A Regional Response: Culmination of the Day’s Thinking and Invitation to Continue the Collaboration

Brief Abstract

Significant changes in digital education have brought about an opportunity for teaching, learning and technology to converge. Looking at the learning sciences, the 21st century library and the scalability of learning, we can identify best practices and opportunities to continue to create an effective learning environment for student. The day’s final session brings together the thoughts and conclusions generated from the OLC Collaborate with Emerging Learning Design discussions to formulate a regional response to the changing educational environment. Topics gathered by OLC facilitators and session archivists during breakout sessions along with those posted online by participants during the day will be used to guide this interactive final session. Led by Jennifer Mathes from OLC, each of the day’s keynote speakers will have the opportunity to address the collectively generated questions and topics and place them in the context of the broader changes occurring in higher education. The OLC Collaborate with Emerging Learning Design response will continue the contribution to a national discussion as the OLC Collaborate sessions continue across the country.


Jennifer Mathes, Ph.D serves as the Chief Executive Officer at the Online Learning Consortium. In this role, she provides the strategic direction for the organization and supports the development of key projects and programs to support OLC members. Dr. Mathes has 25 years of experience in both public and private education where she has continuously supported digital learning initiatives. In addition, Dr. Mathes is the author of the ICDE Report Global Quality in Online, Open, Flexible and Technology Enhanced Education: An Analysis of Strengths, Weaknesses, Opportunities and Threats (2019) and co-editor of the OLC Quality Scorecard Handbook: Criteria for Excellence in Blended Learning Programs (2017). She continues to write and present on key topics in online, blended and digital learning.
I am a professor and chair of the Department of Communication at Loyola University Maryland and the co-author of Best Practices in Online Program Development (Routledge 2014)
Teresa Slobuski is the liaison librarian for Teacher Education and Special Education at San Josè State University. She also serves as the Research Services Coordinator. In this role, she oversees the Research Department and liaisons with other library departments to provide excellent public service to SJSU students, staff, and faculty.
Deborah Keyek-Franssen, Ph.D. and Associate Vice President for Digital Education and Engagement at the University of Colorado System Office, is a creative educator and thought leader with over two decades of experience in IT and higher education. She began her career at the University of Colorado in 1998, where she served as director of academic technology; oversaw strategy and research in the use, implementation, and evaluation of educational technologies; and managed a team of consultants and technologists. Currently, Deborah works across the CU System in the areas of teaching and learning with technology, online education, access to higher education, and student success. She has been instrumental in furthering CU campuses' implementation of digital and online education solutions, including MOOCs. She serves as the director of the Colorado Learning and Teaching with Technology (COLTT) Conference and oversees state authorization compliance. She is an inaugural member of the Coursera Advisory Council, serves as faculty for the EDUCAUSE Management Institute, and sits on the steering committee for the National Association for System Heads’ (NASH) Taking Student Success to Scale initiative. She has supported the National Center for Women & IT (NCWIT) for more than a decade and participated in research and program development to increase the number of girls, women, and underrepresented minorities in IT education and work. Deborah is a graduate of Dartmouth College and completed her Ph.D. in German Literature at the University of Michigan, where she also earned a master's degree in Higher Education Administration from the Center for the Study of Higher and Postsecondary Education and a graduate certificate in Women's Studies.

Extended Abstract