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. 

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.

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. 

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.