Cultivating Passionate Learners: Passport to the Future of Developing Student Academic Leaders


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Brief Abstract

Each institution takes a different approach to develop high-quality learning opportunities. This session will focus on the application of cognitive and social presence paired with technological innovations. The takeaways allow each attendee to interact with a peer group and have a working product after the completed session.


Amy Dye-Reeves is an Associate Librarian within the Texas Tech University Libraries. She is the liaison to the College of Education and Department of History. She provides information literacy instructional sessions and workshops throughout the year. She loves assisting faculty members with any of their upcoming research projects. She received her Master of Information Science from the University of Tennessee-Knoxville. Additionally, she has a Bachelor's and Master's Degree in History from East Tennessee State University. Before joining TTU, Amy was an Assistant Professor of Research and Instruction at Murray State University. She previously spent 5 years as a certified State of Tennessee Educator with a Pre K to Grade 12 (Library Media Specialist) endorsement. In 2019, she won the Innovators Award from the University of Tennessee School of Information Science. During the spring of 2018, she was selected to participate in a four-month Wikipedia Education Fellowship Program. Research interests include information literacy instruction, learning outcomes assessment, instructional design, and gamification.

Extended Abstract


In Time for Class: Part 1: A National Survey During COVID 19, published in 2020 by Tyton Partners and Digital Promise, explains that shift back to pre-pandemic normalcy is not likely to happen. “The impact of a global partnership and economic crisis has created a shift in how, when, and where student learning occurs” ( Tyson Partners, 15). Therefore, faculty members are needing to re-focus on the teaching presence of designing and facilitating meaningful online learning experiences. Attendees will learn how to transform their digital classroom from just a “place to post things” to implementing active learning skills. Each participant will learn how to break up activities into smaller parts and give students enough self-paced throughout the course.  The session focuses on shifting to the instructor prioritizing student learning on developing online communities that actively leverage technological tools and instructional models to engage students within the learning process.

The discussion will focus on implementing Catlin Tucker’s, Successfully Taking Offline Classes Online cognitive presence applications. Tucker provides specific instructional strategies to learning objectives and emphasizes the importance of using technology to serve as a vehicle to facilitate the process.  The building blocks include Direct Instruction, Modeling, Discussion, Research and Exploration, Collaborative Tasks, Practice/Review, Assessment and Reflection, and Metacognitive Skills Building. Each instructed building block will provide examples of how a corresponding technology will help facilitate student-centered learning approaches. The presenter will implement QR codes after each learning block with questions about integrating technology into their online environment. The attendees will also be placed into breakout groups to design their lesson using the concepts and technologies used within this presentation. The takeaways allow each attendee to interact with a peer group and have a working product after the completed session. The session will have a corresponding website that houses all the information for the session for attendees to use during the use and access to after the session’s conclusions.