation outlines five major questions that help institutions sift through the weeds of marketing and sales material to validate one key question: Does this proctoring solution make exams more secure or more vulnerable?
***This is a repeat of the Wednesday 2:30pm ProctorU presentation***
Learn how to create effective videos for online, blended, and flipped classrooms using available resources and evidence-based research by identifying the needs of the learners, selecting the appropriate style, and picking the appropriate hardware and software.
Face to face instructors have had the luxury of supportive programs, projects, interventions, and policies to support students with disabilities for a long time. This session will look at many of these initiatives and provide linkages to their utility in online environments.
***This is an invitation only event***
This session focuses on emerging trends in mobile learning, with emphasis on interactivity and simulations.
Alternative teaching modalities are needed for students who may not have access to in person classes, yet do not wish to take classes online. Immersive telepresence represents an innovative teaching modality for distributed college campuses to educate students. A discussion of the strengths and challenges of ICL will be discussed.
General education faces crisis, disregard by students as irrelevant to their lives and careers. Our session will use a case study to discuss our program’s transformation into an exciting, relevant, and imperative blended learning program by adopting new pedagogical approaches, engaging student needs and motives, and embracing adaptive technology.
Learn how to customize your AL$ program for your institution, leveraging the tools, materials, and expertise available through MERLOT and its consortium. Staff from Southern University System (SUS) and CSU/MERLOT will discuss how SUS shaped AL$ to SUS's culture and organization, how to leverage CSU/MERLOT's services, develop a communication campaign, and how to use the AL$ planning template to draft a program.
This design was structured using four theoretical constructs: Coaching and Mentoring, Metacognition, Self-Regulated Learning, and Community of Practice. Each construct produced an organizational change that improved teaching excellence, boosted job satisfaction, decreased faculty isolation, and inspired faculty to work towards a common institutional goal. As a result, student engagement, retention, and persistence all increased.
ERAU-Worldwide created a Virtual Community of Practice (VCoP) for online adjunct faculty. This 8-week VCoP was faculty-driven and provided participants multiple opportunities to reflect on and improve their online teaching practice. The purpose of this VCoP was to increase a sense of belonging and community with the university.
The faculty of an undergraduate educational technology minor implemented a digital badge initiative through a three-phase study. Students who excelled in specific professional, work-related skills through their coursework became eligible to earn badges.
Digital Mentorship Competency (DMC) defined as screencast assessment (guidance, feedback & grading) will change the landscape of primary, secondary, higher education and professional development/training and serve as a disrupter innovation in the field of education.
The Education Leadership (EDLE) online orientation demonstrates effective design of an online learning community to support new cohort students. Participants learn program expectations, prepare to utilize relevant technology, including Blackboard features and communication tools such as discussion boards, surveys, journals, and a video recording tool, as well as engage in various community-building activities.
This workshop will focus on how field experience and service learning courses reinforce student success and engagement in the workplace. Traditionally called internships, the Field Expereince and Service Learning course studied also prepare students for the world of work and future career opportunities including professional networks, skills and experience. Participants will learn best practices in organization, preparation, execution and effective data collection of these unique and worthy learning opportunities.
The University of Wisconsin-Milwaukee's Center for Excellence in Teaching and Learning created messaging about how to study productively to complement a learning analytics tool students use to monitor their study activities. Improvements in a gateway course resulted from use of the tool compared to use of the learning analytics tool without messaging.
The University of Washington Tacoma, an urban-serving campus, seeking to educated the "new traditionals", has been in the forefront of personalized, timely text messages that remind, nudge, inform, encourage and counsel students who might not otherwise have the safety nets supporting them to persistence and graduation.
The Doctoral Orientation to the Capstone (DOC) is a virtual real-time event provided for online doctoral students. The DOC events were designed to a) address the gap in the doctoral student experience associated with understanding and feeling prepared for the research process b) improve grade performance in the first research course, and c) increase next-term and two-term retention. Assessment results indicate that this multi-faceted real-time approach provided retention gains and enhanced student satisfaction.
Imagine if your students could have unlimited access to multi-million dollar world-class laboratory facilities anywhere in the world, anytime. We've created a rich virtual laboratory learning experience with the aim of empowering the next generation of scientists around the world.
Designing instruction for engaged learning is critical to creating high quality blended learning courses. We see similarities among critical elements necessary for creating highly engaging blended learning opportunities and highly engaging online courses. Can the Indicators of Engaged Learning Online Framework be applied to Blended Learning? What do you think?
Join Robert Bernard, Barbara Means, and Peter Shea, senior researchers in the field of online and blended learning, in a discussion about the current landscape of online learning research. Panelists will provide an overview of their recent research, research methods used and how their work may be applied to practice. What does recent research tell us about learning, persistence, and other outcomes in online environments? These questions, as well as those for the panelists, will be addressed in a question and answer session.
This panel is sponsored by EdMap and VitalSource.
Online education for a traditional bricks and mortar institutional often entails creating a new lens in the way institutions view their own services and programs. Ultimately, faculty, staff, administrators, and even students will have to reexamine the way they define their campus community.
The purpose of this study is to examine student engagement in an online nursing course using both synchronous and asynchronous collaboration and presentation tools. Results of this study will provide nursing faculty with evidence of the appropriateness and effectiveness of these applications.
This presentation highlights recent research that evaluated strategies implemented to support and monitor online postgraduate research students.
UCF has developed an online student performance dashboard that draws upon LMS data to present a visually-appealing tool for student planning and success. Students are shown their status, assigned a goal for improvement, and given the ability to easily prepare a plan for achieving it. This briefinf will describe the dashboard project, demonstrate its functionality, and share the results of a pilot.
The goal of this presentation is to share knowledge gained over 15 years of delivering and ensuring academic, assessment, and institutional credibility in a competency based education setting. Attendees will leave with a practical tool to self-assess the academic integrity of their degree programs - traditional, online, or blended.
Can elements of UX design influence the learner experience? Learn about the 7 key techniques for persuasive design strategy to build a better learner experience.
BRIEF ABSTRACT: This roundtable discussion explores the intersection of educational technology and faculty careers. Emphasis is placed on leveraging technology in service of career advancement.
An overview of how robust online course design incorporates both the inspiration-fueled art of teaching and the data-driven perspective of learning science.
This panel brings together Collaborate Conference host institutions and OLC staff members and to talk about their experience hosting a regional Collaborate Conference. The panel will provide insights into the logistics of hosting a Collaborate Conference and will describe the outcomes of each conference to date. This will include a discussion of regional differences and responses to the changes occurring in higher education.
Let's discuss the possibilities and problems with instructor's going rogue and using alternative LMS's like Slack in online education.
I received a grant to convert our World History sequence to make it available online. I decided to include a number of web-based applications to showcase student projects, including creating a website with blog entries, curating digital content, and creating an interactive video that acts as a portfolio.
Learn best practices for implementing, on-boarding, and maintaining a Slack team for your class or program. This lab covers everything from nitty-gritty security settings to best practices in student management to automating content delivery.
Learn how The University of Alaska - Anchorage implemented convenient online proctoring in their eLearning courses. See everything, from solution rollout and training, to marketing and support.
***This is a repeat of the Thursday 11:15am Software Secure/PSI presentation***
This education session will discuss how one undergraduate instructor used mobile applications in a blended learning course on instructional technology for pre-service teachers. Topics discussed include which mobile applications were used as anticipatory activities, to give direct instruction, to facilitate collaboration or cooperation, to study, to assess, and to reflect.
This session will tell the story of the creation of the LSU Online Teaching Cohort learning community, and how it supports faculty in their endeavors to develop and enhance their blended/online courses while forming interdisciplinary relationships and collaborating with colleagues across campus and peer institutions.
***This is an invitation only event***
Wiley doesn’t believe in the one-size-fits-all approach. Each Wiley partnership is tailored to specific needs of the students, faculty and administrators in that program.
Come take a virtual reality (VR) journey "down under" with Tennessee Board of Regents professors! Grounded in Howard Gardner's Multiple Intelligences Theory, we used VR and AR to share historical background about Australia and equipped learners with cultural competencies that enhanced their on-ground experiences and cultural sensitivities.
Common approaches to faculty and graduate student pedagogical development may benefit individual participants but fall short of building sustainable transdisciplinary communities of practice. This project aims to involve faculty, graduate teaching assistant and undergraduate learning assistant participation and contribution to Inside Teaching MSU, a campus-wide intergenerational personal learning network.
How can we create a culture of interprofessional practice involving relevant education for twelve different health professions that leads to improved quality of health care and patient safety? We need a relevant and engaging experience. We propose an interprofessional student conference that asks students to choose their learning encounters throughout the day.
B@UNAM's educational model is in a redesign process tending to create courses that challenge teachers and students with more motivating materials. The challenge, to achieve the appropriation of this new model among teachers, with the purpose of enacting it in the design of every material and activity in each course.
Gartner (2014) defines the Internet of Things (IoT) as the network of physical objects that contain embedded technology to communicate and sense or interact with their internal states or the external environment. The rise of these connected ‘smart’ technologies provide new opportunities for transforming teaching and learning, as well as real-time, on-demand data, for evoking immediate changes. This presentation will address the possibilities and challenges of IoT Smart Technologies (EduGadgets) as data drived tools for improving academic and social performance with a hands-on showcase highlighting the latest innovations in emerging technologies across the higher education disciplines.
Learn about the development and impact of Internet of Things (IoT) Smart EduGadget of mobile devices, smartphones, wearables, and virtual – augmented reality with hands-on viewing. Share in the exploration of the educational possibilities and challenges.
Incorporating VoiceThread allows online students to engage in discussion about digital media such as video and music as it plays, directly as part of the multimedia experience. This facilitates a richer conversation enhanced with voice, video, and visual cues that appeal to a broader range of learning styles.
STEM students require solid understanding of fundamental concepts, plus the ability to apply that knowledge creatively. Our conversation centers around the design and development of an adaptive, personalized learning environment that will enable each student to identify their conceptual deficiencies and address them in a guided, self-paced, engaging virtual environment.
In this session participants will learn about a three step process created in the Office of Distance Education and eLearning at The Ohio State University to drive accessibility forward from the ground up.
Increasing accessibility depends on enhancing the technical skills of the faculty creating course content. We'll outline the innovative professional development program we've put in place to help California Community College's raise the bar on accessibility standards, including our workshop structure and creative commons licensed materials.
Accessible classroom resources promote student engagement and agency. Accessible Syllabus is an online guide to universally designing syllabi that covers images, text, rhetoric, and policies. Countless instructors complain that students don’t read the syllabus. We believe students would use the document more effectively if it were designed more accessibly. Accessibility is necessary for all learning, and disability studies provides a key lens through which to question our classroom practices and resources. To create more inclusive teaching, instructors must plan for diversity in the classroom and adapt to the immediate needs of students. Accessible design is an ongoing process, and our site welcomes collaboration and critique.
The Information Literacy in the Disciplines Guide is a curated collection of resources for instructors and librarians interested in learning more about the role of research and information literacy skills in a specific discipline and incorporating those skills into an existing curriculum. The guide is arranged by discipline and brings together relevant standards and guidelines from accrediting bodies and professional associations, research publications, and adaptable teaching resources. This guide is particularly useful for those new to focusing on information literacy skills, those new to a disciplinary context, and for bridging instructional faculty, librarian, and related perspectives. Subject areas are updated yearly, and community input is welcomed.
Through its free e-newsletter and dedicated website, Faculty Focus publishes articles on effective teaching strategies for the college classroom — both face-to-face and online. It’s also home to The Teaching Professor Blog, written by Maryellen Weimer, PhD. When you subscribe to Faculty Focus, you get complete access to all of our articles from the past eight years, plus an extensive library of special reports on such important topics as:
•Building student engagement
•Teaching with technology
•Designing effective writing assignments
•Teaching large classes
•Increasing online student retention
•Promoting academic integrity
•Getting students to read what’s assigned
Find out why more than 130,000 subscribers turn to Faculty Focus each week for expert insight on teaching practices that improve student learning. Start your free subscription at www.FacultyFocus.com.
Motivate and support student learning with resources on the award-winning Learn.Genetics website. Topics include genetics, cell biology, neuroscience, evolution, ecology, metabolism, human health, biotechnology virtual labs, and more. All resources are freely available.
Symbolab provides step by step solution to any problem, interactive practice, quizzes and more. It is the most comprehensive math education site, fully automated, based on machine learning algorithms. Symbolab is a simple and intuitive way to improve students Math skills and understanding; building up confidence by gaining the building blocks to tackle any type of Math problem.
What is personalized learning? How can learning in a MOOC be personal? In this interactive session, two MOOC designers and a learning theorist will share examples from science, engineering, music, and literature MOOCs and develop a theory of personalized learning based on these courses and participant esamples.
As programs grow, scaling effective practices becomes a key challenge. The presentation will examine the development of cloud-based knowledge portal to address the needs of online students across a multi-campus college with a growing, virtual workforce.
In this session, a group of colleagues will discuss how their initial meeting at the Online Learning Consortium’s conferences allowed them to organically form a connected cohort, engaging in non-traditional professional development opportunities such as co-authoring blogs, recording podcasts, and holding open social media gatherings.
Join us in the exhibit hall (Napoleon Ballroom, 3rd floor) for a networking coffee break. Not only is this an opportunity to recharge with a fresh cup of coffee or tea, but you will also have the opportunity to network with other conference attendees, catch a session in the Innovation Lab, and visit our conference exhibitors to get your cards stamped in order to win prizes!
Welcome to Whose Design is It Anyway? - a session where everything is made up and the points don’t matter at all!”
Improvisation and flexibility are hallmarks of innovation. In the Innovation Lab, we're not only prepared to live that out - we want you to join in the fun, too! So, we are going to feature improv sessions incorporating Design Thinking and educational technology. Our audience and our contestants will collaborate to generate creative solutions and suggestions for incorporating technology into their teaching practices.
If you're looking for a great way to step out of your comfort zone and create solutions for others, join us for Whose Design is it Anyway? You might even pick up a prize for your improvisational genius!
***This is an invitation only event***
The future of education is in beta. It will be a story about innovation.
No doubt that digital innovation in all its forms – online, vr, social media – will continue to accelerate. Yet its impact on education is just beginning and forces us to ask basic questions about what is the purpose of education in the 21st century. “
This keynote also asserts that innovating education is inseparable from educating for innovation. Innovation implies a set of capabilities that young people want for themselves, that employers value in young talent, and that global civil society needs, given its many challenges. However, the “how” of educating for innovation is a frontier area.
In this keynote, John Kao, whom The Economist called “Mr. Creativity,” will put thirty years of experience to work in illuminating the power of digital innovation and the practicalities of innovation learning. He will also explain how EdgeMakers seeks to empower young people worldwide to become effective innovators “ahead of schedule.”
Immediately following the Thursday keynote by John Kao, join OLC Conferences 2017 National Titanium Sponsor ProctorU for a post-keynote Mardi Gras party in the back of the keynote/ general session room (Grand Ballroom, 5th floor). Join Procki the Owl and the staff of ProctorU for drinks (cash bar, so bring your money - no credit cards accepted), snacks, entertainment by the dynamic Kinfolk Brass Band (one of New Orlean's famous second line bands), and a special rum tasting event by the US's oldest rum distillery, Old New Orleans Rum.
Stop by ProctorU's booth (27) in the exhibit Hall (Napoleon Ballroom, 3rd floor) anytime Wednesday or Thursday to pick-up tickets to join in the rum-tasting event. "Owl drink to that!"
This is intended to be a focus group for OLC members. However, the specific focus is contigent upon the release of the OLC portal and the findings from the OLC Accelerate conference. More to come.
Breakfast will be served from 7:45am-9:30am in the general session room (Grand Ballroom, 5th floor). The Friday keynote by Darlene Cavalier will begin at 8:15am.
Citizen Science is reshaping the relationship between science and the public. Millions of volunteers, many of whom do not hold formal science degrees, are joining forces with professional scientists to contribute data or analyze data to advance scientific research in fields as diverse as astronomy, ecology, medicine, and archaeology. DIYers, Makers and manufacturers of low-cost tools combined with a proliferation of open data, make access to instruments and data accessible to more people than ever before. This perfect storm positions citizen science as one of the most important and promising trends in science and education. Cavalier will share details of citizen science projects and provide an overview of the movement's history and future.
How do designers think, and how might educators leverage these mindsets for their teaching practice? Lace up your shoes for this design sprint and find out! In this session, we’ll quickly engage participants in a fun experience of Design Thinking practice, while also networking and meeting new people. Incorporating elements from Stanford University d.school’s popular Virtual Crash Course in Design Thinking, this design sprint session will utilize Design Thinking methods and activities. Come prepared to engage in fast-paced redesigns of various topics, some related to education and some related to everyday life.
What is the ultimate measure of our effectiveness as educators? Perhaps it is enrollment growth at our institution. Maybe it is retention rates of students. Could it be graduation rates of cohorts? Possibly it is average scores on major field tests. While all of those are worthwhile metrics to measure, consider employer satisfaction with our graduates as a key performance indicator of our effectiveness.
Internal metrics are absolutely important to utilize as we continually improve our programs. But ultimately graduating students is not the goal, it is merely a means to an end. The ultimate goal is to develop students who possess the attributes, knowledge and skills to be a professional in their chosen field.
Is your institution/program measuring employer satisfaction with your graduates? Is there dialogue taking place between persons serving on curriculum development committees and employers about the competencies needed in the workforce?
Dr. Mac Adkins has an uncommon perspective as both an educator and employer. He holds a Ph.D. in Educational Leadership from Auburn University, has served as a Dean at a state institution and a private, for-profit institution, and has taught on-campus and online for the past twenty years at Troy University, Capella University, Amridge University and the International Distance Education Certification Center. In addition to that academic background for fourteen years he has served as the CEO and Founder of SmarterServices which provides assessment services to over 500 colleges and universities. He has served on curriculum development committees at the program level as well as the state level as he was one of the authors of the Alabama Course of Study in Technology Education.
In this presentation Dr. Adkins will share his combined perspective from higher education and corporation leadership. SmarterServices employs persons in positions that require degrees in business, marketing, and computer science. He will reflect on lessons learned as an employer in seeking candidates who have been thoroughly prepared in their collegiate experience. Recommendations will be made on how schools can enhance the dialogue between employers and program developers to ensure that our graduates are competent and capable.
Faculty report the greatest barrier to effective online teaching is time. Without practical insights on how to implement pedagogical best practices within practical constraints, a gap exists between instructional theory and practice. Presentation highlights ten technology tools that faculty can use to increase the efficiency and quality of online teaching.
Effective Spring Semester 2015, SEL (School of Extended Learning) in Norfolk State University started piloting a uniform course menu. This uniform course menu is used in both blended and online courses. Since then, this university standard course menus have been adjusted for different reasons. In this presentation, the participant will share the design, the rational of change, and the experience gained.
This session will focus on the outcomes of a 2016 study conducted in the United States that focused on alternative credentialing.
A major barrier to the deployment of intelligent tutoring systems is the time and effort required to author the lesson materials. This presentation describes a new technology that helps authors of intelligent tutoring systems to quickly find the content they need for their lessons.
There has been a lot of discussion about the promise of digital learning to increase access to postsecondary courses and improve student outcomes, yet there is still much work to be done to demonstrate these outcomes for all learners. Join three different researchers as they share insights from recent work in the digital learning landscape related to faculty, research evidence, and courseware implementation.
This career forum roundtable will focus on how alternative paths into digital learning have helped nontraditional higher-education professionals succeed in traditional academic settings.
Lightning presentations by TAACCCT grantees with each project will share 1 strategy. The SkillsCommons team will review the support services and strategies that can benefit TAACCCT Projects. The SkillsCommons team will also facilitate a discussion on pursuing additional grant funding to support and advance TAACCCT projects and SkillsCommons.
This session will discuss changing from traditional lecture to adaptive learning at the University of Mississippi.
This “conversation that works” will be a discussion about the challenges faced when introducing innovations designed to strengthen the quality of an online degree completion program with a 10 year record of relative success. Barriers to innovation of legacy programs and potential solutions for overcoming these barriers will be explored.
Poorly designed blended and online learning can consume a lot of time. Teachers face a challenge of deciding the amount of online activities that will be sufficiently executed within the allocated time. How can educators then plan their online content to avoid work overflow?
Students in postsecondary education need an ecosystem that is flexible, integrated, efficient and affordable. Institutions, instructors, and administrators should consider policies and practices that anticipate and adapt to learners’ needs over the course of their lives, and may include both traditional and new structures, programs, and institutional practices. The Office of Education Technology at the Department of Education recently released a Higher Education Supplement to the National Education Technology Plan (tech.ed.gov/higherednetp). The document proposes 10 principles can guide education stakeholders from envisioning to creating this new ecosystem. Join the OET team in a design exercise that puts these principles into practice.
Innovation Dojo allows participants to bridge the gap from learning the fundamentals of innovation to becoming confident innovators. You will be introduced to the concepts and best-practices of designing the Innovation Dojo, provided with a hands-on experience with it, and an opportunity to explore designing a dojo of your own.
This session will showcase the various tools for mixed reality including headsets, controllers, and cameras, as well as current educational content available for mixed reality. Information and resources will be presented regarding designing and aligning mixed reality content to one's discipline and curriculum Participants will be able to create a short 360VR VR video clip using Instan360 VR Camera.
This “mini” dive is designed to build on the themes presented in John Kao’s keynote speech. John will work with a group of attendees to address the “how” of innovation and enable them to move from “getting” innovation to “getting it done.” We will explore the practicalities of innovation through a combination of mini-presentations, Socratic dialogue, exercises and mini-breakouts. We will share concerns and pain points that help us more deeply understand the “why” of innovation. Participants will also develop innovation action plans both for their organizations (the “what” of innovation) and for themselves (the “who” of innovation).
***This is an invitation only event***
Since its founding, the Online Learning Consortium has had as a foundation the Five Pillars of Quality Online Education. The Pillars have long signaled that quality and excellence matter and a focus on quality is an eternal quest. In 2011, OLC launched its first quality scorecard. Since then, the OLC team has listened to you and continued to build additional scorecards to meet your needs. The most recent addition to OLC’s “suite” of quality scorecards, which we are showcasing during this session, is a Quality Course Teaching and Instructional Practice (QCTIP) scorecard. Join us to learn about this newest scorecard and also help us develop our plan for adding other scorecards in the future.
Situating online course design within a narrative framework serves as a powerful tool for creating an environment that supports experiential, student-centered learning. This presentation highlights how a structure that establishes a course as a “hero’s journey” can be leveraged to build an engaging, constructivist online learning environment.
Despite the development of educational technology and the increasing demand from higher education institutions on online and blended teaching, the results of the survey of faculty attitudes on technology (2016) indicate that the old concerns still remain among faculty members regarding the role of technology in and outside of classroom. In addition, once the faculty members get on board and start to teach online and/or blended courses, what can be done to continuously support them to enhance student learning? The Online/Blended Refresh Faculty Learning Community (FLC) offers a collaborative and interdisciplinary approach for faculty members across disciplines, on a regular basis, to exchange ideas and share experiences, practice different tools and strategies to refresh teaching, and support each other to provide quality learning experiences to all students in online and/or blended courses.
Instructional technology is a great resource but it is not the “catch-all” solution for enhanced classroom engagement. How do you effectively utilize it in a classroom where we have a fabulous combination of “sit-and-get”, “engage or enrage”, “keep in moving”, or “spray and pray” students? How do we effectively facilitate and guide our students to mastery while incorporating the correct and balance of analog and digital pedagogical practices?
Current support services at a traditional public university may be inadequate for a new population of completely on-line learners. Careful examination of on-line student needs and expectations has led to creative campus collaboration and innovative redesign of how orientation, advising, admission, financial affairs, bursar, and registrar services are delivered.
5 Essential Strategies to Support Student Engagement Online tackles one of the biggest challenges in online education: student engagement. This session will deliver five strategies and coordinating implementation ideas that instructors can use to socially and cognitively connect students in online courses.
This session describes an innovative industry/higher-ed partnership model developed to bridge the gap between non-traditional, degree-seeking learners’ existing competencies and the outcomes expectations of credit-bearing exams by leveraging Cengage resources and curriculum design expertise and the competency-based testing expertise of Excelsior College’s Center for Educational Measurement (CEM).
MERLOT (Multimedia Educational Resource for Learning and Online Teaching) offers the opportunity for faculty members and others involved in teaching and learning to review materials that have been submitted to our site. Learn how reviewing can enhance your academic skills and support your own teaching and learning.
The purpose of this study was to evaluate the effectiveness, efficiency and impact of a blended tutor training based on the perceptions of the instructor and students. We sought to close the gap in literature and contribute additional evidence to the application of blended teaching and learning.
Delivery of career services for online students continues to be an area for improvement for many colleges and universities. This presentation will explore a project integrating career services activities with course curriculum to prepare military students seeking careers in health care.
This session will focus on online education as a complex, dynamic endeavor. Immersive learning environments designed around constructivist principles of community as well as complexity theory concepts such as self-organization provide opportunities for dynamic, interactive, and engaging experiences. These environments provide rich opportunities to explore and apply theory and enhance practice.
Transforming residential instruction to a blended format takes serious consideration of all facets of course design and instructional methods. Are you looking for tried and true pedagogical approaches that can be used in creating a high quality blended learning course? Here are 19 pedagogical approaches that work.
This study examines how leaderboards and points are used in two different social learning platforms; Curatr and Yellowdig. We posited that instructors who most struggled to build an effective points system did so because they viewed points as a control mechanism as opposed to an engagement tool.
Can I learn to love group projects? What’s in it for me? What are the real benefits for my students?
As drums come together in a drum set, students learn to work in sync for group projects. Let’s explore the response mechanisms that create the beat and rhythm of effective group work.
Faculty come to online teaching differently - by mandate, through professional growth, in response to opportunity, or from a desire to explore opportunities for student engagement. However there is limited literature about how faculty acquire online teaching expertise. This session shares insights through results of several studies about developing expertise.
This panel will share the results of a pilot large enrollment online general education literature course at Kennesaw State University, ENGL 2300: African American Literature. The 120 student course will be evaluated with regard to learning outcomes, other general education literature courses, large-size face to face courses, and student satisfaction.
Participants will learn how to use the Interactive Faculty Development Decision Guide (IFDG), an online tool designed to aid institutional leaders in their analysis and construction of a successful professional development program for faculty teaching online or blended courses.
Join us in the exhibit hall (Napoleon Ballroom, 3rd floor) for our final networking break. Take this last chance to grab some refreshments, network with other attendees, and make your final visits with our conference exhibitors. This is also your last chance to get your card stamped by our exhibitors to enter the drawing for some fabulous prizes! Cards must be turned in at the OLC booth (Booth 25/26) by the end of this session in order to be eligible for the prize drawing. Winners will be notified by Twitter and email.
Welcome to Whose Design is It Anyway? - a session where everything is made up and the points don’t matter at all!”
Improvisation and flexibility are hallmarks of innovation. In the Innovation Lab, we're not only prepared to live that out - we want you to join in the fun, too! So, we are going to feature improv sessions incorporating Design Thinking and educational technology. Our audience and our contestants will collaborate to generate creative solutions and suggestions for incorporating technology into their teaching practices.
If you're looking for a great way to step out of your comfort zone and create solutions for others, join us for Whose Design is it Anyway? You might even pick up a prize for your improvisational genius!
Explore the U.S. Department of Labor’s National Repository of open educational resources and save time and money by adopting and customizing quality online curriculum for workforce development.
This session will highlight what we learned from OLC and WCET conference sessions last fall, and chart a course forward where our two organizations can better support the collective needs of the digital learning community. Join us for an informative and engaging session as we take a deeper dive.
OLC’s Institute for Professional Development, through joint efforts with SUNY, is pleased to announce our new Instructional Designer Certificate Program. This program is designed to support the development of competency, expertise, and skills in new and experienced instructional designers as well as eLearning professionals who work directly with faculty in the course design and development process. Come and join us during this session to learn more about the program requirements, components, and outcomes.
The Centers of Excellence model in Washington State has helped land approximately 75 million dollars supporting workforce education including two TAACCT DOL consortium grants. This sector based model has been lauded for bringing together business, industry leaders, labor and the state’s education systems. We will cover the model and its impact on workforce funding through grant opportunities.
A panel of online instructors from a two-year, public California Community College presents results of a semester-long pilot program using high-impact practices designed to reach, engage, and retain underrepresented populations, including students who are ethnic minorities, economically disadvantaged, working, parenting, veterans, or first in their famillies to attend college.
***This is is an extended, 45 minute follow-up presentation to the 15 minute Research Highlights and Trends overview session presented Wednesday afternoon***
The presentation will offer an overview of Canvas including Commons, Analytics and Data in addition to all of the many features that Canvas provides.
The Center for Instructional Design at UTEP invites you to join “Conversations about Social Presence in Online Communities,” a discussion beginning with the presentation of an interactive course map and opening the floor for conversation of best practices employed in building online communities in distance learning.
The presentation is structured around those themes with 5 questions for conversation around challenges faced by an online institution developing a competency-based education alternative for master’s degree completion. Challenges include competency development, program structure, assessment design, faculty models, and enrollments into the alternative and traditional degree program formats.
Join us as we discuss our experiences in deploying the OLC blended learning scorecard at an institution with limited experience in eLearning. This session will explore the role of stakeholders, processes and procedures, issues and successes, and the ultimate impact on quality of the blended learning environment.
As learners increasingly demand a shift to hands-on, constructivist presentation methods, educators must explore and utilize techniques and tools that engage learners in active, participatory assessments. This lab will highlight the features within NearPod, an interactive presentation and assessment tool, that converts everyday presentations into powerful tools for student engagement.
When we built General Assembly's Web Development Immersive Remote program, we focused on what made our in-person program successful across our campuses around the world. Since collaboration and community are primary contributors to the success of our programs, we built the classroom experience using technology to facilitate that community online.
SciStarter.com is where citizen scientists find their next research project and where researchers and project owners recruit the best participants for their projects. For would-be project owners, however, finding a road-map to move a project from ideation to development often proves challenging. In this Master Class, Cavalier will provide a step-by-step guide to getting started. This interactive class will address key considerations, including: articulating a research question; avoiding duplication; understanding the pros/cons of available tools and platforms; marketing/promotion resources; data use/reuse/analyzation and sharing; and end-to-end community engagement. Cavalier will also touch on exciting emerging topics including accreditation. How might we development assessments in a field as diverse as citizen science? Can we help people express competencies and can/should we assign values for their citizen science experiences? How can we map citizen science experiences to formal and informal education credits and provide advances in the workforce?
***This is an invitation only event***
CSU East Bay (CSUEB) offers its MPA program exclusively for Alameda County public employees. The curriculum meets the MPA program’s PLOs and the County’s workforce development needs. CSUEB uses the rotation model of blended learning, and courses are flipped with the application activities tied to County-specific work processes and issues.
In this session we will examine concrete examples that highlight how principles of Universal Design for Learning (UDL) can be applied to the course design process. This will result in learning experiences that will be meaningful to students of a wide variety of abilities, disabilities, experience, learning preferences, and motivations.
Sharing extensive information and resources regarding the CSU Quality Assurance program to support, develop, and feature innovative and exemplary blended-online instructors, courses and resources.
Institutions seeking 21st century curricular transformation require the strategic placement of highly skilled leaders that can navigate complex environments and help organizations be successful. As Strategic Learning Technology Consultants at UW-Madison, we’re those leaders. We’ll share our approaches that translate to other institutions undergoing large-scale transformation in teaching and learning.
The rise of online education has been accompanied by an increased reliance on adjunct faculty. To foster high quality instruction, it is essential to identify institutional barriers that impede teaching effectiveness of adjunct faculty. Presentation highlights administrative guidelines, practices and considerations to support adjunct faculty effectiveness in the online classroom.
Motivated to innovate, but short on time? We will demonstrate how to retrofit existing materials with the latest tech tools to create interactive content. Our examples will show how little time it takes to begin shifting the typical “lecture & PowerPoint” online course to one in which students learn actively.
Revamping Faculty Development will explore the challenges and solutions encountered by the University of North Florida's Instructional Design team as they integrated their Blended Kickstarter and Teaching Online Seminar faculty development courses to construct one inclusive course that delivers best practices and effective pedagogical strategies to professors teaching DL and hybrid courses.
Attendees will learn the findings from four years of research and development initiatives spearheaded by the Wonderlic National Soft Skills Consortium to bridge the soft skills gap with a competency-based eLearning course co-created by employers and educators. Quantitative and qualitative data will be shared, along with a set of best practices that can be used by programs that would benefit from the inclusion of soft skills training in their curriculum.
In this proposal, we highlight the process of designing a graduate-level blended training workshop and present the evaluation results from three different sources. The blended workshop was focused on preparing female graduate students at a large midwestern university for enhancing their knowledge and skills for successful job interviews.
Just how important is feedback? And what is the role of learner tracking? Using simple tools, time management strategies, and conscious online classroom touchpoints, instructors can increase their presence in the online classroom without breaking the proverbial time-management bank. Follow our "journey of discovery" and take advantage of our lessons learned.
Introduction and exploration of the Intentional Design Framework, a heuristic model that illustrates opportunities for innovation in aligning and applying a variety of instructional strategies to online and technology-enhanced courses.
The portal/learning ecosystem HigherEd.org was created as part of a TAACCCT grant to Lord Fairfax Community College. HigherEd.org helps people “curate their own learning,” with a new type of educational search engine. Custom dashboards help users create and monitor their personalized learning plans, based on competencies and using free/low-cost OER.
This presentation will include a walk through the program design approach fusing a knowledge graph leveraging the atomic design to create a variety of degree tracks and certificates for UTSA’s Cyber Security Program.
The presenters teach in diverse subject areas - composition, psychology and engineering- and have found that blended learning enhances their content. They will share their experiences in adapting this modality to their disciplines and discuss the implementation of an informal interdisciplinary Professional Learning Community that helps to support their blended pedagogy.
New leaders in blended learning are trailblazers, serving as conduits who engage faculty in blended learning landscapes. How does a university create an infrastructure that connects individuals into a community of practice with a shared vision towards dynamic eLearning experiences? Learn how trailblazers have joined forces in digital instruction transformation.
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This opening session will feature Dr. Frances Villagran-Glover sharing the vision of the Community College Summit, the goals for the collaborative sessions, and what participants will do over the course of the summit.
Led by scribes at each table, participants will work in an interactive document to collaboratively answer a series of questions related to the issues that community colleges face in ensuring student success. The goal of the collaborative ideation sessions is to identify real challenges to address and begin to tackle at the summit. Participants will engage with each other in person, as well as with virtual conference attendees brought in from remote locations.
8:30am-8:55am Welcome and Overview
Join Professor Moustapha Diack, HBCU Summit Chair, and SUS President/Chancellor Ray Belton as they welcome attendees to the HBCU Summit at OLC Innovate 2017. Prof. Diack and President Belton, along with the HBCU Summit steering committee, will provide an overview on strategies for effectively delivering online and hybrid education affordably. These strategies will subsequently be shared and discussed throughout the summit. Strategies include:
This overview will be followed by a small group discussion on participants' priorities for their institution.
8:55am-9:40am Keynote Address
Robert Blaine, Ph.D. (Jackson State University and member of the OLC Board of Directors), will deliver a keynote presentation, "Building Online Professional Certifications into the Undergraduate Curriculum: Reducing student costs, Reducting time towards matriculation, Adding value to traditional degrees, & creating institutional revenue."
HBCU graduates are finding themselves in a rapidly changing environment of employer credentialing. More often, employers are seeking candidates with proven expertise in specific skill sets rather than the global learning experience of the undergraduate curriculum. How can institutions reduce costs for students and decrease their time towards matriculation? How can institutions create high quality online programs that provide professional certifications? How can institutions use a professional certificate program to grow enduring ties to the corporate community and create robust revenue streams for the institution? The answer to these questions and more will be discussed in the keynote address by Dr. Blaine.
9:40am-10:00am Applying Technology Innovations within Your Institutions
Dr. Blaine, Dr. Diack and Dr. Belton, along with the HBCU Summit Steering Committee members, will facilitate discussions and answer HBCU Summit participant questions on issues involving applying technology innovations in their institutions. The discussions will focus on activities institutions can perform over the next 6 months as some of the first steps in applying innovations within their institutions.
Based on the ideas captured in the interactive documents by the scribes, panelists will discuss the pervasive barriers to student success seen within community colleges. The panelists, representing a diverse set of roles and responsibilities, will share their perspectives on the most critical challenges that we must tackle with new and innovative approaches. Participants will submit live questions to the panelists using Sli.do, and can vote up questions that they’d like to have answered first.
Led by scribes at each table, participants will work in an interactive document to collaboratively answer a series of questions related to the innovative practices that community colleges can enact to challenge barriers to student success. The goal of the collaborative ideation sessions is to create and share real-world approaches to solving the issues identified in the first collaborative ideation exercise. Participants will engage with each other in person, as well as with virtual conference attendees brought in from remote locations. At the conclusion of this exercise, participants will have a knowledge base of effective practices to bring back to their home institutions created live within the summit.
10:30am-11:10am OLC Quality Scorecard: Getting Started
Join Dr. Jennifer Mathes, OLC Director of Strategic Partnerships, as she discusses the OLC Quality Scorecard and how HBCUs can get started using it. Dr. Mathes will review best practices to help you evaluate your online learning program, as well as discuss first steps for implementation with campus leadership.
11:10am-12:00pm Quality Scorecard small group discussions
Dr. Mathes will facilitate small group discussions with HBCU Summit participants on first steps in applying the OLC Quality Scorecard at their institution.
Based on the ideas captured in the interactive documents by the scribes, panelists will weave together the effective practices created by the participants into a cohesive road map for student success. The panelists will contextualize the solutions generated in the documents into a series of actionable plans that participants can make use of in their own educational practice. Participants will submit live questions to the panelists using Sli.do, and can vote up questions that they’d like to have answered first. The panel will conclude with an open mic where participants can share how they plan to promote student success through their findings in the summit.
OLC Innovate 2017 (#OLCInnovate) opens up with a fast-paced speaker series we call Lightning Talks. Our Lightning Talks introduce the 5 guiding themes of Innovate this year, including: pedagogy, structure, workforce, challenges in learning, and a wild card – Propose Your Own – that pulls together the trends and climate of learning in our world today. Our #OLCInnovate Lightning Talks strive to introduce you to the concepts of innovation along with inspire you to think further about the conference experience ahead. We’ll be working with our communication back channel during these talks to allow you to brainstorm and note-take alongside your peers, for a truly collaborative, innovative learning opportunity. We hope this dynamic welcome allows you to start an early engagement into our conference’s topics and to begin to network with all of our OLC community members.
***Michelle is 1 of 5 presenters in this opening Welcome Lunch/Lightning Talks general session***
Listening to the sound of a human voice conveys emotion, fosters empathy, and supports more learner variability than reading text. Yet, student voices are rarely part of learning online. How does the student experience change when speaking and listening to peers is made part of an online class? What barriers prevent faculty and students from learning out loud?
***Andrew is 1 of 5 presenters in this opening Welcome Lunch/Lightning Talks general session***
Bridgepoint Education has developed over 1,200 high quality online courses through a centralized model of delivery. With over 45,000 students and programs ranging from AA to doctorate, we serve largely adult working population at scale. Over the last year, a task force of stakeholders from academic, instructional design, and product leadership were challenged with creating a new model of learning that could be tested with the ultimate purpose of increasing faculty-student feedback & student engagement. In this session, you will see what they cooked up.
***Mark is 1 of 5 presenters in this opening Welcome Lunch/Lightning Talks general session***
This talk tells it straight about the messy edge of innovation. It shares seven deadly sins that help to take us beyond the B.S., buzzwords and bandwagons of online learning.
***Mac is 1 of 5 presenters in this opening Welcome Lunch/Lightning Talks general session***
How do employers know what our graduates know? Sure, their resume lists a degree such as a Bachelor of Science in Business. But what does that imply that they know and what can they do with that knowledge? Several efforts are underway to better communicate the competencies of our graduates. Competency Based Education (CBE) is a degree program structure that is becoming more popular and advances students not on time spent, but on competencies demonstrated. Alternative credentials (badges, certifications and nano degrees) are also becoming recognized by employers as they concisely communicate a set of acquired skills. Employers themselves are granting credentials for the training and education they are providing their staff.
This climate calls for targeted communication between industry and higher education. Not only must we identify what students must learn, but we must articulate how they will perform in the workplace with their acquired skills set. The deliverable resulting from the dialogue is closer alignment between industry standards and curriculum planning.
***Angela is 1 of 5 presenters in this opening Welcome Lunch/Lightning Talks general session***
This presentation will be a dynamic, fast-paced overview of future trends and how technology is exponentially driving innovation. Its purpose is to look into the future and inspire attendees with many possibilities from various industries. What will life, learning and work be like in a world when machines think and augment our capabilities?
The increasing adoption of emerging technologies by faculty, changes in faculty demographics, and growth in online/blended courses are challenging the sustainability of traditional faculty support models. At the same time, fostering digital literacy among faculty is critical, but remains a sticking point. This presentation will identify key support needs of 21st century faculty and showcase emerging support models.
Using data gathered from the same course offering over a 3 year period, this study provides insight into: the use of rubrics and training techniques to achieve consistent assessment across graders; a comparison of online versus face to face offerings and the use of technology to enhance or detract from the quality and rigor; and methods/tools for faculty members to effectively manage a large online course.
This presentation will focus on the development of a pilot self-efficacy instrument in a faculty eLearning intervention. We will discuss the results of our implementation and demonstrate its application in professional development contexts. Additionally, we will engage the audience to brainstorm uses at their home institutions through interactive activities
Once considered innovative and used by few, the learning management system (LMS) has become a critical tool standard at most institutions of higher education. In this session, we will share findings from a study on faculty use and motivation for adopting the LMS, with implications for promoting other technological innovations.
Text based discussion boards alone can't deliver the subtlety and expression needed for meaningful connection. Voices and faces, along with interactive experience is proven to triple the memory retention rate of your audience. VoiceThread provides a variety of options to transform the traditional online offerings.
This session will present a developing model of individualized, one-on-one course consultation review and improvement for online programs. One on one course development between faculty and designers is emerging as the most effective method, but poses challenges for instructional design and faculty support services. This will be a facilitated discussion for all those involved in online course improvement.
Fostering faculty innovation in using technology for teaching and learning is a challenge for most educational institutions. Engage with panelists from three different universities, representing a wide range of experiences and stages of implementation, about their experiences in starting, incentivizing, and expanding faculty development programs and educational innovation communities.
SUNY Oswego has been running Collaborative Online International Learning courses since 2014 which have US and foreign students working together on shared outcome projects as part of their normal course experience. Proven experience gained utilizing distance communication technology to interact with foreign nationals is a major differentiator in today's market.