| ||2/10/2014||View Archive||9:00am||10:00am||Balancing Pedagogy, Interactivity, and Accessibility: A Faculty-IT Support Partnership|
Dr. Shahron Williams van Rooij, George Mason University
Kara Zirkle, George Mason University
This session focuses on collaboration between the faculty from the Learning Technologies Division of the College of Education and Human Development, and the accessibility support services at a 4-year public institution to address all three of these challenges simultaneously during the development of an interactive and accessible self-paced e-learning course designed to teach undergraduates to cultivate the self-discipline and self-direction required for success in online courses. This course is part of the university’s overall strategy of offering innovative, high quality distance education programs that meet the needs of a diverse student body.
Dr. Shahron Williams van Rooij is associate professor of Learning Technologies at George Mason University in Fairfax, Virginia. Her research interests include open source software for teaching and learning, project management, e-learning, and workplace learning and development.
Kara Zirkle is the IT Accessibility Coordinator for the Assistive Technology Initiative (ATI) at George Mason University. ATI works collaboratively with all departments/units within the Mason community to develop and coordinate implementation of a university-wide accessibility plan to ensure equivalent access to information technology, e-learning, and communication resources.
|2/10/2014 9:00 AM||2/10/2014 10:00 AM||Monday|
| ||2/10/2014||View Archive||10:00am||11:00am||Should I Record My Class meetings? Effects of Online Videos on Student Attendance, Engagement and Performance|
Dylan Selterman, University of Maryland College Park
Scott Roberts, University of Maryland College Park
The present study aims to determine the relationship between providing online recordings of in-class meetings and several educationally relevant variables, such as attendance, overall performance and course evaluations. Meetings of three traditional courses were captured on the classroom computer and videos were posted to the course management website. We will discuss the pros and cons of recording meetings, the effect videos had on student engagement and the barriers that prevented or discouraged some students from viewing the class recordings.
|2/10/2014 10:00 AM||2/10/2014 11:00 AM||Monday|
| ||2/10/2014||View Archive||11:00am||12:00pm||From Flipped Class to Re-Claimed Course: Technology-enhanced Teaching|
Daniel Quigley, New York Institute of Technology
Participants will explore advantages to using technology to
reclaim class time for planned active-learning activities, group
projects, and guided problem solving. In addition, participants
will learn how to select appropriate mobile and web apps, as
well as cloud-based services to best address different learning
outcomes, how to structure course websites to aid student
navigation, and ways to engage student participation outside of
the classroom through their adoption of readily available
Dan Quigley is an Associate Professor of English at New York Institute of Technology, where he has taught since 1988. He has been teaching with technology since he began his career and has taught online classes since 1990. He has presented on the integration of technology in the college classroom at several national conferences, including Campus Technology, SLOAN-C, and The Teaching Professor Conference.
|2/10/2014 11:00 AM||2/10/2014 12:00 PM||Monday|
| ||2/10/2014||View Archive||1:00pm||2:00pm||Teaching that Captures the Needs of the Adult Learner|
Cristie McClendon, Grand Canyon University
This interactive session will focus on research-based
information which identifies the characteristics of adult
learners, the challenges that adult learners face and their fears. Participants will also identify and discuss the characteristics that adult learners value in their instructor. The session will end with a preview of teaching strategies that engage adult learners in their own education.
|2/10/2014 1:00 PM||2/10/2014 2:00 PM||Monday|
| ||2/10/2014||View Archive||2:00pm||3:00pm||Planning for Learning: Maintaining Integrity and Interaction in Online Classrooms|
Dr. Marianne True, Plymouth State University
Dr. Stacey Curdie-Meade, Plymouth State University
In order to attract and retain students in today’s online marketplace, institutions of higher education must focus on producing rigorous and engaging online learning opportunities. Learn how one department chair and an instructional designer collaborated to ensure program integrity while moving a traditional education program to an alternative delivery format. Participants will have an opportunity to explore ways in which they might effectively transition their own courses from the physical classroom to the virtual one.
Dr. Marianne True is a Professor and Chair of the Elementary Education and Childhood Studies Department at Plymouth State University. She has worked in public schools as a teacher, assistant principal and principal and has been recognized as New Hampshire Teacher of the Year. She currently serves as Editor of the New Hampshire Journal of Education. Marianne works with school districts throughout the state on topics such as Understanding by Design, differentiation, classroom management, and the change process.
Dr. Stacey Curdie-Meade has been teaching online in English and Communications since 1998. In addition to teaching, she currently works as an instructional designer in Learning Technologies and Online Education and is co-editor of The New Hampshire Journal of Education. Her career and education have been a blend of administrative, technical, and instructional experiences, culminating in a focus on online education.
|2/10/2014 2:00 PM||2/10/2014 3:00 PM||Monday|
| ||2/10/2014||View Archive||3:00pm||4:00pm||Want to Engage Students in Effective Groups? Educate Them!|
Claire Lamonica, Illinois State University
In this session, participants will engage in an activity which can be used to help prepare students to engage in effective collaborative (small group) projects ... specifically by learning to address some of the problems that commonly arise during this kind of assignment. Highly interactive, so come ready to contribute!
Dr. Claire Lamonica is the Director of the Center for Teaching, Learning, and Technology at Illinois State University. Her academic home at the University is in the English Department, where she taught courses in writing and the teaching of writing and served as associate director of writing programs for seven years before joining the Center for Teaching, Learning, and Technology in 2006.
|2/10/2014 3:00 PM||2/10/2014 4:00 PM||Monday|
| ||2/11/2014||View Archive||9:00am||10:00am||Beyond the Hype: How are MOOCs Affecting Higher Education Ecosystems?|
M’hammed Abdous, Old Dominion University
MOOCs have garnered significant attention over the past
few months as a “disruptive innovation” capable of changing
current teaching and learning practices. Championed by
prestigious institutions such as Stanford, MIT, and Harvard,
MOOCs are providing unprecedented learning opportunities
to traditional and non-traditional students around the globe. However, beyond the media hype, it is critical to understand how MOOCs are reshaping Higher Ed ecosystems. To this end, this presentation will attempt to answer the larger questions surrounding MOOCs.
|2/11/2014 9:00 AM||2/11/2014 10:00 AM||Tuesday|
|View Archive||12:00pm||1:00pm||Effective Teaching Methods to Engage Students: A Closer Look at Learner-Centered Teaching|
Lynann "Annie" Butler, LPC, CAC III, Metropolitan State University of Denver
The presentation will compare traditional teaching methodologies with Maryellen Weimer's take on Learner-Centered Teaching philosophy; potential benefits and pitfalls will be examined. Engaging instructional strategies will be shared, including enhanced syllabi, interactive teaching tools, games, and use of choice in teaching.
Lynann "Annie" Butler has been teaching for ten years at Metropolitan State University of Denver, where she enjoys sharing her wisdom, mistakes and humor with her students.
|2/13/2014 12:00 PM||2/13/2014 1:00 PM||Thursday|
| ||2/11/2014||View Archive||11:00am||12:00pm||Providing Effective Online Student Support Services 24/7|
Dr. Denise Swett, Foothill College
Valerie Kisiel, Innovative Educators
With diminishing resources and a new generation of students who have high expectations for information being available 24/7, colleges need to identify and implement an extensive menu of online student support services. In addition to providing much-needed support to our students, online services assist faculty and staff with many things such as reducing repetitive inquiries, preparing students ahead of time for counseling and advising appointments, and providing detailed and consistent information.
Additionally, with more and more colleges moving to online and hybrid class offerings, it is critical to serve these students with comparable services to meet accreditation standards and support student success. This webinar will review and discuss several of the programs that have proven successful for colleges in meeting the ever-growing needs of today’s students.
Dr. Denise Swett is the Vice President of Student Services at Foothill College. Denise has worked at both 2 and 4-year colleges, including 11 years at the University of San Francisco in student life and at Chabot College as Dean of Students and Cañada College as Vice President of Student Services. Denise has led Foothill College in accessing and implementing extensive online student support services.
Valerie Kisiel is currently a co-owner of Innovative Educators (IE) and focuses on curriculum design, product development, and strategic partnerships. She has over 15 years experience as a teacher, advisor, recruiter and web administrator at the high school and the community college levels. Prior to this, she worked in Online Learning, Advising, and Online Student Services at Front Range Community College
|2/11/2014 11:00 AM||2/11/2014 12:00 PM||Tuesday|
| ||2/11/2014||View Archive||1:00pm||2:00pm||Taking Command in the Online Classroom - Teaching Practices that Work|
David Monda, Ashford University
The session will focus on the instructor taking command in the online classroom. The session will be supporting online instructors to effectively manage the virtual space and facilitate online learning, research and inquiry. It will be developed to illustrate the opportunities and challenges of the online learning environment. The session will work to engage students in using the online forum to learn from each other as well as the instructor. The emphasis of the session will be to provide hands-on experiences, skills and materials for instructors to facilitate learning in real online situations that are stressful, embarrassing and legally challenging.
|2/11/2014 1:00 PM||2/11/2014 2:00 PM||Tuesday|
| ||2/11/2014||View Archive||2:00pm||3:00pm||Classroom of the Future|
John Makevich, College of the Canyons
Several disruptions are converging in higher education: budgets are tighter, tuition is higher, and financial aid debt is growing fast. Massively open online courses (MOOCs) are gaining momentum and destinations such as the Khan Academy continue to amaze in their ability to reach the millions. In this session, we will challenge the assumptions about education as we know it. What factors should we consider as we plan for the future of higher education? What resources will we need? Participants will “tear the walls down” and re-envision the way students will be learning in five, ten, and 20 years.
|2/11/2014 2:00 PM||2/11/2014 3:00 PM||Tuesday|
| ||2/11/2014||View Archive||3:00pm||4:00pm||Engage the Disengaged: Strategies for Addressing the Expectations of Today’s Online Millennials. |
Risa Blair, Kaplan University
Usha Jagannathan, Kaplan University
This presentation will explore ways instructors engage students in virtual classrooms! We will explore from the perspective of students as to how to connect and engage them in the virtual setting. We will answer the question of how to engage the disengaged in our presentation through the use of case studies, strategies and new technology.
|2/11/2014 3:00 PM||2/11/2014 4:00 PM||Tuesday|
| ||2/12/2014||View Archive||9:00am||10:00am||Simple Ways to Teach More Students|
Laura Paciorek, MiraCosta College
Considering ways to reach all students and insure their learning is an essential aspect of high-quality online teaching. This presentation will focus on low-threshold technology and is most suitable for novice online instructors who are starting to consider how to expand course content to include more visual, interactive, and auditory components for content and student assignment submissions. Specific examples from online courses and student feedback received about these different components in online courses will be provided.
|2/12/2014 9:00 AM||2/12/2014 10:00 AM||Wednesday|
| ||2/12/2014||View Archive||10:00am||11:00am||Online Orientation: Getting Students to Use It!|
Dr. Lynn Miller-Wietecha, Lawrence Technological University
Many course developers have built rich orientations to prepare students for a successful online experience. Creating these orientation programs takes a great deal of time and attention, but they are often skipped by students. At LTU, we've surveyed faculty and students about what needs to be included in an effective orientation and found some creative ways to use Adaptive Release functions to increase student participation in our orientation module and make it more relevant to student needs.
Dr. Lynn Wietecha, eLearning Architect and Program Producer at Lawrence Technological University, is an instructor, designer and developer of online programs. Lynn works with faculty at LTU to develop and provide engaging courses that employ best practice strategies in content delivery, assessment and engagement.
|2/12/2014 12:00 AM||2/12/2014 12:00 AM||Wednesday|
| ||2/12/2014||View Archive||11:00am||12:00pm||Common Success Factors Designing Collaborative Learning using Educational Technologies|
Karen Skibba, University of Wisconsin-Madison
Jennifer Herman, Niagara University
Danyelle Moore, Niagara University
This session shares a mixed-methods study of six instructors who utilized digital technologies to improve student collaboration and learning among students. These technologies include social media, collaboratively written online documents, webinars, clickers, simulation games, and web technologies. A cross-case analysis identified common success factors and suggestions for other instructors who are considering applying these technologies to their own courses.
Dr. Karen Skibba is an instructional designer at the University of Wisconsin-Madison Division of Continuing Studies where she consults with faculty on developing online and hybrid courses and using technology to enhance student learning. Karen has authored book chapters and presented at national conferences on experiential travel learning, blended learning and programs, adult learning, and faculty development.
Dr. Jennifer Herman directs the Center of Excellence in Teaching at Simmons College in Boston. She has also worked as an education writing consultant for over ten years and has designed training programs and curricula for higher education, federal, and non-profit clients. She teaches courses in writing, literature, and education and publishes and presents at both national and international conferences on faculty development, online education, and instructional technology.
Danyelle Moore is the instructional support specialist in Niagara University’s Center for the Advancement of Scholarship, Teaching, and Learning. She is a resource to support faculty efforts in their advancement of SoTL, purposeful technology incorporation, and best practices of teaching into the curricula.
|2/12/2014 11:00 AM||2/12/2014 12:00 PM||Wednesday|
| ||2/12/2014||View Archive||1:00pm||2:00pm||Tips and Strategies for Offering Your First Successful MOOC – As a Personal Endeavor|
Joseph Zisk, California University of Pennsylvania
You may have heard of MOOCs (Massive Open Online Course) and know that many universities are offering free online courses. The thought of sharing information with thousands of students can be inspiring. The fact that it is free and open, means that anyone can enter the course and explore. Currently, there are hundreds of free courses being offered; from well know universities to small colleges, the MOOC phenomenon is growing. I recently offered a MOOC and I learned several key processes that will help first time MOOC instructors. At this session I will share these processes, from planning to delivery. Learn how you can survive and thrive in this open online environment.
Dr. Joseph Zisk has experience in online course development and teaching. In addition, he was an accomplished high school science teacher receiving several awards. He is currently a university professor where he has received the Faculty Professional Development Technology Award and the University President Faculty Service Award. Joe has conducted many workshops and he has presented at numerous conventions. His area of interest is using instructional videos and in using audio/video feedback to students. He is a Quality Matters reviewer and had QM course recognition. Currently he is the coordinator of a graduate online program, director of the university Teaching and Learning Center and teaches online courses. As director of the Teaching and Learning Center, Dr. Zisk provides and coordinates training for faculty.
|2/12/2014 1:00 PM||2/12/2014 2:00 PM||Wednesday|
| ||2/12/2014||View Archive||2:00pm||3:00pm||Teacher Presence in the Online Environment: Guidance of Best Practice|
Elaine Alden, Ashford University
Ray Powers, Ashford University
Alan Swank, Ashford University
The interactive forum will share guidance on research recently completed at Ashford University. The purpose of the research was to obtain a best practice view of strategies for establishing exceptional teacher presence in the online classroom, taking into consideration the cultural evolution of online instruction, recent technology developments, a focus on continuous quality improvement, and inspirational instructor creativity used to enhance critical thinking and exceed student learning objectives. Of key interest were inspired interventions on the part of the instructor with the goal of being ‘seen’, and enhancing student success through building more effective and accessible relationships with online students.
Dr. Elaine Alden is the Program Chair of Sociology at Ashford University. She obtained her Social Policy Doctorate from the University of Kent, Canterbury, UK. She also has an MBA from National University and a BA in Business from Point Loma Nazarene University. For the last 9 years, she has been an active researcher and has taught a diverse range of students at the university level in the UK and US in online, hybrid, and traditional on ground environments.
Dr. Ray Powers is the Department Chair of the Marketing, Strategic Management, Sustainable Enterprise Management, and Service Management at Ashford University. He holds a BS in Business from Arizona State University, an MBA with a specialization in Technology Management, and a Doctorate in Educational Leadership.
Dr. Alan Swank is the Department Chair of Operations and General Management at Ashford University. He obtained a BA in Management and Organizational Development and an MA in Organizational Management from Spring Arbor University as well as a Doctorate in Organization, Management, and Leadership from Capella University.
|2/12/2014 2:00 PM||2/12/2014 4:00 PM||Wednesday|
| ||2/12/2014||View Archive||3:00pm||4:00pm||Flipping and Flopping in the Classroom|
Dr. Robert Wright, Louisiana State University at Alexandria
Alicia Book, Louisiana State University at Alexandria
Anne Chevalier, Louisiana State University at Alexandria
Utilization of educational strategies incorporating active learning is an asset for today's educators. Active teaching and learning strategies are not new concepts, but have become buzz words in the education world over the past few years. Most recently, the flipped classroom has become the rage with many faculty ready to jump on board with implementing the new style. Evidence continually shows that active learning and student engagement results in increased retention of information and increased student success. However, flipping the classroom does not come without many challenges for faculty and students. Faculty must assume a new role in the classroom setting, preparation for class time becomes more on-the-spot, and a significant amount of time must be spent developing the preparatory materials for the student. Students struggle with the transition into a new style of content presentation and what is expected of them, technology may not be accessible for all students, and many students prefer a more traditional class style. Ideas and strategies for flipping the classroom will be shared for three disciplines: psychology, chemistry, and nursing.
The purpose of this presentation is to share experiences in flipping the classroom: the good and the bad. Presenters will share lessons learned in flipping the classroom in three different disciplines, strategies to overcome barriers faced, challenges for the faculty, approaches that have proven successful, and student feedback related to the flipped classroom. The presenters will share strategies proven successful for participants to implement in the classroom without flopping.
Robert Wright is an associate professor of psychology at LSU Alexandria. His BS. MA and PhD in psychology are all from LSU. He has been teaching at LSU Alexandria for 7 years.
Alicia Book is a assistant professor of nursing at LSU Alexandria for 7 years. Her ASN is from LSU Alexandra, her BSN and MSN are from Northwestern State University. She is currently enrolled in the EdD in Curriculum Design and Instruction at ULM.
Anne Chevalier is an instructor of chemistry at LSU Alexandria. Her BS is from the University of Illinois and her MS is from Princeton University. She has been teaching at LSU Alexandria for 14 years. Alicia was once one of Anne's chemistry students.
|2/12/2014 3:00 PM||2/12/2014 4:00 PM||Wednesday|
|View Archive||9:00am||10:00am||Effective Feedback for Online Learners|
Darcy Christenson, University of Phoenix
Feedback is a necessity for any learning experience. However, communicating feedback is different between the traditional and virtual learning environment. This presentation will review research as well as professional experiences regarding specific dos and don’ts for communicating effective feedback for the virtual learning environment, allowing virtual learners to better gauge their ability, skill, and knowledge learned.
Darcy Christianson is an experience educator of over 20 years, teaching overseas as well as state-side, from elementary to college level learners and from the traditional to the online learning environments. She achieved a Master of Arts degree in Teaching English to Speakers of Other Languages as well as a Master of Arts degree in Distance Learning Adult Education. For the past 10 years, she has been teaching and tutoring online courses in writing, reading, cultural diversity, critical thinking and online learning skills.
|2/13/2014 9:00 AM||2/13/2014 10:00 AM||Thursday|
|View Archive||10:00am||11:00am||The Student-Faculty Chasm: Looking at Where Student and Faculty Expectations Meet and Diverge|
Elise Larsen, University of Maryland College Park
Hameed Badaway, University of Maryland College Park
What happens when faculty and student course expectations do not align? Not only can dissatisfaction within a course develop, but learning is also reduced. We performed two mirrored studies to assess student course expectations, and faculty's perception of these expectations. We looked at 19 student expectations, for 8 of these there were significant differences between student expectations, and faculty perceptions. Furthermore, when we examined what was most valued by both groups, significant differences were found. We will present the most striking differences and discuss what impacts this knowledge can have on learning and pedagogies.
|2/13/2014 10:00 AM||2/13/2014 11:00 AM||Thursday|
|View Archive||11:00am||12:00pm||Leveraging Recorded Mini-Lectures to Increase Student Learning|
Richard Berg, University of Wisconsin–Stout
Dr. John S. Kirk, University of Wisconsin–Stout
In blended or online courses, do your wonder how to get lecture information to students? When making lecture materials, do you want students to use them? Find out how instructors at the University of Wisconsin-Stout produced mini-lectures for blended and online courses to increase student learning.
Richard Berg is a senior instructional designer for Learning Technology Services at the University of Wisconsin-Stout. He received his M.S. in instructional technology and design from Western Illinois University. Rich has 15 years of experience in distance and online education and enjoys working with faculty to enhance their courses. He is the co-author of the book 147 Practical Tips for Synchronous and Blended Technology Teaching and Learning.
Dr. John S. Kirk is an associate professor of chemistry at the University of Wisconsin-Stout. He received his Ph.D. in analytical chemistry from the University of Illinois at Urbana-Champaign and has served as a postdoctoral associate at the University of Arizona and the University of Iowa. One of his research interests is trying to harness the unique properties of nanomaterials to create robust sensors for compounds found in complex mixtures, for example glucose in whole blood.
|2/13/2014 11:00 AM||2/13/2014 12:00 PM||Thursday|
|View Archive||1:00pm||2:00pm||Working with local campus communities / various stakeholders, based on e-Literate TV example|
Phil Hill, Michael Feldstein
|2/13/2014 1:00 PM||2/13/2014 2:00 PM||Thursday|
|View Archive||2:00pm||3:00pm||How Do They Learn to Learn? Teaching Students Effective Strategies for Succeeding in Your Course|
Todd Zakrajsek, University of North Carolina Chapel Hill
Students arrive in our classes with a wide variety of skills, motivational levels, and experiences. Historically, our primary challenge was to cover material and to assess for learning. Over the past decade there has been a steady shift from a "teaching-centered" to a "learning-centered" approach. With this shift comes the added responsibility of helping our students to learn. We still need to cover content and assess learning, but we are now also coaches, tutors, and even motivational speakers at times. In this session we will explore some very easy to implement research-based strategies to help your students be more effective in their learning. In the area of selfish byproducts: better students make our jobs easier and more fun.
|2/13/2014 2:00 PM||2/13/2014 3:00 PM||Thursday|
|View Archive||3:00pm||4:00pm||I Deserve an "A": Effective Assessment in Online Courses|
Usha Jagannathan, Kaplan University
Risa Blair, Kaplan University
How many times have you heard students say, "I deserve an 'A'"? As online professors, we want our students to learn and earn the grades they truly deserve!! How well is the assessment component of your course structured?
Front-end: Do the instructions for discussions, assignments, projects, and papers provide clear details for your students? Are there places your students stumble repeatedly as you
teach and reteach your online courses?
Back-end: When you are assessing your students' work, are there gaps between the objectives of the assignment and the rubric used for assessment? How much time do you spend assessing each of the items your students submits? Is the process streamlined and efficient or is it clunky and time consuming?
This presentation will provide excellent strategies for redesigning the front-end and back-end of the assessment process to promote student learning, effectiveness, and efficiency. Implementing these strategies will help the professor focus time on positively engaging with the students.
|2/13/2014 3:00 PM||2/13/2014 4:00 PM||Thursday|
| ||2/14/2014||View Archive||9:00am||10:00am||Institutional Transformation: Case study on Rethinking Strategy, Relationships, and Practices|
Andrew Casiello, Old Dominion University
Heather Huling, Old Dominion University
Old Dominion University recently experienced transformational change to improve its competitive position in distance learning. Learn how their staff strategically created incentives for departments to develop online programs, established a new brand and associated marketing tactics, and revived a long-standing partnership with the Virginia Community College System.
|2/14/2014 9:00 AM||2/14/2014 10:00 AM||Friday|
| ||2/14/2014||View Archive||10:00am||11:00am||How Incorporating Online Tools Reduced Lecturing and Increased Active Learning|
Cynthia Field, University of Maryland College Park
My intention for this class was to activate a course on architectural theory—a heavily academic subject for future professional architects. What can the past theories of dead architects mean to graduate students who are entering a course of education in architecture and civic planning? I aim to make theories comprehensible and relevant to the student . My long term goal is that the content of the course will still be in the memory banks 5-10 years from now.
Dr. Cynthia Field is an Architectural Historian with deep experience in the subject of historic architecture and urban design and no experience in new teaching techniques. The Univerversity of Maryland school of Architecture, where she teaches, has been encouraging about her experimenting with new and more involving teaching methods. This presentation recounts some of her experience and evaluation of the results.
|2/14/2014 10:00 AM||2/14/2014 11:00 AM||Friday|
| ||2/14/2014||View Archive||11:00am||12:00pm||Practical Strategies for Flipping Your Courses|
Katie Sauer, Metropolitan State University of Denver
In a traditional classroom, the instructor lectures on the most important material. Students apply the concepts outside of class. In a flipped (inverted) classroom, students are predominantly exposed to the lecture material
outside of class. Students spend class time engaged in active learning.
|2/14/2014 11:00 AM||2/14/2014 12:00 PM||Friday|
| ||2/14/2014||View Archive||1:00pm||2:00pm||Academic Integrity Strategies You Can Use Tomorrow|
Dr.Tom Tobin, Northeastern Illinois University
This session 1) addresses the different concerns—and definitions—of “originality” across the units of the higher-education institution; 2) provides a framework for identifying various types of academic-integrity strategies, and for matching those strategies to the needs of instructors, departments, and institutions; and 3) offers examples of each academic-integrity technique, best practices for each, and practical implementation tips.
Thomas J. Tobin, Ph.D., M.S.L.S., P.M.P. / Coordinator of Learning Technologies, Center for Teaching and Learning / Northeastern Illinois University
Tom's work focuses on using technology to extend the reach of higher education beyond its traditional audience. He advocates for the educational rights of people with disabilities and people from disadvantaged backgrounds. Tom serves on the editorial boards of the Online Journal of Distance Learning Administration and the Journal of Interactive Online Learning, and he has published in many areas related to distance education, including copyright, evaluation of teaching practice, academic integrity, and institutional project management.
|2/14/2014 1:00 PM||2/14/2014 2:00 PM||Friday|
| ||2/14/2014||View Archive||2:00pm||3:00pm||Can Existing Quality Guidelines Inform Faculty Participation in Online Course Design|
Dr. Melissa Venable, OnlineColleges.net
Amy Helbelink, Laureate Education
As higher education institutions of all types, for-profit and not-for-profit, decide to increase their online learning offerings, the process of creating an online course can be underestimated in terms of the time, resources, and expertise required. Fortunately there are a number of existing guidelines that can be used to guide the work, and two addressed in this presentation are gaining popularity: Quality Matters and Quality Scorecard. / / Faculty members often serve as "SMEs" providing content area expertise as part of a design team. They also work independently creating online versions of courses they teach in traditional settings. In both scenarios, availability of faculty support resources can be limited. / / Objectives include: a) comparison of Quality Matters Rubric and Quality Scorecard, b) proposed list of knowledge areas for faculty members involved in the online course design, c) faculty development and support that incorporates the consideration of quality measures. /
Melissa Venable is an Education Writer for OnlineColleges.net where she authors the Inside Online Learning blog. Her background includes work in higher education – private, public, and for-profit – as an instructional designer and course designer. Melissa is also an experienced online instructor and career advisor. She earned her doctorate in Curriculum and Instruction - Instructional Technology from the University of South Florida.Join Melissa on Twitter (@Melissa_Venable) and Google+ (google.com/+MelissaAVenable).
Amy Hilbelink is the Executive Director of Program Design – Health Sciences, Human Services, and Public Policy & Administration at Laureate Education in the Product Strategy, Innovation, and Development (PSID) Group. Amy was the Assistant Vice Chancellor for Online Academic Operations at Education Management Corporation (EDMC), one of the largest providers of private post-secondary education in North America. She also held leadership roles in the areas of academic strategies and development as well as curriculum development at Kaplan University. She earned her PhD from the University of South Florida, in Tampa Florida. Her degree is in Curriculum and Instruction, with an emphasis in Instructional Technology in healthcare education. Amy enjoys scuba diving, biking, yoga and spending time with her family.
|2/14/2014 2:00 PM||2/14/2014 3:00 PM||Friday|
| ||2/14/2014||View Archive||3:00pm||4:00pm||eTexts — New Media, New Publishing, New Education?|
Clare Van Den Blink, Cornell University
How are electronic books impacting the college campus? The
evolution of ebook formats is similar to the web’s development
20 years ago. How can we leverage this new medium and
move educational content from a book to an engaging and
collaborative experience? In this session, participants will share
insights and lessons learned about the use of eTexts and self-publishing options for education. The presenter will share Cornell University’s experiences with eText pilots and explorations of this new option for developing, self-publishing, and working with new educational formats.
|2/14/2014 3:00 PM||2/14/2014 4:00 PM||Friday|