OLC Accelerate 2020 Virtual Conference Program
We are pleased to announce the virtual program for the OLC Accelerate 2020 event, to be held November 6-18, 2020.
We are pleased to announce the virtual program for the OLC Accelerate 2020 event, to be held November 6-18, 2020.
All Sessions are 45 minutes in length unless otherwise noted.
All sessions are listed in US Eastern Standard Time Zone.
ALL SESSION TIMES ARE LISTED IN U.S. EASTERN STANDARD TIME (NOVEMBER 6-18)
All sessions except Discovery Exposition Foundry Sessions will be webcast via Zoom. Discovery and Exposition Foundry Sessions will be presented asynchronously via VoiceThread throughout the conference so you will not see dates/times on those sessions.
Please join us for Networking Coffee Talks with our Sponsors in the 30 minute breaks between most concurrent sessions. Also look for our special evening events in the schedule.
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During this workshop we will delve into humanizing online learning, what it is, why it’s important, and how it is critical to student learning and institutional success. In addition to the examination of different aspects of the topic, we will create actionable items based on research and applied effective practice for faculty, staff, and administrators to take back and implement in blended and fully online learning environments as well as creating a culture of humanizing online teaching practices.
Virtual pre-conference workshops (Friday, Nov 6) can be added to your conference registration at a price of $125 for one or $220 for a two workshop combo deal.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
In collaboration with the Online Learning Consortium and AnnotatED, the community for annotation in education, Hypothesis is convening a free workshop on collaborative annotation at Accelerate 2020. Register now to join on Friday 6 November 2020.
The workshop will start off with a quick orientation to collaborative annotation for social reading: what is it, and how are people using it to enrich online learning? This will be followed by Notes from the Field, where you'll hear from a variety of AnnotatED community members about how collaborative annotation is happening at their schools, and you’ll have the chance to discuss your ideas and questions with these experienced practitioners.
The main focus of the workshop will be a hands-on activity to explore, discuss, and augment readings on topics shaped by Accelerate 2020 keynoter Flower Darby. We'll practice reading together to see firsthand how collaborative annotation can build understanding, connections, and community. Our conversations will be anchored in texts — literally — and spread out to engage other texts, ideas, and people beyond the workshop itself.
To participate in this free workshop, please register for the workshop here
Note: You do not need to be a registered attendee of OLC Accelerate 2020 to participate in this workshop. Hypothesis will send registrants Zoom connection information prior to the workshop. Registered OLC Accelerate attendees will, however, also be able to access the workshop through the workshop session link on our program page.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Come join other conference attendees online and create an OLC Accelerate game plan. During this power hour you’ll have the chance to organize your conference schedule and select presentations and activities you want to attend. The OLC Field Guides will be present to suggest interesting presentations and activities, train you on the use of the OLC site/mobile app, and show you Engagement Maps. We’ll also discuss ways to participate virtually - including Slack and Twitter! Meet old friends, make new acquaintances, and plan your schedule. We can't wait to see you there!
As the saying goes, you only get one chance to make a first impression, so make it count! From orientation to first-year seminars and social integration, this presentation will provide practical onboarding strategies that impact online student success and persistence during the first year of college.
Learn how a two-person team successfully redesigned hybrid and onsite courses for online delivery in the span of two weeks. We will share our project management tips as well as how we simply tracked student engagement using Federal Education Guidelines as a rubric.
The theory of andragogy provides a framework for assessing the needs of adult learners so that academic programs can be tailored to serve this growing demographic within higher education. This presentation is designed to demonstrate how online courses can be designed and managed using an andragogical approach to support the adult learning environment.
Were students’ needs met during the COVID-19 transition to remote learning? Were they able to complete their courses, despite multiple challenges? This interactive panel session helps us learn about the student experience as researched at two different public and private higher education institutions.
Grab your coffee and join us for a special welcome from our Equity & Inclusion (E & I) committee. In this informal meet-up, members of the OLC Community will share some exciting updates on new initiatives around equity and inclusion in our field.
Learn more about OLC's Equity and Inclusion efforts for OLC Accelerate 2020.
Adaptive and blended learning can be used together to fully leverage the strength of the online portion of classes to be personalized, mastery-based, and flexible. Face-to-face sessions can be informed by adaptive learning analytics to focus on problem-solving, analysis, and collaborative learning best done synchronously.
Presenters discuss results from our 4-year, collaborative, adaptive learning research including student outcomes and models that proved most effective for our online, adaptive, college algebra courses. We present an emergent teaching and learning model that frames digital and adaptive learning with predictive analytics.
An an exam normally is given at the end of units, and research projects typically serve as avenues for students to complete a research project. Assessing student learning in different, yet meaningful, ways can be helpful for instructors. This session will help attendees to design new and meaningful ways to assess what their students learn from the traditional assignments given. For example, if a final exam typically is administered, a "Plus 1" Approach could be added to a research paper, a poster presentation or a speech. This method, along with others, will be explained, all designed to help instructors plan for additional or alternative assessments to diversify their instruction and assessment. Attendees are encouraged to come with a course in mind that they want to use for this interactive session.
Interprofessional Education (IPE) is a requirement in health professions programs, affecting communication, collaboration, and patient outcomes. We utilized a collaborative course design process, incorporating an unfolding case study with a medical record in our online course, allowing students to participate on an interdisciplinary team addressing the patient’s needs.
Science courses have been slow to transition online due to the difficulty of bringing a hands-on laboratory experience to remote learners. This session will discuss concerns and solutions regarding online science laboratories, and introduce attendees to Science Interactive's innovative online laboratory curriculum.
Online education affords more people more opportunities to earn a college degree. The steady growth of online enrollments shows the value and importance of making online learning experiences as effective and impactful as we can. When we combine excellent instruction in digital environments with the affordances of emerging technologies, we create a synergistic opportunity to support all of our learners in their educational journeys. Let’s focus in on the potential we have to combine great teaching with great technology to help our students engage more fully and learn more effectively.
Prior to the start of the keynote, we will recognize our 2020 OLC Award winners. Please also join us at 6:45pm US EST this evening for our Awards Gala, where we will celebrate our award winners' achievements and have the opportunity to ask them questions.
Beyond learner-centered, is learner-driven design.
Learner-driven design empowers learners to shape their learning experiences. Because of this, it is challenging to scale learner-driven experiences.
In this presentation, you will learn about: 1) key learner-driven principles; 2) implications for course design; and 3) scaling learner-driven design in online courses.
The Coronavirus affected the closing of college campuses to safeguard its faculty, staff and students. Transitioning to fully online courses became the solution to a gripping challenge. This presentation will explore how graduate students at HBCUs experienced this transition as its “new normal” and psychosocial issues.
The COVID-19 pandemic required rapidly moving a large number of faculty and courses online. We developed a framework, accessible to all skill levels, that incorporates best practices and strategies while collaborating with faculty and utilizing existing campus resources. Participants will actively collaborate in adapting the framework to their needs.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Christopher Sessums with D2L to discuss these important questions: what an active and engaging online learning experience look like? What elements make it active and engaging? In what ways are you involving students in the learning experience? Join us for an active discussion where we will explore tips and techniques for creating more engaging and meaningful learning experiences for ourselves and our learners.
Creating consistency across courses is important to help students become familiar with their learning space. It can be frustrating to students if a course is hard to navigate. Find out how our team uses HTML templates to encourage best practices in course design and enhance the user experience of students.
Leadership is tricky and, contrary to what we see, simply promoting your top-performers to leadership positions is not the solution. Leaders and future leaders need assistance in cultivating leadership capacities. This session will explore ways organizations can “grow leaders” through formal and informal strategies.
Bringing to life online courses is no longer a wish, but a reality. World events have made this goal even more relevant today. This interactive session will focus on discussing engagement opportunities that can result in making the online learning experience more personal and rewarding for both Faculty and Students.
University of Phoenix has developed a system and process for delivering high quality, accessible video to online learners through a variety of platforms, for a rich experience. By utilizing Vimeo, BlackBoard Ultra, Rev.com, and WordPress, online students view video embedded directly into their course with closed captions. An extended experience allows interaction with transcripts, all within a robust and low-cost delivery network. We'll show you how it works.
Students favorably describe their experiences with hands-on labs providing them with opportunities to observe and apply concepts and extend their overall understanding. There are some labs that aren’t safely or practically done outside of the traditional lab environment. These concepts are better delivered in a digital format or simulation.
Make the most out of your Accelerate experience by joining OLC Live! hosts Jenae Cohn and Nate Angell in a kickoff discussion with conference, program and engagement chairs about how they developed this year's rich mixture of online and face-to-face activities.
Virtual Reality (VR) holds great promise and potential in higher education. We have a VR space on campus that was used heavily until the pandemic hit. So how do we have VR sessions when we are all in online classes? There are lots of online resources available that allow you to share VR content with your students even in an online environment. No VR glasses or special equipment needed! Join this session to learn how you can harness the power of VR for your online courses. An Internet Enabled device is required for this session.
This hands-on workshop focuses on effectively engaging students using screen-based simulation technology. This unique teaching technique facilitates learning with prebriefing, realistic scenarios and debriefing that adhere to International Nursing Association for Clinical Simulation and Learning standards of best practice. Participating in a screen-based simulation will generate ideas for your classroom.
This session will examine original research suggesting that online students have non-significantly different grades but higher withdrawal rates than face-to-face students after controlling for 15 student characteristics. These results have important implications about how we provide education and support services online. Come discuss best practices for online education!
This session will explore parallels between instructional design processes and the process of crafting messages that communicate the value of instructional design to others at an institution. Participants will begin to develop and share ideas about strategies and messages that they can use when they return to their institutions.
The role of the instructional designer has always been fluid, changing more so over the past few months. Yet it remains, first and foremost, relational. Designing while pivoting modalities is less about teaching new skills and methods and more about serving and empowering faculty in encouraging and even humorous segments.
Learn more about the evolving perceptions and expectations of prospective, current, and past online students supported by Wiley Education Services. We surveyed more than 2,000 learners from our partner institutions about their motivations, challenges, and preferences in relation to pursuing education in an online environment.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. A challenge for eLearning leaders is controlling the virtual testing environment while also providing students with the privacy and security they desire. Join Carol Moody and Dr. Mac Adkins of SmarterServices for this important discussion.
This presentation will address how faculty become the Instructional Designers to provide a learner-centered approach to competency-based education to include quality benchmark measures.
Building an online doctoral program through the implementation of our own best theories and practices (and a bit of luck) is both a challenging and rewarding endeavor. This interactive presentation provides insights to the Baylor University online Ed.D. program’s design and development process that incorporated equal parts strategy (theories and practices) and serendipity (risk-taking and innovation).
The session will focus on three objectives related to online course delivery. Those objectives are 1) engagement tools and techniques, 2) how to foster a transformative faculty to student relationship, and 3) strategies to create an engaging online learning community.
Learn how Western Governors University is leveraging an AI-based community-building platform to create a deeper sense of belonging among prospective students. Preliminary research findings concerning the impact that belonging has on enrollment will be shared. Attendees will discuss the research implications, especially as applied to their own institution.
Join us to see what it looks like to have a set of tools that help achieve new levels of efficiency in creating large volumes of highly engaging and accessible Canvas courses -- in less time and without advanced technical skills.
In an unprecedented world where so much is uncertain, and at a time when instructors and students are not sure about the future of education, it is essential to design for flexibility and options for participating across a range of modalities. Building off the Right-Mixing framework (bit.ly/Right-Mixing-Slides) we will explore real and practical ways in which instructors can design courses that are flexible and can pivot easily for a variety of modalities and learner needs. Design it once and use it to fit a wide range of instructors' and students' needs and abilities to participate.
Are you an instructional designer? Have you ever been misidentified as “the person who fixes tech problems?” How does this confusion impact your ability to be successful in your professional environment? This session explores how instructional designers and related professionals might leverage strategic narratives to define and empower their work.
We love to explore new tools and practices to improve teaching and learning, but how do we know what effects they really have? Join a conversation with Dr. Remi Kalir, the first Scholar in Residence at Hypothesis, to talk about ways we can investigate connections between student experience and changing technologies and pedagogies with ethics as a priority.
In online environments, students read all the time, yet effective pedagogical approaches to reading are underexplored. In this session, participants will consider effective approaches to engaging their students in reading text. Participants will leave with a digital reading framework to apply to designing online reading activities.
In this educational session, two instructional designers are hoping to build awareness of how to incorporate open pedagogy when designing reusable assignments. During the presentation, we will be examining how to apply the 5-step course curation strategy when creating reusable assignments. Moreover, it is important to ensure all course materials and content are accessible and meet diverse learning needs.
How do you keep up with course quality and revisions after the initial development? Learn how a team of instructional designers developed and implemented an asynchronous Redesign Cohort to assist and educate instructors on how to redesign their course so that students continue to get a high quality learning environment.
A virtual gala celebrating the 2020 OLC Fellows and the winners of the 2020 OLC Awards, focusing on the impactful and innovative work occurring across the field of online, blended and digital learning.
The OLC Awards Gala marks a night of virtual splendor and ceremony as we celebrate the achievements, elevate the innovations, and honor the commitments of this year’s OLC Fellows and award recipients. With over 20 distinct awards to distribute, we are privileged to have these leaders join us on the virtual stage as we thank them for their dedication to quality online, digital, and blended learning, and engage them in dialogue on their perspectives on what’s to come. In line with the celebratory nature of the session, we invite you to select your most festive Zoom background, prepare a celebratory beverage or snacks, and join us for an enlightening evening filled with accolades and provocations featuring some of the amazing individuals in our field!
Join us for some quiet time to decompress, reconnect mind and body, and practice some self-care as we turn our focus inward for a short while. Mindfulness has been defined as a practice of "bringing one's attention to the internal and external experiences occuring in the present moment" (Baer, 2003). Clark Shah-Nelson will lead this guided mindful meditation session geared toward centering ourselves on higher levels of consciousness so that we can experience OLC Accelerate Virtual Conference in a 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.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Wiley Education Services to learn about the services we offer to support your college or university's online learning efforts. We would appreciate the opportunity to explore your goals and ways we can architect solutions to meet your needs.
Educational institutions today face increasing challenges of building up capacity to expand their online programs. Some have turned to “fee for service” option as an alternative to outsourcing to an OPM. Join us as we share and discuss our experience with integrating fee for service model with our in-house resources.
Session Takeaways: Audience attending this session will be able to discuss the benefits of leveraging an internal teams with fee for service partner to course design and development. They will see how trusting outside partners could add value to the work of an in-house team. Additionally, they will be able to articulate how beneficial it is to develop long-term relationships with external partners by setting goals and working together to meet them. Lastly, they will be able to evaluate whether this approach is appropriate for their institution.
Faculty identify barriers to teaching informatics which prevent them from preparing the nursing workforce to have the computer and information literacy skills necessary for nursing practice today. We studied faculty informatics competencies, identified faculty informatics needs, and will share creative methods to increase faculty informatics competencies.
Presenters will provide data from research at their college revealing a confidence gap in language abilities between multilingual and monolingual students. Since confidence is an affective challenge in online learning for multilinguals, presenters will share a survey that instructors can use to make one of their courses more linguistically inclusive.
The US Department of Education has approved a major overhaul of regulations relating to distance education. This session will provide participants with an overview of those regulations related to regular and substantive interaction requirements for distance education as well as student authentication requirements.
Have you been looking to increase student engagement, while creating compelling content within your discussion board? Harmonize can help you do this! Harmonize is an LTI-compliant discussion platform that seamlessly integrates into all major Learning Management Systems, elevating your experience and the tools available. We will be reviewing using rich media (e.g., images, video, text, audio), Speedgrader integration, analytics, reporting, and more.
In this session, we will conduct a short exercise to explore several types of escape room activities for active learning, use a development framework to design a short instructional escape room, and discuss ways to incorporate them into an Learning Management System to supplement instruction and assess learning.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Ryan Lufkin, representing our sponsor Canvas, will lead off with a chat discussing how the Canvas Learning Management Platform simplifies teaching, elevates learning and empowers student and institution success. Join us and share your Canvas stories.
The Doctoral Degree Coach™(the “Coach”) is a digital planning tool with several features designed to support student progress and successful completion of the doctoral capstone. The focus of this session will be a demonstration of the tool and preliminary findings relevant to student progress and their connection to its use.
Empathy mapping and design thinking provide a glimpse into the mindsets of learners. This session will provide learners with an opportunity to explore the value of embedding empathy into e-learning experiences by starting with empathy mapping and Universal Design for Learning as tools for designing for all online.
The impact of COVID-19 on higher education has been devastating. Universities across the United States were forced to make a difficult decision: close or move fully online almost overnight. Two administrators will share the story of how their University dealt with instructional continuity using online learning during a global pandemic.
In a recent survey in collaboration with OLC, Cengage, Bayview Analytics and other leading organizations, faculty and administrators ranked the need for help for teaching online among their greatest needs due to the COVID-19 pandemic. Cengage and OLC embarked on a partnership to meet this need and expand professional development to support the agility and flexibility required in today’s world. In this session, you will hear from OLC-certified Faculty Partners about Cengage’s partnership and the resources available today. There will be time for open discussion at the end of this session.
Adaptive learning systems require continual assessment to predict student knowledge and create pathways. Sufficiently varied questions are needed in order to measure learning beyond memorization and to promote academic integrity. This workshop will provide strategies to generate a large number of possible questions with efficiency through banks and variables.
Mad Libs are fill in the blank stories. Participants will choose words, parts of speech, as directed, to fill in the blanks in a create-an-interesting-bio exercise. The result is a creative and fun take on the professional bio that is sure to help you stand out at your next professional event. First rule about Mad Libs Bios: Don’t look ahead! It spoils the fun.
The need for internally developed, employee focused online training and development is essential to ensure employees are equipped and empowered. The purpose of this qualitative, program-effects case study was to understand instructors’ perceptions, determine the effects of institutional online training and development, and understand current program successes and failures.
Learning is no longer confined to a predictable, systematic, and linear process since the emergence of distance learning, smart technologies, and now, COVID-19. Learning is often fluid within a complex and chaotic educational system. An educational system is continuous, dynamic, evolving, but not predictable to be labeled chaotic. However, with the emergence of COVID-19 for some seasoned traditional faculty with limited knowledge and use of smart technologies for distance learning, created disruptions and led to chaos in spring 2020 for those who prefer a face-to-face setting. For traditional programs, COVID-19 caused a paradigm shift that required instructors to adopt and adapt innovative instructional practices using smart technologies to create an active learning environment. In this workshop, chaos theory and effective instructional strategies are presented that may offer new opportunities for teaching and student learning for faculty unaccustomed to an online environment.
This presentation will outline the importance of aligning competencies with courses and course assignments. Presenters will detail strategies of how to align competencies through detailing experiences of a two-year competency alignment project. Session participants will develop a draft competency alignment map of their own program or courses.
To rapidly transition to remote learning, we assembled a course containing pre-built example assignments and assets. By importing these resources, even inexperienced faculty could quickly convert courses and events to a remote format. In this session, we will share details of our plan, assets, and benefits of the format.
Session 1 of the ID Summit will begin with a panel discussion on a range of topics including instructional design during the Covid-19 pandemic, new frontiers in instructional design, diversity, equity, and inclusion in instructional design; and resources for advancing your knowledge and practice. Join us for this dynamic conversation with our expert panelists!
Multiple sesssions of dissertation chair training have been developed and implemented.
We will discuss the process of providing this training and what content we shared.
Also, a discussion on the methods of virtual faculty training will be explored.
In this “Pivot Game” session, attendees will be arranged in small groups to redesign a residential learning activity given a challenging scenario, learning objectives, and a randomized set of variable constraints. The learning activity must pivot to an online or blended learning activity while fostering or maintaining human connections.
The sudden non-negotiable shift from face-to-face, to online instruction in our courses, made it clear that our ID team needed to trade the uncontested, venerable “backward design” (Understanding by Design) framework, for something much more flexible and faster. This presentation traces our journey, and points to a new destination.
Learn about a new partnership between OLC, QM, UPCEA and WCET. This panel session will talk about the work we are doing and special initiatives this group will tackle. Come prepared to talk about what online learning issues are important to you and help us identify areas of focus.
We have seen more student privacy concerns in the last six months than in the last 12 years combined. In this session, we will outline four reasons we believe students have become more vocal about privacy, considerations for universities and colleges to address, and what we have learned from our own experience.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. With COVID-19, we have seen an increased awareness of and interest in student privacy. Understandably, students feel forced into digital learning and are not always comfortable with sharing personal information online, especially when it comes to online proctoring. As the world’s largest online proctoring provider, ProctorU created The Student Bill of Rights to communicate a commitment to student privacy, not only for ProctorU but for our industry. Join coffee talk host and ProctorU founder, Jarrod Morgan, for an informal discussion about student privacy and The Student Bill of Rights. Did we cover what students care about? Do you have suggestions on how to improve it? Any and all feedback is appreciated! To review The Student Bill of Rights prior to our Coffee Talk, please visit Studenttestingrights.org.
Did you only have a few weeks or days to turn your whole school online? Let's talk about how quickly your institution is prepared for the next big crisis because it will come sooner or later. Do you have a team yet?
In Session 2 of the ID Summit you’ll choose one breakout topic to explore in two parts. First, your breakout group will brainstorm ideas and share resources about your chosen topic/prompt. In the final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
After the shutdown due to COVID 19 virtual patient simulation became a necessity for student success. In this session we will show you how we created immersive environments for virtual reality simulation and how we addressed the need for students to be able to have these experiences from home.
Tyton Partners and Digital Promise surveyed faculty and students on the transition to remote learning. Student insights from the spring highlight challenges they faced and practices they responded to. Faculty responses from the spring and summer showcase how institutions responded with training and resources in preparation for the academic year.
This proposal explores alternative pedagogy that leverages online writing classrooms as training sites for future remote employees. We propose using non-traditional strategies, such as cognitive modeling and collective feedback, to align the ways we teach the writing process to that which students will engage with as the future remote workforce.
Being an effective and positive leader is challenging, even when times are certain. Leading in a time of uncertainty can be downright scary. This lightning talk explores how seven key components of servant leadership can assist leaders in leading during times of uncertainty.
Get a concentrated dose of Accelerate experience with OLC Live! hosts Jenae Cohn and Nate Angell as they lead a cross-cutting discussion with presenters and participants focused on this year's conference themes:
Excitingly, this year for OLC Live! we’re trying something new. Hosts Jenae and Nate are sourcing our guest interviewees right from the amazing group of presenters and audience members as a way to stay responsive to the discussions actually happening during the conference. You can help them identify engaging and provocative speakers by completing the OLC Live! nomination form: http://bit.ly/OLCLiveNomination .
Today's focus will be on humanizing and practicing empathy in online teaching and learning. We welcome the following guests:
Join OLC Live! daily to hear from those presenters and audience members who have been identified as impactful during sessions for additional insights!
In Part 3 of the ID Summit you’ll continue exploring the breakout topic chosen in Part 2. In this final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
With a framework of disruption innovation, this session addresses a study of the COVID-19 remote teaching experience of faculty at a mid-sized, private university. With over a 25% response rate, these faculty members’ stories of struggle, vulnerability, and innovation invite discussions of how to best support faculty in the future.
In a panel-style discussion, academic leaders across a diverse set of institutions will share their experiences preparing and supporting their faculty through microcredential courses addressing evidence-based teaching practices, with a particular focus on online teaching. The panelists will share how they leveraged these flexible, short online courses to efficiently scale their institutional efforts.
Tableau can help visualize and understand educational data. This workshop will share dashboards that showcase the student experience and program/course quality using Tableau. In this workshop you will create dynamic dashboards you can replicate with data from your courses and institution, such as surveys, grades, and curriculum maps.
Note: Participants should have Tableau Desktop or download the trial version prior to the workshop.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. In this session, Marie Vans will take you on her Journey as she developed a course and curriculum model that allows students to build out their own Social Learning Experiences using the power of immersion in Virtual Reality to enhance learning through engagement. Marie will help us all understand that we don’t have to be a technical wizard to get this type of class started and will share her outline, process, and key insights with all attendees. A must for anyone looking to start VR Learning programs for their Students and/or Faculty.
The COVID pandemic crisis has not resulted in sustainable change to online instruction. MERLOT/SkillsCommons and O’Donnell Learn will showcase their Purposeful Learning Framework and Capability Maturity Model for strategic and sustainable transition to quality online instruction and provide examples of how they are implementing this change management framework to help institutions improve the online learning experience.
At Clovis, faculty are required to complete a certificate course in online teaching before becoming eligible to teach online. Faculty engage in backward design both in going through the course and in designing their own online courses. This highlights the importance of creating unit objectives and aligning assessments with them.
This session focuses on improving critical thinking and analytical skills of students in Doctor of Nursing Practice programs through the creation of a writing across the curriculum plan. Strategies promoting professional maturity among DNP students with writing, concept development, and faculty development sessions will be presented.
Through the Every Learner Everywhere Partnership, the Online Learning Consortium (OLC) and the National Research Center for Distance Education and Technological Advancements (DETA) have completed a review of research done in online and digital learning at minority serving institutions and/or community colleges, with a focus on Black, Latinx and Tribal population outcomes. Come join us and learn about our findings, hear about the next steps in our process, participate in future research, and continue the conversation in equity and inclusion.
Online education provides flexibility for most, but skills-based education has largely been left behind due to the necessity for hands-on learning, scaffolded skill application, and assessment requirements. This session aims to explore how skills-based education can be achieved online so that all students can experience the benefits of distance learning.
This session explores the use of LMS with an innovative training approach using the TPACK model to build faculty technical skills and pedagogical knowledge while remaining contextually relevant to their discipline. It seeks to help institutions with faculty/teacher development efforts.
Join the Presenter Services Co-Chairs and Jillian Wiseman, representing our sponsor Examity, at A Very Happy Happy Hour! For this happy hour we ask those joining to spread happiness with some fun activities. Participants can share a visual image and story that makes you happy, share your happy place, or share a Zoom background that brings you happiness. Grab your favorite beverage and snacks and join us in spreading happiness and listening to live tunes. Along the way you will learn how to leverage some of the basic functionalities of Zoom for more effective online engagement (including how to change your name, how to change your virtual background, share content in the chat, turn cameras off and on, and how to change your profile photo).
Faculty make assumptions related to students, curriculum and teaching styles. Assumptions can cause both student and faculty frustration, ultimately resulting in dissatisfaction. This session will focus on how to overcome problematic beliefs/assumptions related to students, such as: this is a 100/200/300 level course, all students should know APA, etc.
In these challenging COVID-19 times, presidents and provosts look to their chief online education officer (COEO) more than ever to provide leadership and assure quality in the administration of online and remote programmatic efforts. Join this session to discuss how higher-ed senior leadership can best empower and support their COEO.
Use Canvas? You need MasteryPaths to make your course learner-centered, energizing, and personalized! Experience three differentiated learning paths that take you step-by-step through activities that allow you to imagine the possibilities in your own course, and then have access to videos that walk you through the details.
At least in a pandemic, the research isn't always right regarding what works for faculty professional development.
The shift to emergency remote instruction in the Spring of 2020 exposed how we place too many students on the wrong side of the digital divide. It is imperative we implement teaching strategies and learning solutions that promote access, inclusivity, and sense of belonging. Let’s discuss.
Faculty validation includes faculty-initiated interactions that reflect the faculty's interest in students' learning and success, interactions that lead to students feeling encouraged, and interactions that appertain to mentoring. These interactions play a positive role in ensuring students' persistence in online programs.
The Collaborative Content Design (CCD) model creates a dynamic that guides content experts through the design process in an engaged and supported manner. The model helps establish the faculty/designer relationship, then shifts to support a more collaborative design process, and culminates with a focus on student learning and engagement.
Recently, faculty pivoted quickly to remote learning. This required switching from teaching in physical classrooms to virtual spaces, using web-conferencing technology. Success in doing so depends on an understanding of the pedagogical underpinnings needed to engage learners in this setting. This session provides tips for creating a community of learners.
This study explored how life events impact time and energy available for education (interviewing 49 online students at a large public urban US university). Surprisingly, 89% of reported external stressors differed from factors students indicated impacting course outcomes. Join our discussion of these complex environmental factors possibly underreported in research.
Join Jason Webb, Syracuse University’s Instructional Analyst, and PlayPosit Co-Founder Sue Germer for an inside look at how their instructional design partnership has led to a powerful HyFlex approach, innovation, and data-driven impact.
Recent events required rapid deployment of online educational programs and spotlighted the need for online student services. Participants will use a scorecard that allows for conducting internal self-evaluation or the OLC badging process to evaluate services. The scorecard services as a springboard for discussions to improve online student support.
Preparing for and teaching online for the first time is hard, but these uncomfortable feelings will not last forever. Instructors can acknowledge this to be a terrible first time (TFT). This session will walk the audience through their ABCs to embrace this TFT in ways that lead to rewarding outcomes.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Led by Cathy Wheeler of Carolina Distance Learning, come join your peers to share your experiences using lab kits to teach your online science courses. Share what you have found to be successful as well as pitfalls to watch out for.
In response to the ongoing dialog in the online community about where online programming “lives” in an institution of higher education, CORAL research collaborative launched a study to investigate the intersection of organizational structure and academic functions of colleges and universities throughout the United States. All the results are in!
Digitally-facilitated team activities in an Engineering laboratory course will be piloted and evaluated. Researchers will measure students’ cognitive presence in synchronous team design activities facilitated via two collaboration tools: Edupad and Zoom breakout rooms. We will share the pedagogical mechanism of the remote team-design strategy and present our research findings.
This qualitative research-based presentation will highlight perceived challenges and opportunities related to requirements in the State University System of Florida’s 2025 Strategic Plan for Online Education, which calls for all new and substantively revised courses to undergo a quality certification process that follows Quality Matters course design standards.
Medical school is complex enough for students without adding the possibility of virtual courses. But an Ohio school led the way among its peers during the initial spring shutdown and found the perfect formula for a flipped hybrid fall: a rotating schedule for on-site and online students and an essential mix of streaming video and collaborative conference technologies.
Develop an implementation plan for your online course quality review and refresh initiative using OSCQR, OLC’s online course quality scorecard. Gain access to free openly licensed tools and resources to support your online course review initiative. Review best practices in online course review, and deep dive into selected OSCQR standards.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Instructional Technologists and Learning Designers are Builders. But it’s tough to do the building, making and doing when it’s hard to have access to the all raw materials. Sadly, that's a common challenge when implementing curriculum resources into online courses. Join Chris Edwards with MindEdge Learning to spend a few minutes taking about the ideal state and ways to improve this reality.
This presentation explores the problematic of crowd-sourced plagiarism on ‘study aid’ web platforms by reviewing the results of two studies to measure the frequency and kind of coursework shared from a sample university, and discussing the academic imperatives, obligations, and recourses to address the ‘underground’ crowd-sourcing of academic course materials.
An active learning community in the online classroom keeps your students engaged in their learning experience and leads to higher levels of student satisfaction. In this session, participants will examine how to build and nurture online learning communities in three simple steps of 1) content development, 2) course design on the LMS, and 3) instructor presence and how they all play a significant role in all learning communities.
Even before COVID-19 disruptions there was strong demand for mental health services at colleges and universities but a lack of clarity on how to respond to the needs of online learners. Join the next participant-driven discussion on the challenges, limitations, and opportunities for designing mental health services for online learners.
This lecture will give an overview of the Faculty Online Training course, a faculty driven initiative. Designed and presented by faculty, the course offers support for faculty designing online resources with oversight from faculty mentors, while providing best practices resources and creating a community of online educators.
Is the timeliness of student introductions a significant predictor of student success? A recent research study within the School of General Education for an online university found some fascinating results pertaining to the timing of online students’ introduction posts.
Many educators struggled with the rapid online transition with uncertainty and reluctance, but urgency necessitated change. We developed a faculty-to-faculty and student-to-faculty support and training system to help instructors transition online. Hear how faculty benefited from instructional design students’ and faculty peers’ help with the redesign of courses throughout COVID.
This presentation will breakdown Kirkpatrick’s Four Levels of Training Evaluation and how to apply this model to training programs.
In 2019, Colorado State University Dept. of Biomedical Sciences opened the first large scale VR lab in an educational setting. The lab utilizes BananaVision software developed at CSU, enabling students to interact with a true 3D data set in VR. Due to COVID-19, the lab shipped 100 HP Omen VR capable laptops and HMDs to enable distance learning for undergraduate students for the summer anatomy course. This large-scale remote VR deployment overcame barriers to learning access, while maintaining a high level of student engagement and performance.
As the world quickly transitioned to online learning, leaders are relying on simplified assumptions preventing them from optimizing the new environment. The workshop explores Bolman and Deal’s four-frame leadership model to provide participants with advance understanding of the leadership needed to move online learning forward in the “new normal”.
Have you ever wondered what goes into creating the Technology Test Kitchen? What kind of work fills the buckets of two nerds that enjoy breaking, poking, and using technology in learning? And what does a kitchen have to do with ANY of this? Join us for an insightful, we hope, look into the inner workings of the 2020 Accelerate Tech Test Kitchen and the chefs that create the delectable learning experiences in it!
This interactive session is based on experiential and experimental data captured from a in study which 1300, academically successful, men of color participated. The study considered cognitive and non-cognitive factors which contribute to low retention and high failure rates of at-potential students. The results and findings from the study informed researchers with valuable implications that have been used to drive the construction of academic, advising, and student support services to effectively and efficiently serve at-potential students without reducing rigor.
Student connectedness with online instructors is important for student learning and satisfaction. We share results from a cross-sectional survey of higher education students enrolled in face-to-face instruction forced online due to COVID-19. Responses provide insight into what students value in the online sphere and assist instructors with building connections.
This session introduces a visual approach to online discussions and combines social and educational elements to help faculty and students easily create and share knowledge and reimagine the possibilities of online collaboration and learning.
This session explores groundbreaking research conducted on the organizational structures of instructional design teams. Discover the influence of structure on the empowerment, role clarity, and leadership opportunities of instructional designers and the ideal structure for building a sustainable, scalable, and empowered instructional design team. Hear the story and lead the change!
With the dramatic effects the COVID-19 pandemic has already had on education, what are the longer-term effects on people, practices, and organizations focused on developing teaching and learning, like instructional designers, faculty developers, educational technologists, and centers for teaching and learning. What’s changed? What changes are going to persist? What will change moving forward?
Join us to hear our discussion with special guests:
This research study investigated how students were learning from each other (shared metacognition) in a blended course. Practical results will be discussed for redesigning courses to help students develop their capacity for shared metacognition using the community of inquiry framework and digital technologies.
AY 19/20 was one for the books for New Mexico Highlands University; fall presented a cyber-attack, spring COVID-19. Despite the cyber-attack challenge, it actually prepared the university for a quick technology response to COVID-19. This session explores leadership and strategic elements that ensure successful navigation in an emergency.
Drastic times call for drastic measures. In the sudden shift to “remote learning”, higher education was struck with a drastic change in instruction using blended learning through videoconferencing. Throughout this presentation, we will challenge participants to thoughtfully consider how to best measure learning through Blended Learning assessment.
Finally! Our New Assignments Builder is here! Zoom integration is available! Join us to see these new features in action. Make your online delivery more powerful in today's remote classroom.
How accessible is the technology that you use on your campus? Is your answer a confident, “I have no idea.” Let’s draw a blueprint for a more accessible campus. Accessibility and disability services professionals will share steps, tips, tricks and resources to tackle accessibility across campus to ensure equal access.
You don’t have to be a wizard to make magic happen in an online course. This workshop will introduce you to the basics of teaching online by designing a virtual environment to engage learners and bring your content to life. Universal Design for Learning, magical media techniques, and best practices in online pedagogy will be outlined as we cast spells over dull teaching methods and produce captivating educational experiences. Grab your wand and broom for an enchanted time of creativity and exploration into the world of online wizardry.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. What would you like to know about SARA - the State Authorization Reciprocity Agreements for distance education?
The session presenters will share storytelling techniques using the EMPOWER (Engage, Meaningful, Prepare, Organize, Writing, Expectations, Relevant) mnemonic to create connections with students in the online classroom. Participants will learn how to utilize the EMPOWER mnemonic in an engaging, meaningful, and relevant way in the online classroom.
The use of templates is a highly contested topic in Higher Education. This presentation will provide insight into how Mississippi State University has tackled, and conquered, the pitfalls of the template by providing highly individualized templates that meet the needs of various departments.
Is your institution struggling to prepare faculty to teach successfully online? Best Practices for Teaching Online is a faculty professional development program developed in partnership with NISOD and in collaboration with multiple higher education institutions. Come learn about this exciting program and how your faculty can benefit from national recognition!
Come join the TTK Chefs for an hour of games, technology, and chef-nanigans. Bring your liquid of choice and a whole lot of patience for things to go sideways. (Is my mic still on?) We’ll play a few games, chat about a few of our favorite technology “fantastic freebies” and have more laughs than should be allowed in any one Zoom call.
With the outbreak of Covid-19, institutions scrambled to shift to remote learning. How did faculty cope with this transition? What could your institution have done better? We will share our surveyed faculty perceptions concerning the transition along with lessons learned that will shape future professional development and strategic response.
I teach flipped, on-site courses. I love the student engagement and high energy this brings. Covid-19 halted onsite; I had no idea how to reproduce this online. I will share what I did to recreate my energized, productive classes online using ‘presence’ and new technologies; you will participate in a demonstration.
In this session, participants will learn about strategies to teach music appreciation online, approaching diverse methods that have been used over time, as well as adaptations made by faculty who had not previously taught online but had to rapidly transition. Although music is the subject of focus, considerations for scope and breadth addressed apply to all subject areas and introduce considerations for transitioning varaious subjects online, based on research and practice.
A small community college took its online CBE Business Law class and transformed it to a student-centric, engaging, interactive class using OER, in which the students feel the instructor is right there by their side. Sound impossible? Learn about our team approach to accomplish this feat.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join CogBooks in conversation with creators from ASU News Co/Lab including Managing Director Kristy Roschke, and Editor Celeste Sepessy about their innovative MOOC. Learn their motivations for the free course, why they selected an adaptive platform, how they incorporated synchronous and asynchronous learning, and ahaa moments experienced since the course launched.
Online students should have the same access to support and engagement opportunities as their onsite counterparts however this is not always the case. Join me as I demonstrate how a tri-modal approach - programming, support services, and outreach – serves to create a supportive, nurturing, and engaging online experience.
With continued concerns regarding enrollments at institutions across the nation, the student learning experience is now at the forefront of our conversations. This session will present a new, research based framework for Learning Experience Design (LXD) which will help professionals in higher education, understand and more effectively design learning experiences.
The pandemic has presented unprecedented challenges – but it has also spurred innovation and creative thinking as institutions and providers seek to support students in a rapidly changing landscape. In this session, team members from the country’s leading online test security company will discuss lessons learned from six months of collaboration.
How prepared was your institution when COVID-19 struck? Even the most advanced online school still struggled with organizing and responding rapidly to going online. This workshop will helo institutions to create a plan to bring together a group of remarkable people to quickly address a crisis.
This interactive Lightning Talk furthers a 2019 pilot study completed for the OLC Graduate Student Discovery Program. It focuses on clearly presenting the results and conclusions of the full-scale research project so that attendees are compelled to reflect on the themes of online HBCU executive leadership and transversal leadership by generating intellectually-driven questions on leadership competencies present at their own college or university and/or development of their own research to investigate these themes as a vision for the future of online learning beyond 2020.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk with PSI experts. Grab a hot beverage and join us for an informal discussion and light networking as an interlude between sessions. Mark Musacchio, representing our sponsor PSI, will kick things off with a chat about how COVID-19 has necessitated the adoption of Online Proctoring at scale by schools around the world. We look forward to your contributions to the chat to see where it takes us!
This Lightning Talk focuses on an interinstitutional collaboration between seven universities, offering large format (250+ students) virtual interprofessional education (vIPE) experiences to their students in the health professions. Guidance on offering meaningful and highly collaborative online IPE will be shared along with assessment data and some truly remarkable student outcomes.
Decades of research demonstrate that student-faculty and student-student interactions are primary factors in student learning in higher education. Our courses -- whether face-to-face or online -- can and should be relationship-rich environments that enhance learning, motivation, and belonging for all students. This interactive session -- based on nearly 400 interviews with students, faculty, and staff around the country -- will focus on practical, research-informed approaches to cultivate educationally powerful student-faculty and student-student relationships in our courses.
Learning Experience Design (LXD) involves a holistic and learner-centered approach to the design of online courses. This session provides a much-needed framework based on learning science research and proven design principles that practitioners can use to enhance and upgrade conventional instructional design practices.
It can be difficult to engage students in an online environment. Implementing active learning activities can increase student engagement. I will review the difference between active and passive learning activities, engage the audience in an active learning activity, and present a variety of resources for attendees to walk away with.
HHMI BioInteractive provides free, high-quality videos that leverage the power of real science stories to engage students with a number of different life science topics. This Live Workshop will highlight various types of videos, including those with embedded questions, as well as active learning strategies for using these resources in online courses.
In this 10-minute PechaKucha lightning session, we will present the challenges that face 21st century instructors in the adoption and implementation of technological innovations in teaching and learning. This session will examine the challenge's educators face when pedagogy and technology intersect; and will offer some practical solutions to incorporating technological innovations into teaching practice.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. The Respondus team will be on hand to address our most frequently asked questions about online testing, remote proctoring, Respondus Monitor, and more. Join us to join the conversation!
The primary aim of the session is to provide a clear step-by-step path for course instructors, designers, and administrators who are interested in adding a quantitative social science research study to the online courses they teach, design, or manage.
Student learning retention may be much higher with micro learning, but it cannot completely replace macro learning, approach necessary in college setting as well as in the workforce, for building complex foundational knowledge. Successful online education strategy which aims for reconciliation of both learning approaches is the Milestone Peer Evaluation.
The COVID-19 pandemic caused us to quickly adapt our on-campus courses to online delivery and created motivation to adopt trends in course design and delivery to close education experience equity gaps. Explore strategies for meeting your learners where they are by focusing on mobile, flexible, micro, and personal course design.
This session will provide faculty with the theories, tools, technologies, and strategies for proactively engaging students in your online learning environments. As educators transition from traditional classrooms to virtual meeting spaces and digital classrooms, it is important to create a community of online learners through meaningful interactions and social technologies.
In response to the pandemic, countless courses moved from a traditional to remote, blended, or online format. Possibly lost in the transition is the many federal, state, and accreditation regulations that are applied differently when using a digital format. A new “Policy Playbook” from Every Learner Everywhere and WCET helps college administrators and faculty navigate the rules around digital instruction.
“It’s in the syllabus!” is the constant refrain of higher education faculty. Every semester brings a repetitive batch of student questions that have already been addressed in a course syllabus. The same types of repetitive questions arise when it comes to course assignments. Again, the instructions have been ignored
In general, a student’s failure to demonstrate comprehension of course instructions stems from two sources:
The student failed to read the instructions
The student failed to understand the instructions
It would be naive to conclude that only the student has failed here. The author of the instructions may also be at fault. Copywriting is a pursuit that’s devoted to creating compelling, reader-friendly content. When content is compelling, the learner wants to engage. When content is reader-friendly, the learner understands the written text. Most academics are not well-versed in best practices from copywriting, leaning instead towards what has been described as “needless complexity”
Guidance from three fields can dramatically improve instructional writing style. Studies in neuroscience have suggested best practices for writing for reader comprehension. Behavioral science has suggested best practices for writing that motivates compliance. And the field of technical writing suggests techniques for simplifying specialized information.
Courses designed and executed using such principles were evaluated by students. At the close of the courses, more than 90% of students in the anonymous course evaluations agreed or strongly agreed with the statements that described the course as clear, understandable, and well-organized.
Join us as we discuss and dissect our approach to prioritizing pedagogy in a pandemic. We will highlight our 4 week facilitated bootcamp for faculty across two campuses, lessons learned, and next steps for scalable, continued professional development opportunities grounded in evidence-based practices.
A virus has become the most significant driving force of medical education transformation. It has blended learning in medicine at an unprecedented speed. In this panel, the educators from different medical schools discuss the changes, challenges, lessons learned; and thus shed some light for optimal blending in the future.
We’ll discuss the challenges facing higher education during these tumultuous times and how Canvas is working with our customers, partners, and community to shape the future of education.
Here is your chance to participate in the online learning version of Family Feud! This game is modeled after the TV show and will give you a chance to introduce yourself and then play with your team. Watch connections grow as you work together as a team to get all of the answers for each category!
This session will reflect on key online education leadership lessons learned during the spring and summer of 2020 due to the impact of the COVID-19 pandemic. Although these lessons were particularly applicable during the pandemic, they remain relevant going forward for anyone working in higher education.
When the COVID-19 pandemic struck the U.S. during spring 2020, U.S. colleges and universities had to respond in new and creative ways. Thrust suddenly into the spotlight as the savior of higher education, online learning had to quickly scale and support faculty and students at a level never seen before.
This session will reflect on several key leadership lessons learned through the process of navigating the challenges of the pandemic, with an emphasis on those that will remain relevant even in a less unprecedented context.
The speaker’s institution (UCF) will be used as a case study in order to illustrate examples of the leadership lessons, but attendees will also be engaged to share their own experiences.
Session outline:
-Introduction
-UCF context, including pandemic migration statistics
-Leadership Lessons:
--- Communicate, Communicate, Communicate
--- Be Flexible
--- But Know Your Non-Negotiables
--- Create Urgency
--- Set an Example
--- Capitalize on New Opportunities
--- Be Human
Each of these lessons will be expanded upon and illustrated with examples. Attendees will be invited to share their own examples and to add to this list with their own leadership lessons through a structured discussion.
Blended learning and collaborative virtual reality are key in the future of education. Join us to learn how to achieve long-lasting, practical, and experience-based learning focused on developing competences and student engagement.
Interested in supporting a diverse student population? The student population of our online program reflects considerably more racial, generational, and professional diversity than our university’s broader demographics. We will share the systems we developed to support the diverse student body in an online setting, including mentorship from program staff and individualized writing support from a departmental writing center.
It is important to help motivate students to reach their highest potential. Before this can be done, faculty need to have the drive and determination to be the best role models to enhance academic performance. Suggestions on how faculty can stay motivated during a pandemic will be discussed in this presentation.
Learn how you can add collaborative annotation activities to teaching and learning in any discipline to enable students to engage with course materials, teachers, ideas, and each other in deeper, more meaningful ways.
Are you being watched? Is your data being collected with permission you didn't realize you authorized? What kind of culture do "Nanny Cams" foster? At Northampton Community College, we've built a state of the art "Smart Apartment" to answer these questions. As Builders, Breakers, and Defenders, students in programming and computer courses learn how to address security issues created by poorly designed data sharing sevices. Other courses like Philsophy, Psychology, and Sociology address issues relating to the ethical use of these devices in every day places. In this engaging & interactive presentation, participants will learn about the Smart Apartment while learning about their own risk taking in this modern world of 20/20, 24-7 surveillance.
Explore practices and technologies for online teaching and learning with OLC Live! hosts Jenae Cohn and Nate Angell as they go beyond the sales pitch with Jarrod Morgan, Founder and Chief Strategy Officer and Ashley Norris, Vice President for Academic Affairs, both of OLC Accelerate 2020 National Titanium sponsor ProctorU.
Amid a pandemic and difficult conversations about race and equity, we face a pivotal moment in higher education. By amplifying voices of Black, Latinx, and Indigenous students, poverty-affected students, and first-generation students, we can improve faculty practices and improve student outcomes. Join Every Learner Everywhere Director, Jessica Rowland Williams, PhD, and a panel of students who are a part of the GlobalMindED 2020 Leadership Class and the Equity Project, for a discussion on how advances in digital courseware paired with evidence-based, equity-first, innovative teaching can better serve today's students.
Student panelists:
Universal Design for Learning (UDL) was created to remove barriers to learning. The emergence of instructional technological tools coupled with the principles of UDL has opened up new opportunities to reimagine the traditional approach to hands-on education (courses with studio or lab activities), within a virtual environment. Such a transition offers solutions to common problems with this mode of education, as well as creating an inclusive and diverse learning environment. Come to this interactive presentation to learn some best practices and discuss ideas to support your own teaching.
The syllabus communicates critical information students need to revisit throughout the semester. This presentation provides an overview of how an academic department and an instructional designer developed a visual and accessible syllabus template. This presentation will also offer tips on developing an engaging, visual and accessible, student-centered syllabus document.
Online graduate students face unique challenges as they often must juggle school with work and families. To support students holistically, and help students develop non-cognitive skills for persistence, an online open access mindfulness course was developed. This presentation will elaborate on the course design and the findings from the study.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Rhonda Blackburn, PhD & President of the United States Distance Learning Association (USDLA) and Marcus Popetz, CEO of Harmonize as they discuss how to increase student engagement in online discussions. During the session they discuss best practices, lessons learned and specific tactics that can be used create welcoming and engaging online discussion.
As distance learning became the new “normal” across the world, COVID-19 unveiled a key component of the online student experience: sense of belonging. In this session, participants will learn what COVID-19 revealed about student sense of belonging and how universities can improve student success and connection practices beyond the pandemic.
In the face of any disaster, we are stronger together. This presentation will discuss how we leveraged our Environmental Barrier faculty “Champion” support program to increase faculty collaboration, strengthen the online community of care, improve student support outcomes, and expand to meet the needs of COVID-19 student impacts.
How can you easily incorporate innovation into the student learning experience? Be smart with your LMS by organizing it into three simple but powerful pedagogical learning strategies. Learn how we motivated students to “Engage,” “Evaluate” and “Evolve” as we explain how the development of one professional Ethics course became a unique example of our educational framework.
This session will focus on the four research-identified types of learners. Participants will be presented with the characteristics of each learner and what learning environments and activities are most successful to them, and how instructors can use this knowledge to create a more personalized learning process for their online students.
Best practices for online discussion recommend thoughtful assignments, detailed grading rubrics, and deadlines to allow instructor feedback. These seemingly sound pedagogical recommendations ignore the social context of discussions (i.e., peer-to-peer) and the role time plays in producing them. We present data from Yellowdig partners suggesting that many existing best practices are a major contributor to, as opposed to a remedy for, poor discussion outcomes.
Months can pass between when students are accepted into an online program and when they begin. How can you use this time to learn how to best support their success? Institutions are turning to internal programs or social media platforms to connect with students. We’ll explore and share success stories.
Learn to customize your own OER Portal to help your institution move online as it delivers its workforce development programs. Learn to use SkillsCommons, the US Department of Labor’s open library of workforce development OER and MERLOT to save time and money by adopting and customizing free quality online curriculum.
Join us as we learn about the reflection process and how to add a reflective practice to your teaching practice. In this session, we will uncover the nuts and bolts of reflective teaching and practice writing short reflections weaved throughout the presentation to get you started on your reflective teaching journey.
Join us for some quiet time to decompress, reconnect mind and body, and practice some self-care as we turn our focus inward for a short while. Mindfulness has been defined as a practice of "bringing one's attention to the internal and external experiences occuring in the present moment" (Baer, 2003). Clark Shah-Nelson will lead this guided mindful meditation session geared toward centering ourselves on higher levels of consciousness so that we can experience OLC Accelerate Virtual Conference in a 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.
Finish your EdD in 3 years? Including the Dissertation? Yes! Join us to learn more about how we have organized a rigorous research process in the scope and sequence of the program and the on-campus immersion experiences, all leading to an EdD, not ABD.
Educators strive to provide high-quality experiences to their students – ones that lead to positive outcomes. Balancing the demands associated with a dynamic educational landscape with stakeholder questions about value can be challenging. This paper describes an online course auditing process to assess quality in a graduate professional program.
While institutions continually increase the amount of large-scale learning data that they collect, many faculty still do not use it to inform course-level interventions and design. Learning analytics dashboards are a common way to present this information and this session explores how institutions could grow the usage of these tools.
Initially transitioning faculty to teaching remotely was a rush job. The next step in the design process could not end with trainings only on the features of Zoom. The door was open for a more structured and nuanced approach to instructional design and for us - it proved successful.
When integrating external resources in a course conversion, it will come with successes and struggles. In this session, we will work to reframe the pitfalls into best practice ideas that can be faced when working along with a vendor or stakeholder outside of your organization.
How do you know if you have a quality online learning program? What steps do you need to take to create an effective environment? If you don’t know the answers to these questions, do you know where you can go for help? In 2018, OLC released the latest update to the Quality Scorecard for the Administration of Online Programs. In this session, you will learn how this scorecard can help you understand what steps you need to take to build quality into your program through the use of current best practices.
The COVID19 pandemic has produced datasets and statistics on a world-wide scale and yet also on a more personal local scale. By connecting authentic real-world data in online math discussions, non-math major students can learn mathematical understanding and meaning to the incomprehensible changes resulting in our world from this pandemic.
Just as learning isn’t one size fits all, teaching with digital courseware shouldn’t be either. Learn how CogBooks has created the most flexible adaptive courseware ecosystem that empowers instructors to teach their course their way, and still experience the benefits of adaptive learning technology for their students.
While we don’t have a crystal ball, we can take what we’ve learned and experienced as we look towards the future. Let’s talk about it! Some questions we might address:
Teachers were given a moment’s notice to move instruction online as COVID-19 swept across America. What have we learned from this experience, and where do we go from here? This session serves as an opportunity to explore both of these questions in the context of research and participants’ personal experiences.
As part of the research arm of the Online Learning Consortium in conjunction with our sponsors Every Learner Everywhere, HHMI BioInteractive, DigitalEd, and Carolina Distance Learning, come learn about a year in postsecondary Online STEM Education. From September 2019 through September 2020, the STEM Survey Working Group has been collecting data through focus groups, mini-surveys, conversations, presentations, media flow, and discussions. We have been able to follow the changes in online STEM education pre and post the COVID-impacted world of digital learning and will inform you of any questions that have changed and which questions have stayed the same over the course of a pivotal year in online learning. Come join us to learn about and discuss our findings before the long-awaited release of the National Online STEM Survey.
In 2017, we turned to technology to engage the students who have limited and inflexible time but have greater success with live instruction. In 2020, post-pandemic, we shifted our focus as the technology allowed for a seamless transition to quarantined life. Learn how pre-pandemic planning prepared us for post-pandemic emergency.
This interactive session will guide attendees through an array of best practices for identifying, designing, and implementing eService projects with virtual teams. All attendees will receive a toolbox of eService resources to assist with establishing a strong foundation of eService within their teams or departments.
Ever really want to know what’s inside the minds of those folks usually standing behind the tables in the Exhibit Hall? Sit them down for a candid Q&A about their mission, vision, and purpose? Or dig in to some of the perplexing ways that partners/vendors and institutional leaders interact with one another? In this session, you'll get to to just that ...
Book Creator is an app/online tool that allows students to create digital presentations. Book Creator scores high for accessibility and is a rare tool that can be used with any age- from very young children to adult learners. Come learn how to use this tool to increase student engagement/participation.
Book Creator can be used to publish materials to an authentic audience, engage reluctant writers, demonstrate understanding and promote collaboration among students. This free, online, accessible tool has a simple interface for navigation. Participants will learn how using this tool is beneficial for their classroom practices and for their students. Discussion of best practices for implementation, use and assessment will also occur during this session. Participants should have an Internet Enabled device like a laptop or desktop available so they can create books.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. In this session, led by Dr. Caitlin Runne-Janczy of Science Interactive, we'll discuss the challenges faced when bringing the science lab online, how Science Interactive works to make the transition easier, and the future of laboratory courses.
Extraverts and introverts learn, process information and form relationships in fundamentally different ways. This has an enormous impact on learning but is seldom considered by faculty, instructional designers and students. Come and explore ways to support introverted and extraverted students, as we redefine learning for the future.
Participants will learn how our blended faculty development Academy was established, the Canvas attributes used in developing the modules for the Academy, how we constructed field experiences centered on Canvas modules, and how the field experiences assisted Academy Fellows in designing their e-Learning case study for students.
To increase enrollment, a program revision and course alignment were completed. Linking industry competencies to course activities provide students with increased job opportunities upon graduation. This presentation describes the integration of the competencies as well as the successes, challenges, and opportunities from developing a competency-linked online graduate program.
Faculty new to teaching online may not be aware of the myriad federal policies that impact online education. This session is an overview of the most important federal policies that impact the delivery of online education including accessibility, regular and substantive interaction, and the difference between correspondence and distance education.
Using a digital cross-national collaboration, we examine teacher educators’ learning in four teacher education programs across two countries. We will highlight how using an online platform as a productive teacher education space, will enhance ethical and in-depth learning, and challenging norms for preservice teachers.
In the last decade, innovations like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education. Then came COVID-19, causing a rapid acceleration of the adoption of these kinds of technology and new pedagogies in under a month. The next wave of disruption to higher ed will not come from more technology to incorporate into teaching, but will be caused by the existence of advanced technology in the workforce. The existence of technology like AI will force us to alter the content we teach, how we assess, and how we design programs, modalities, and curriculum in order to stay relevant as educational institutions.
Blended learning has been increasingly explored by institutions in response to the recent challenges brought on by COVID-19. This presentation will focus on how blended learning can address the challenges faced by higher education beyond the pandemic. Models of blended instruction that promote student success and retention will be provided.
Faculty researchers share preliminary results of their study investigating transformational aspects of teaching during the recent pandemic. The study explores how transitioning to online teaching opened an opportunity for faculty to rethink their ideas about teaching and negotiate new ethical challenges. Results and experiences will be discussed with the audience.
Title IX of the Education Amendments Act of 1972 regulates discrimination, harassment, and retaliation on the basis of sex in all educational programming, including the online learning environment. Faculty and Administrators can benefit from understanding the application of Title IX regulations to online program management, learning management systems, and the virtual classroom.
We will explore Honorlock’s student-centric approach to remote exam proctoring and our exclusive features designed to protect academic integrity, including Mobile Phone Detection, Search and Destroy, and Live Proctor Pop In.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Brock Ostertag, representing our sponsor Mediasite, will kick us off with a chat about distance learning and planning for the future in a new virtual world. We look forward to your contributions to the chat to see where it takes us.
Instructional Designer is my title – but it is not what I do. My actual role is Technology Enabler. In this session I describe the role of technology enabler, the potential impact on the organization, and the benefit to the bottom line for including a technology enabler in your organization.
Are you ready to tackle the next great Instructional Design Challenge? Join us in this Escape Room Interaction to gain new ideas of how to apply project management strategies and critical thinking skills to develop high quality courses amidst epic obstacles! Collaboration, Creativity and Communication is highly encouraged.
The transition to online education has been chaotic for schools and teachers across the nation. The lack of funding and subsequent lack of support has put the otus on teachers to provide an online learning environment that maintains the rigor and support previously provided. This presentation will discuss tips, strategies and tools that teachers can use and implement right away to ensure a meaningful learning experience for students.
While institutions moved toward remote learning in response to the unprecedented pandemic, many institutions found the transition fraught with unexpected challenges. This timely session provides administrators and leaders with a model for evaluating institutional readiness for the development of successful distance education programming and offers practical suggestions for implementation.
The spring and summer of 2020 was not only a time of upheaval and uncertainty. It was also a time when higher education’s helpers rose to the occasion. Educational developers, administrative leaders, instructional designers and faculty all rallied around the common cause of bringing continuity, support, and even a dose of hope to students around the world. This lightning talk draws on the presenter’s experiences creating practically-focused guides to emergency remote teaching during the COVID-19 crisis, with an invitation to reflect, share our lessons learned, and go forward as a stronger and wiser profession.
Explore practices and technologies for online teaching and learning with OLC Live! hosts Jenae Cohn and Nate Angell as they go beyond the sales pitch with Ryan Leer, Vice President, Strategic Accounts of OLC Accelerate National Titanium Sponsor Examity.
Want to connect with other conference attendees while playing games and winning prizes? Join us for this final Week 1 session, meet new people and play bingo!
Join us for some quiet time to decompress, reconnect mind and body, and practice some self-care as we turn our focus inward for a short while. Mindfulness has been defined as a practice of "bringing one's attention to the internal and external experiences occuring in the present moment" (Baer, 2003). Clark Shah-Nelson will lead this guided mindful meditation session geared toward centering ourselves on higher levels of consciousness so that we can experience OLC Accelerate Virtual Conference in a 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.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Honorlock’s experts, Dee Bohne and Estelita Young, along with your fellow peers in discovering what were some of the biggest hurdles to overcome in Spring semester and what lies on the road ahead for online learning.
Note: Honorlock will be providing a $5 virtual Starbucks gift card to anyone that drops in and participates in our coffee networking session. Come join us!
Come and test your awareness of neuromyths and evidence-based practices related to the brain and learning. Using six Mind, Brain, and Education (MBE) principles as a framework, this interactive session will share findings and research from an international OLC study that included instructors, instructional designers, and professional development administrators from online, blended, and onsite education programs across public, private, and for-profit institutions. Panelists will discuss predictors of awareness of neuromyths and evidence-based practices. Leave with innovative MBE strategies and extensive resources to support student success.
Most teachers have limited experience with digital games when it comes to integrating them into the classroom. This session covers the design and development of an online professional development on gamification for K-12 teachers. Findings from teachers’ perceptions on video games are used to guide the PD content.
Virtual learning has and will continue to be in demand given the current world health climate. Join us for a strategy-rich, mini-workshop sharing successful approaches to online math discussion forums that include authentic real-world situations, teamwork and plagiarism-reduced, quality content-specific conversations.
It takes a campus community to promote student success. This presentation addresses competency-based degree plans and application-based capstone courses for undergraduate university students. Examples of competency-based degree plan, use of open educational resources, and capstone courses will be discussed. Included in the discussion will be prior learning assessment courses and the role of faculty as mentors. Testimonials from learners are provided along with a model for designing an effective capstone course for undergraduate adult learners.
Purposeful learning design is at the core of effective learning experiences. Join this session to learn how the faculty at this college partnered with designers to bridge the gap between learning design and teaching.
Join us to learn how to develop a series of narrative prompts and rubrics that will guide students through the inquiry cycle of experiential learning and effectively reflect on their learning. Participants will leave with a copy of a workbook and strategies for assessing engagement experiences.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Mark Pedrelli and Danielle Walker of Examity to discuss how can we create useful and consumable experiences for novice online learners? How do we address an audience as vast as the global learning environment itself? Join us to discuss design considerations for an audience that ranges from the reluctant remote learner to the experienced lifelong learner.
This presentation will explore how a faculty member of a fully online course develops culturally responsive instructional design of asynchronous and synchronous content within the context of a multicultural counseling class. Implications for engaging pre-service counseling students at an Historically Black College and/or University (HBCU) will be delineated.
In this presentation we share our institution’s multistep process to document existing implementation of HIPs and establish systematic processes to promote their inclusion in courses including online and blended modalities. During the session presenters and attendees will co-create a resource and recommendations document that will be available after the session.
You’re busy and quickly become inundated by requests from students and administrators. So why not take advantage of the most powerful tool at your disposal – your LMS?
Join me as we walk through the incredible tools Brightspace offers to improve efficiencies and increase engagement, all while providing personalized learning experiences!
Presenters will share an innovative process developed by an online nonprofit college to create an interdisciplinary suite of courses to be taken by all incoming graduate students across seven academic degree programs. Attendees will have an opportunity to apply the process to create a vision and framework for an interdisciplinary course.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. The role of content in higher education has been shifting and changing as the world adapts and adopts digital learning. Along with it, the role of course material providers has expanded beyond content into services tosupport thea digital experience. In this open discussion, Lauren Dietz with Cengage will share how the company responded to the shift in course materials delivery needs during 2020 and hear attendees perspectives on the role of the course materials in 2020.
This session will draw on the Model for Equity and Evidence-Based Teaching to explore ways faculty can take an evidence-based approach to identify and implement pedagogies that foster high impact or deep online learning experiences for students.
While instructional designers are not accustomed to being the subject matter experts in a conversation about programs, reframing centers of instructional design as places with academic and professional expertise reveals in-demand skills and knowledge. Learn how to identify innovative programming opportunities for your institution while supporting instructional designers’ professional development.
Visual analytics can showcase trends in student course evaluations. However, building a dynamic dashboard is only effective if the survey is designed with the right questions. We will discuss visualizing course evaluation data to shift thinking from assessing instructors, to assessing teaching and learning for online classes overall.
Federal regulations require notifications for programs leading to professional licensure, regardless of modality, to ensure students are making informed decisions about institutions. Does your institution have a plan to track students, research requirements, and provide required notifications? Join us to discuss the development of an institution compliance game plan.
Come join other conference attendees and create an OLC Accelerate game plan for Week 2 and post-conference. During this power hour, the OLC Field Guides will be present to suggest interesting presentations and activities, train you on the use of the OLC site/mobile app, and show you Engagement Maps. We’ll also discuss ways to participate virtually–including Slack and Twitter! Meet old friends, make new acquaintances, plan your schedule. We can’t wait to see you there!
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join us for a discussion on how the current economic landscape has accelerated the need for higher education to evolve and adapt in order to meet the needs of adult learners looking to re-skill or up-skill as they look to transition careers or re-enter the workforce.
Synchronous online teaching can effectively address the challenge of personalizing the online learning environment by facilitating live interaction among students and instructors. Let’s explore how to design and deliver a synchronous online class that will optimize the use of live sessions, while still maintaining the flexibility of online instruction.
Come to hear the story of how an instructional design team has shifted from a rigid one-size-fits-all course development process to an agile menu of services, making their department more accessible to the faculty and staff of their college.
Engaging freshman students in a relevant authentic learning opportunity utilizing technology and resources to develop critical thinking and problem solving skills is useful throughout a student’s college career and increases the likelihood of graduation. We developed a seminar building student confidence and preparing them for the demands of college rigor.
When dealing with Covid19, IE Business School introduced a new pedagogy and blended learning approach: the Liquid Learning (see https://www.ie.edu/building-resilience/liquid-learning/#). During the lecture we will explain the new blended approach and how we made the transition to the new pedagogy and make it work for 7.000 students and 300 faculty members in 5 months.
PSI’s human-first approach to intelligent Online Proctoring assures students that their personal information is secure and their privacy respected during every phase of their testing experience.
This workshop, featuring original reserarch, an expert panel discussion and attendee Q&A, will assess the status of online higher education in the wake of Covid-19, and discuss prospects for online to do more to address core access, cost and quality challenges.
We'll explore ways that online educators can incorporate Universal Design for Learning (UDL) philosophies into their online teaching. We'll consider strategies for encouraging accessible learning design and will discuss ways to push accessibility conversations forward in higher education. What opportunities exist when discussing UDL in online learning?
Get a concentrated dose of Accelerate experience with OLC Live! hosts Jenae Cohn and Nate Angell as they lead a cross-cutting discussion with presenters and participants focused on this year's conference themes:
Excitingly, this year for OLC Live! we’re trying something new. Hosts Jenae and Nate are sourcing our guest interviewees right from the amazing group of presenters and audience members as a way to stay responsive to the discussions actually happening during the conference. You can help them identify engaging and provocative speakers by completing the OLC Live! nomination form: http://bit.ly/OLCLiveNomination .
Join OLC Live! daily to hear from those presenters and audience members who have been identified as impactful during sessions for additional insights!
Online graduate nursing programs have increased over the past decade. Busy healthcare professionals are required to complete major projects during the program. Obstacles and crises often develop in the student’s practice settings with faculty guidance needed toward possible solutions. This session explores communication innovation during expected and unexpected coronavirus times.
Technology disruption in education has given it a sturdier platform in the last few years. Management education today is can be bundled and customized with an emphasis on metacognition, competency-based learning, gamification, and sustainable pedagogy. The education needs to be streamlined with employability skills without simply providing a traditional education degree with scanty employability skills.
What if you had the tools to draw students into a learning adventure of their choosing? The Hy-Flex modality allows faculty to creatively customize the student learning environment by leveraging student-centered teaching. This method involves creative assignments and multiple pathways to promote diverse student learning experiences while maintaining rigor.
Engage, Explore, Explain, Elaborate, and Evaluate are words that appear simplistic for designing science lessons, but they actually help instructors and designers utilize Conceptual Change Theory to uncover learner preconceptions and misconceptions, which are very difficult to change. The 5Es provide the conditions to modify them to more scientific ideas.
A personal reflection on the rapid transition from traditional classroom teaching to the COVID19 pandemic pivot that was required in March 2020. With my 10 years of online teaching experience the transition was full of lessons.
Join a team and work together as you scramble to collect items for this virtual scavenger hunt! Race other attendees and see which team will complete their list first to win a prize. The hunt is on!
This mixed methods multiple case study analyzes students' perceptions of their in-person flipped class experience that transitioned abruptly to an online-only experience during the spring semester of 2020, due to COVID-19. Each of the four cases presented will highlight students' sense of course satisfaction, course engagement, and cognitive learning.
As COVOD-19 hit New Orleans hard in March, our workshop was almost ready to pilot. We quickly altered it to facilitate faculty course development for rapid transition from face-to-face delivery to online. Come hear our experiences from several perspectives: online faculty professional development, course development and delivery, and quality metrics.
Today, leaders have been thrust into a virtual leadership role, virtually overnight. For some this is a short- term situation; for others, leaders now find themselves in unchartered and uncomfortable waters. This presentation will provide scholarly research and best practices for virtual leaders to assist them in making this transition.
Considering today's overstimulated lifestyle, how do we engage busy learners to stay on task? Join this session to discover current efforts in implementing ubiquitous educational opportunities through customized interests and personalized learning aspirations e.g., adaptive tools, AI support communities, and memory management systems.
Apply proven practices to reduce the cost of course materials, move online with open educational resources, and open innovation on your campus by leveraging a trusted community of leaders. MERLOT and SkillsCommons provides products and services to accelerate innovations in higher education and workforce development.
Learn to use Rise 360, cloud-based software, to engage students with active learning. Excellent for an accelerated pivot to an online environment. Interact with our responsive material on your own device, and learn to create and export engaging content for student use with a free trial of Rise 360.
This session will describe how an Office of Blended and Online Learning implemented instructional design services at scale during an immediate pivot to remote teaching, beginning March 11, 2020. As with many higher education institutions, this department found themselves tasked with supporting hundreds of faculty members and many who have never taught a hybrid or online course. In addition, many faculty were unfamiliar with instructional design services. With only two days’ notice, how will a small department of two new instructional designers and one dean manage the workload? When the spring semester is over, how will they plan their faculty development offerings to prepare faculty for the fall, regardless of modality? These questions and many more will be answered during this session.
Would you like to learn how to create an online program with real community? Join our session to learn more about how the Ed.D.-LOC program is committed to community building as a central value proposition of the program. The recruitment and retention of students through innovative teaching strategies and rigorous academic and professional development preparation are buoyed by a program vision and faculty mission to engage all learners in a community in order to foster retention, aid in reciprocal mentoring, support students, and provide a network to foster student success in every stage of our program.
This session will share our university’s intentional approach during the COVID-19 crisis to promote quality online learning by preparing for remote instruction while simultaneously preparing for more online teaching. Presenters will discuss and compare approaches with participants while sharing data and lessons learned from our experience in 2020.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join PlayPosit Co-Founder Sue Germer for a casual conversation on the future of education following the outcomes of the COVID-19 pandemic and the role of interactive learning tools.
Using a new progressive tool to maximize clinical teaching and learning in the online environment, faculty and students are guided in the development of clinical judgment skills within simulated patient care environments. Attendees are invited to learn about the development, user experience, and lessons learned for application to their courses.
This session will speculate on the future of higher education in light of online learning developments since the COVID-19 pandemic. Specifically, it will consider how the pandemic will accelerate the development of online and blended learning in our colleges and universities. It will further examine the implications of this for faculty governance.
Online faculty consultations have the power to foster, model, and generate effective online education practices. They can exemplify the best aspects of online education; build relationships among faculty, designers, and technologists; and create community between institutional teams (IT, librarians, faculty development, instructional design, and program administration).
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
Designing quality assessments involves understanding a complicated web of factors which is further complicated by the recent rapid shift to online teaching. In this workshop, participants will rethink their current assessment strategies to improve their understanding and use of online teaching strategies and assessments in small and large classes.
In this fun story building game, you will get to interact with other people and work on building a story together. How these stories end is up to your group!
The complexities of teaching STEM online are compounded exponentially by the emergency move to remote online learning, making it even more important that we understand how to best teach and learn STEM online. This presentation provides a foundational context of the problems, complexities & issues in STEM, STEM online, and STEM in a post COVID19 reality. A review of current literature is presented, and pilot study is suggested.
While natural disasters are often in short-term academic continuity plans, COVID-19 can be devastatingly disruptive to campus communities. Beyond remote instruction and toward a deliberate preparation for online teaching, Planning Instructional Variety for Online Teaching consists of five daily webinars, focusing on course design, engagement, active learning, assessment, and accessibility.
Using technology for instruction can be frustrating. Applying various educational concepts and models — e.g., situated cognition, SAMR (substitution, augmentation, modification and redefinition) and/or TPACK (technological, pedagogical and content knowledge) — can guide decisions on proper tech tool integration. These and other theoretical frameworks enhance tech-based instructional decisions to transform learning. Participants will explore these ideas, select the proper tech tool for instruction, and be able to design a technology-integrated assignment. Several tech tools will be suggested. An example of a technology-integrated plan also will be provided.
The intent of this first session is to further explore the foundations of course design from the pre-immersion workshop. Faculty will spend some time working on their own course material to begin the process of creating an outcomes-driven course design in the APLU Flexible course redesign initiative. Faculty should come prepared with their course syllabus in order to facilitate a meaningful conversation.
Over a 3 week period, 1,000 institutions began using LockDown Browser and Respondus Monitor to protect the integrity of their online exams. Learn the rapid rollout methods they used.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Hear from OLC members who use Yellowdig to build communities for their students to collaborate and enhance peer learning. Learn first hand the capabilities of our platform by joining our OLC Accelerate Yellowdig community to continue collaborating with your peers throughout the conference and beyond.
Using a recently developed research toolkit to drive our discussion, this session will help you identify meaningful research questions, variables, measures, instrumentation and other data collection tools, and data collection techniques to more effectively understand your and your institution’s response to providing instruction and support remotely during COVID-19 pandemic.
Imagine you have come up with a plan for teaching complex content to students studying an unrelated field - and then you are required to teach it in a completely different learning environment than you had been planning for. Soon. This presentation will explore one such story’s process and results.
This presentation will exhibit innovative solutions to highlighting graduate level curriculum in a one course/three modality model, on ground, blended and online. The Instructional Designer brings a unique and streamlined perspective to representing the curriculum in one course. We will share examples of how to enhance collaboration across campuses.
The SCPS Instructional Design Department at Manhattan College supports the development needs of a professional school, such as accelerated coursework, online courses, and adjunct teaching staff. This presentation explores the reevaluation of the School’s quality assurance structure and how that structure has been updated to serve essential instructional design needs.
This second session will delve into more practical strategies that will help faculty continue to build a foundation for a compressed course redesign process. Faculty will spend more time grappling with the importance of finding a new cadence in a time condensed course. Discussions will allow for participants to determine how to create more dynamic instruction through the exploration of active learning.
This workshop will review data about importance of synchronous and asynchronous multimedia tool use in online courses to promote student engagement. A study in relation to social presence, instructor presence, and cognitive presence was conducted in order to determine if two multimedia tools were effective in increasing student engagement.
What do ice cream, 3D pens, & Barbies have in common? They are analogies used to engage faculty to improve teaching presence in online/blended courses, using innovative and memorable methods. Walk away from this interactive session with several customizable lessons to enrich faculty development & a greater understanding of teaching presence!
New to applying technology in the classroom? Unaccustomed to the technology tools available online? Looking to add elements (tools) to your mixture (courses)? Come experiment in a learning laboratory! Bring your device or follow along in this hands on interactive session.
The presenter’s doctoral study found that students who use learning contracts perceive a positive change in aspects of both their internal motivation and self-directed learning behaviors. This session will share key findings from the research and provide participants with practical guidance on using learning contracts to engage online students.
This culminating session will offer some guiding principles that will help faculty make adjustments and redeploy their course in the new redesigned format. We will specifically explore the context and audience that is served through the HBCU lens. By examining this paradigm, faculty will explore ways to shift the design of the course from a teacher centred to student centric view . Principles of engagement to support this shift will also be explored.
In this presentation, learn about ways to make the online learning process more user-friendly; Including accommodating diverse student proctoring needs while preserving academic integrity & measuring online learner readiness to identify at-risk students and proactively support them.
Research confirms: students are more engaged, learn more and have more equitable outcomes when faculty teach with evidence-based teaching practices. Pour a cup of coffee and join ACUE for an inside look into ACUE’s course in “Effective Online Teaching Practices.” You’ll come away with several practical online teaching approaches that can immediately be put to use in your own online course design and delivery.
In response to the Pandemic of 2020, many CIOs across the nation found themselves at the intersection of remote work, teaching, and learning. One institution shares their story and discusses the future of the CIO role on campus and beyond.
This session will examine research methods and continuous improvement strategies institutions are using right now, particularly as it relates to improving student engagement and increasing academic success through innovative teaching and learning strategies. Join Megan Tesene, PhD and Julie Neisler, PhD as they review the current landscape of digital learning research methodology and continuous improvement, the work that they are doing through APLU and Digital Promise for the Every Learner Everywhere Network, and how you too can implement these research methods and strategies in your own work.
When students have feelings of impostor phenomenon (IP), or feelings that their accomplishments are based on fraud and that other people will find this out, the thoughts can manifest themselves into academic and social struggles, as well as post-graduation career-related anxiety. Join us to learn more about what impostor phenomenon is, how it manifests itself in students, and considerations for addressing it in the online learning space.
Participants will conduct a student analysis, the first phase of designing learner-centered online learning experiences. During the workshop, participants will learn about a learner-centered mindset and engage in an activity that will produce a complete analysis of their students that they can export and use for future designs.
How do you design and develop quality online courses at your institution? Are you satisfied with your process? What would you change? We’ll answer these questions and more as we give the lowdown on our current process and its evolution. Newbie or seasoned veteran? We’ve got ideas that benefit all.
Get a concentrated dose of Accelerate experience with OLC Live! hosts Jenae Cohn and Nate Angell as they lead a discussion with presenters and participants focused on what are we learning from our research and work in teaching and learning during the pandemic. What does the data and experience we have now suggest about the future?
Excitingly, this year for OLC Live! we’re trying something new. Hosts Jenae and Nate are sourcing our guest interviewees right from the amazing group of presenters and audience members as a way to stay responsive to the discussions actually happening during the conference. You can help them identify engaging and provocative speakers by completing the OLC Live! nomination form: http://bit.ly/OLCLiveNomination .
Join OLC Live! daily to hear from those presenters and audience members who have been identified as impactful during sessions for additional insights!
This session will spotlight The National Research Center for Distance Education and Technological Advancements (DETA) Research Toolkit, a resource to support research conducted at the course, program, institutional, or cross-institutional levels.
This presentation examines faculty best-practices in epistemic trust-building in online college courses. The presenters will share a theoretical framework to guide faculty approaches, administrative oversight, and professional development. Perspectives revealed by student and faculty interviews will be used to highlight the true importance of the trust relationship in online teaching.
In this express session, participants will review the use of FlipGrid for video based student engagment and peer review. Participants will use FlipGrid to create unique discussion experiences that they can use in their courses to engage students and faculty. The use of tools within FlipGrid such as rubrics, focus, topic tips, and sticky notes will be discussed. Feedback from student and faculty professional development evalutions will be shared.
Paramedic students were very resistant to the idea of Online Learning. Most were concerned that they would lose that personal connection to their instructors and their peers. Come see what we did to make our classroom “The Most Magical Place on Earth”. There may even be some extra magic!
Faculty in today’s world have the need to find new, alternative, online resources to teach their classes. Knowing what resources are available for use without violating copyright law is difficult. This session will give attendees a primer on copyright law and options and strategies to find alternatives to copyrighted materials.
Keeping students connected, supported, and motivated today is more important, and difficult, than ever. Hear from our multidisciplinary panel who will share their experiences using online and blended communities to scale support and keep students engaged from a distance. You will leave the conversation with practical solutions for building community for different student populations and at different stages of the student lifecycle.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Need a break? Join us for an interactive competition based on the power of community. Hey, if not for the great conversation, at least stop by for the chance to win an $100 gift card to Amazon!
In this session, participants will reflect on research in an experiential context by answering the following questions - how we might as a community surface and collect themes that emerge from our collaborations? Focusing on OLC Accelerate as our research setting and context, how might we as a community produce a tangible artifact representing the scholarship, thought leadership, and opportunities arising from our work?
In April 2020, a global, online university launched a certification program to support the continued professional development of its student-facing staff. The program is designed using a blended approach, via self-paced modules and in-person coaching. Presenters will share program design and implementation strategies and pitfalls and successes of the process.
This session will present various tools, techniques, and novel approaches for integrating stellar online discussions in your courses. Ditch the "read, write, respond" model, and leverage ed tech and a bit of creativity to fully engage students and stimulate critical thinking.
Institutions, content providers, & technology suppliers have collaborated to ensure day one access to course materials to improve student success and lessen the cost of education. Inclusive Access and Equitable Access programs streamline procurement and delivery of course materials.
The COVID-19 pandemic has led to forced remote instruction with little or no prior planning and organization into the instructional design for online course development. This work is an effort to provide quick strategies and techniques for active learning for remote live/Synchronous/Zoom sessions.
This session provides deans and faculty with an opportunity to explore the notion that online and residential instruction share the same academic core teaching practices as well as the tools and training necessary to take their traditional teaching methods to new heights in the virtual classroom.
Higher education faculty burdened by multiple responsibilities rarely feel they have time for a strategic initiative (SI). This presentation highlights how multimedia assets were used to attract and retain faculty during this SI for quality online course development. We’ll share lessons learned from this partnership between faculty, instructional designers, and multimedia producers.
For years, distance learning professionals encouraged academicians to try innovative methodologies and digital pedagogy. Today, the choice to join the digital movement is no longer a choice but more so a mandate. Learn about how Texas A&M University-Corpus Christi is leveraging this new digital transition to help enhance the university wide digital transformation being pushed forward by the Department of Information Technology.
Join the Presenter Services Co-Chairs at A Very Happy Happy Hour! For this happy hour we ask those joining to spread happiness with some fun activities. Grab your favorite beverage and snacks and join us in spreading happiness and playing some fun ice breaker activities and Zoom games. Along the way you will learn how to move beyond the basic functionalities of Zoom to leverage the technology for more effective online engagement using breakout rooms, backgrounds, and polling, as well as other fun and unique ways to have participants engage in your sessions.
This presentation discusses how an on-campus physics course was quickly adapted for online teaching in response to the COVID19 pandemic. We redesigned the course for fully online teaching in a matter of a few weeks. We present our approach to the emergency and discuss the lessons learned from our experience.
Come join the Every Learner Everywhere network partners, National Research Center for Distance Education and Technological Advancements (DETA), the Online Learning Consortium (OLC), and dLRN discuss process, findings and recommendations from an empirical research study completed in adaptive technology and OER. Incredibly popular digital tools in online learning, how much do we know about their impact on students? Learn about a step we’ve taken to organize research in response to the various Every Learner Everywhere studies, and better understand where the field needs to go for future development of these technologies for future alignment with research and student success.
More than a month and a half ago, all the schools around the world were forced to transition from the face-to-face classes to teaching remotely, entering the world of digital education. Like millions of teachers and students all over the world, we did our best
When someone hears the word “Assistive Technology”, they may think of motorized wheelchairs or specialized computer programs. While these are examples of Assistive Technology tools, Assistive Technology(AT) tools are everywhere. These tools can range from free, inexpensive to expensive. These specific tools can help students with disabilities learn, communicate and navigate the world around them. Come to this session to learn the different levels of AT and the different kinds of AT available. During this session, you will be exposed to different types of AT and learn how they can benefit students. Participants will also discuss best practices for use and implementation with their students. Participants will also learn where they can locate AT resources and tools. Use of an Internet Enabled device is required for this session.
As the onset of COVID-19 rapidly shifts us to remote and online instruction, leaders need a variety of strategies to successfully navigate rapid change. The 15 Commitments of Conscious Leadership: A New Paradigm For Sustainable Success offers a helpful framework for collaboration, awareness, and influence for individuals in both formal and informal leadership.
The COVID-19 health crisis caused online programs to evaluate course design. The University of Illinois-Chicago has found that the crisis management varied based on individual courses even in online programs. The presentation will focus on the role of course design, meeting online learning standards (OLC Scorecard/QM) influences crisis management.
Work together with a team to figure out where in the world the image that you are looking at is from. Use those Carmen San Diego skills from your childhood to sleuth out the image on the screen. Don't worry about bringing your own teammates, we will split everyone up into teams once the session starts!
How do you teach students to be better decision makers and leaders in an asynchronous online course? Join us to see how we used VR/immersive simulation to create a safe environment in which students can practice decision making skills. We will also discuss the lessons learned along the way.
Understanding students’ self-perception is imperative when creating meaningful online and face-to-face instruction. How can faculty tend to students’ social-emotional deficits while maintaining rigorous academic instruction? This workshop will delve into strategies for increasing students’ self-perception and discuss approaches for academic and motivational support at the course, faculty, and university levels.
Students selected an open pedagogy book creation project in an economics capstone class at the start of the semester and transitioned smoothly to remote instruction theough by relying on hypothes.is for peer review, Google docs for collaborative work, and Pressbooks for sharing the final project under a creative commons license.
There are more instructional designers now than ever before. But their relationships with faculty and subject matter experts (SMEs) can be fraught with tension and confusion about roles and responsibilities. Designers will learn how to build bridges, ask the right questions and improve collaboration with their SMEs.
Explore practices and technologies for online teaching and learning with OLC Live! hosts Jenae Cohn and Nate Angell as they go beyond the sales pitch with Bill Avey and Jeff Chen of OLC Accelerate Titanium National sponsor HP.
Comprehensive Learner Record (CLR) is at the epicenter of this change, helping to unpack evidence of learning and making it more explicit and meaningful to students, employers, and institutions. This session will provide insight into the University of Maryland, Baltimore County’s efforts to pilot a Comprehensive Learner Record (CLR) and how this effort organically provides evidence of student learning.
Sharing ways to design courses to meet learning objectives using evidence-based practices regardless of instructional modality - pairing traditional classroom activities/assessments with equivalent remote or asynchronous activities/assessments, and providing an extensive list for faculty or course developers to use to ease the transition from one modality to another.
Hybrid-flexible design, or HyFlex, has been around since 2006. Colleges and universities are adopting HyFlex more broadly, in response to variable student access circumstances. Learn the neuroscience behind why HyFlex works, and how to use universal design for learning (UDL) as a “shortcut” to attaining HyFlex goals.
Since March 2020, Strada Center for Consumer Insights has been listening to Americans as they’ve shared how COVID-19 is impacting their lives, work, and education. Based on feedback from more than 20,000 adults, this session will explore American sentiment toward online education—including past experiences, preferences, future plans, and value in the job market.
Moving beyond the mere transactional sit-and-get conference experience, OLC Accelerate brings together educators from across the globe to engage in critical change work in supporting the modern learner, anywhere and anytime. Part fireside chat and part active design sprint, this session will connect Flower Darby’s opening keynote to the collective findings amassed throughout the conference. Using a curated set of notes collected by numerous conference attendees, session participants will first hear Flower reflect on how the discussions and themes from the conference presentation connect to our collective role in empowering students to engage and learn. Then, we will collect in groups aligned to different tracks of the conference, further reflecting on how we might each amplify our efforts in combining teaching excellence and technological innovations to support student success. We’ll close with a brief share out and call to action in support of our future discussions, collaborations, and advocacy.
Join us for a transformative session that will not only weave together the threads of OLC Accelerate 2020 as a closing activity, but will provide you with a road map and continued momentum for the shared path ahead of ensuring access and impact of our online, blended and digital teaching and learning practices.
Join us in celebration of the transformative practices, connective networking, and impactful discussions from OLC Accelerate 2020. With an inside look at the big takeaways from the conference, members of the OLC community will share stories of their favorite moments from the conference. OLC Live! hosts Jenae Cohn and Nate Angell will close us out with lightning interviews of the conference steering committee, including members of the OLC Board of Directors and OLC Staff. Let’s close our time together in appreciation of all that we’ve learned, and in celebration of the monumental advancements to come within the field of online, blended and digital learning.
The purpose of this discovery session is to explore research ideas in assessing the implementation of the Community of Inquiry Framework as a pedagogical tool for evaluating the implementation of cognitive, social and teaching presence in a nationally certified evidence-based course.
In this session, you will discuss and share teaching ideas, strategies, and student activities that can be adapted across disciplines to maximize student learning in an online, synchronous learning environment.
Enjoy a hands-on learning experience of PlayPosit's platform while learning about the powerful instructional design tool’s full suite of applications and some of the most popular partner use cases over the years.
Higher education is a exponentially diversifying, both, intrinsically and extrinsically, through the delivery of content and the dynamic learning audience. The uniqueness of culturally responsive and technology centric education will increase interactivity, keep the students engaged, and enhance learning skills.
It’s been blasted via emails, social media, and commercials for the last eight months – “We’re here to support you.” But did that support actual service the need? What does “support” and “service” really mean in times of urgency and under normal circumstances? And what do you and your students expect when someone says “We’re here for you.” In this foundry session, we will dig into what service and support mean to you and your students. How did your institution and companies that you rely on come around you during your transition to remote and online learning this year? What was successful that should be a pillar of service and what needs to evolve? This open discussion will help improve upon existing and build new services that address the true needs of faculty, students and administration.
The purpose of this Discovery Session is to better understand if and how academic service-learning components were reconfigured to online formats in response to the COVID-19 crisis. From this information, we intend to explore various models of service-learning and best practices for implementation within the hybrid and online course formats.
XR—a catchall term that includes augmented and virtual reality and spatial and pervasive computing—holds potential and challenges for educational use under pandemic conditions. On August 7, Dartmouth College and the University of Pennsylvania held a conference to explore this potential and the challenges. This session is a short compilation of selected presentations from that conference, including "From the Chaos of COVID-19 to Immersive Initiative Opportunities" by Bill Egan, "Project Komodo: Catalyzing Browser-Based VR Instruction" presented by Brandon Dang, and "Multi-user VR for Remote Teaching – Initial Results" by Matthew McGinty. The full set of presentations from this conference are available at https://dartgo.org/covid-xr-conf.
We finally figured out how to do online learning well--by meeting synchronously!
This session will show how to make those sessions more effective by: preparing students before to create knowledge during the sessions, structuring sessions to generate new knowledge, and connecting that knowledge with learning activities after the session.
This discovery session will move the field forward by offering specific actionable items that are supported by empirical research to help develop online relationships within the virtual classroom. The content will be produced in a tutorial manner thus providing easy to follow step by step instructions for how to conduct the activity while also highlighting the theoretical and pedagogical underpinnings to help substantiate the viewer’s understanding of the key concepts included in the activity.
Less is not more for Generation Z: They need and expect more videos and interactive course content than ever before. However, practical and pedagogical questions arise as we respond to this need. Join us to tackle these questions: the lingering questions we haven’t had the time or space to wrestle with this year.
Hear from OLC members who use Yellowdig to build communities for their students to collaborate and enhance peer learning. Learn first hand the capabilities of our platform by joining our OLC Accelerate Yellowdig community to continue collaborating with your peers throughout the conference and beyond.
I designed two types of assignments for an online course with open education resources to foster student-to-student and student-to-content interaction: 1) online discussions, and 2) online annotations. Based on learning analytics and student surveys, I compare online student engagement with peers and digital texts in these two types of assignments.
So you’ve implemented a review process for online courses. While effective on an individual basis, how can you encourage a “culture of quality” more broadly throughout the institution? Participants will reflect on their own strategies for creating a culture of quality and explore and critique strategies UCF is implementing.
A benefit of online learning is the expanding variety of tools being employed. Discussion boards, cloud-based collaboration, video, and even social media. While these tools enable more rounded educational experiences, many also use Dark Patterns – a malicious design that unknowingly manipulates users. Join us in discussing warning signs of dark patterns and how to support students’ digital autonomy.
Engage in a walkthrough of inspirational activities called Do This! User Experience (UX) exercises used in the teaching of technology-related courses. Do This! is a concept and strategy that combines inspirational activity and practical application in simple ways to increase learners’ understanding of user experience contexts and to promote engagement.
Peer mentoring, an effective and established practice for higher education faculty, became crucial to our community college’s successful COVID-19 response. This session describes the interplay of data, planning, and collegiality as we leveraged peer mentoring, not just to facilitate Emergency Remote Teaching (ERT), but to foster long-term quality online teaching.
Online doctoral programs are increasingly more popular with professionals and leaders. Doctoral dissertations in an online environment present a unique set of benefits and challenges. Join us in this discovery session as we discuss enabling factors and challenges gleaned from a detailed program evaluation of online dissertation processes.
In this session, attendees will learn about how my institution has worked with a shoe-string budget and a small team to identify a combined set of strategies to engage, support, and develop faculty members’ understanding of accessible and quality course design, which was done in an effort to improve learning experiences for students.
Finding appropriate OER isn't easy. We can help! Joining MERLOT is step #1. Becoming a MERLOT peer reviewer is a giant leap into discovering quality materials for your classroom. MERLOT offers a tutorial for peer reviewing and editors who will guide and support you in developing your reviewing skills.
3D modeling and rendering for Game Art images and videos and virtual reality 3D world design are very compute intensive. In normal times, Ringling College students spend hours in on-campus studios using powerful workstations to bring their creative visions to life. During this pandemic, students learning from home in diverse geographic locations continue their art and design coursework, collaborating on powerful workstations remotely using HP’s ZCentral Remote Boost. Join Mahmoud Pegah, CIO at Ringling College of Art and Design as he shares Ringling’s journey to ensuring education continuity in the era of COVID-19.
Have fun solving puzzles to break out of a digital escape room used to review a first-year biology module. Participants will learn about free HHMI BioInteractive resources as they experience the game and explore some of the considerations for designing their own escape rooms.
Escalating costs of education forces students to choose what they can afford to remain in University. Expensive textbooks should not hinder learning, completing courses and graduating. This session will address the challenges and opportunities of moving from traditional textbooks to Open Educational Resources to create a Zero Cost Textbook Major.
Service learning projects are an innovative and effective way to provide experiential-learning for students to develop socially responsive, service leadership skills and to become engaged practitioners in their specific fields of practice and their communities. This session will introduce participants to ideas for service learning projects through the YouTube platform.
Explore findings from a multi-institution (N = 4) and multi-program (N = 10) study examining the psychological factors that influence online graduate faculty perceptions (N = 187) of their own connectedness. Implications for online graduate program design, ongoing faculty development and contingent faculty support will be discussed.
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A critical look at the misconceptions that educators have regarding LGBT+ students and pedagogical approaches to best utilize technology for fostering engagement and retention. The presentation will consider the significance of personalized communication, inclusive language, balancing synchronous and asynchronous learning opportunities, and how to address stereotypes and biases in real-time.
In Spring 2020 institutions across the world had to face the disruption of on-campus lessons and move to remote teaching. The presenters will discuss the strategies to move more than 4,000 courses to a remote teaching environment driven by one goal: quality and accessible education for all students.
Competency-based educational programs have made a beneficial addition to higher education. CBE programs stemmed from a desire for lower-cost options for compressed timeframes for completion as well as attention to real-world competencies. The presentation will highlight similarities and differences in forms, functions, and possibilities of CBE.
Emerging online learners are the predominant consumer of online classes. However, they have lower rates of persistence for online courses as compared to face-to-face courses. Join me in a discussion about my research that addresses their needs through the use of two different types of multimodal discussions.
Due to COVID-19, nursing and lab-based courses, which were previously taught on campus, were moved online within several weeks. Participate in an engaging discussion on strategies to train faculty to teach online, develop resources to accommodate online lectures and labs, and examine the impact on courses traditionally offered online.
It is important to be confident in the integrity of your online exams and ProctorU provides data that proves that your online proctoring solution is working. Join us for a demonstration of reporting capabilities available to administrators and faculty.
With 20 years of experience, InsideTrack, a non-profit student success organization, has identified 8 key focus areas that impact student success. The focus wheel is a tool to help have conversations with students about key areas through proactive assessment and reflective decision-making. The insights gained can help determine risk factors students may have and can also support you in providing more holistic support to your students.
Tired of the same old, same old discussion board assignment? This session will rethink the traditional structure of online discussion boards and demonstrate the learning potential of online discussions. Using student voices, this session explores innovative approaches to discussion boards.
In contrast to conventional learning models tied to credit hours and seat-time, competency-based models shift the focus from grades to learning, emphasizing feedback that empowers learners. Come learn how Brightspace supports competency-based principles for traditional academic programs as well as for continuing education, professional development, and workforce initiatives
Tommy Gardner, HP’s CTO and Security Expert discusses the challenges of using home and unsecured networks, internet connected peripherals and poor security practices and hygiene. There has never been more bad actors, more risk and never more important, as millions of Educators and Students are forced to learn, share and access sensitive information through-out this and potentially the next school year.
In an online classroom, students can feel lost or disconnected. With today’s climate of unsettling events, empathy is more important than ever. Empathy promotes collaboration and a sense of community which ultimately enhances learning. We will discuss ways in which we promote online empathy through presence in our online learning.
This research examined instructors’ and students’ perceptions of engagement, social presence, and feedback in graduate-level online education to understand if instructors’ and students’ perceptions about common course activities and educational concepts align.
Teamwork has been identified as a core professional competency that companies look for in the hiring process. Virtual teams have become a major component in the delivery of online courses to satisfy employer needs. Increasing student satisfaction when working on teams will prepare them for greater workplace and academic success.
An instructional design librarian and an engineering librarian will review how they are adapting an already existing Introduction to Library Research class (ULIB 101) for an online class specifically designed for engineering students. Learn collaboration tips from our experience working together to design a class
As online education continues to expand, scope of practice, a model used within the healthcare fields to identify the breadth of one's professional role and responsibilities, is increasingly relevant. In the online classroom, what is ours? What do we let go of, and what do we address? What do we take on as our own, and what do we refer to others? With the advent of humanizing online learning practices and a growing awareness around mental health, addiction, and trauma, online educators can benefit from developing a scope of practice to guide their work. In this discovery session, participants will discuss the potential of applying this model to our work, and begin crafting a potential scope of practice for today's online educators.
Join Carolina Distance Learning and Liberty University as we discuss ideas and develop strategies to engage your students in online science labs to aid in student retention. The tables will be turned, you are the student. Experience what works and what doesn’t in engaging online students. Then, be ready to share your most effective approach to engagement.
The Online Learning Consortium (OLC) provides an array of professional development offerings focused on leadership development in the digital teaching and learning space. Current and emerging leaders can take advantage of both online and blended programs that are designed to enhance the skills and knowledge administrators need in the ever-changing higher education landscape. Come meet with Jennifer Paloma Rafferty, Director of the Institute for Professional Development, and Elisabeth Stucklen, Instructional Designer at OLC, to learn about which OLC program is right for you at this stage of your professional trajectory. Jennifer and Elisabeth will provide attendees with an overview of the Institute for Emerging Leaders in Online Learning Program (IELOL) as well as the Leadership in Online Learning Mastery Series.
Because neurodiverse learners often experience camera anxiety which can interfere with testing they should be given a face-to-face proctoring option as an accommodation.
Moving your courses to an online format? You may find yourself wondering what online proctoring option is right for your exam. ProctorU offers four service levels for your online proctoring needs. This session will provide you with a description of each service line and the applicable use cases for each.
Interprofessional collaboration (IPC) is remarked as essential to achieving the Quadruple Aim. Can distance education programs provide online activities that effectively promote IPC? The goal of this project was to create an online non-technical simulation that students could experience online or F-2-F that promoted reflection on readiness for IPC.
To help students become metacognitive learners, faculty should first consider their own metacognition. While faculty are often metacognitive in their disciplines, these approaches are not always transferred to teaching (Tanner, 2012). This session will focus on ways faculty can use metacognition to reflect on and adapt their online teaching practices.
This session will discuss the fundamentals of visual design that will help you create and present online content that is engaging to the learner and will increase the usability and comprehension of your course. We will showcase simple design principles and demonstrate how to apply them to course sites.
Emerging online learners, undergraduates taking online and face-to-face courses, are the predominant consumer of online classes. However, they have lower rates of persistence for online courses as compared to face-to-face courses. Join us in a discussion about addressing their needs through the use of two different types of multi-modal discussions.
Global disasters change the world. The COVID-19 brought about a very uncertain period for higher education institutes in South Africa, especially public universities which have been practicing face to face teaching modalities. It was therefore detrimental to embrace the new normal―teaching and learning online (remotely) in a developing country.
Using gamified AR/VR simulations for the iOS, Android, and Oculus platforms, students can practice using precision machining equipment virtually, allowing new students to understand the trade and existing students to practice skills outside of a lab environment.
When institutions closed their buildings mid-semester to help slow the spread of COVID-19, faculty had to quickly shift to emergency remote teaching. Join me as we examine how using video can help support students when teaching online, whether due to a crisis or by design.
An overview, discussion and demonstration of the Open Learning Initiative (OLI) learning platform for an Introductory Psychology course. As well results of use of the OLI product over the course of 3 years both in face to face and online settings.
Discussion boards have come to be a backbone of the online learning experience. According to Ding (2017), the potential benefits of asynchronous online discussion include positive outcomes such as thoughtful and reflective interaction among peers through increased engagement between participants, resulting in a bolstering of active learning. However, only when students fully engage in the discussion activity, can the aforementioned benefits be realized. Regretfully, challenges of low participation rates and shallow discourse are frequently reported by online faculty (Hew & Cheung, 2012).
This session presents the results of contemporary research considering online discussion boards, including the results of the 2019 investigation that reviewed weekly online course discussion analytics in relation to overall online learner performance. In particular, the study considered whether there is a correlation between individual involvement in weekly discussions (as determined by their direct viewing of the posts of their classmates) and the resulting final grade in the course.
Are you evaluating solutions that can track and ensure integrity, accreditation compliance, and federal guidelines in your online programs from day one of the student lifecycle?
This discovery session will introduce attendees to the potential for using artificial intelligence (AI) in online learning. Participants will be exposed to innovative platforms and specific methods that provide faculty and instructional designers the opportunity to incorporate aspects of AI into their coursework.
Did you know that the student satisfaction rate of a first time student vs. a repeat student is significantly lower? Join us in this session to learn how to bridge the gap by being able to provide students with important information to improve their online proctoring experience.
Online subject matter experts are required to provide writing feedback; however, not all instructors have had writing methods training. An acronym will be shared to support writing feedback that is positive, at once, understandable, specific, and encouraging. Participants will take away an idea for providing online writing feedback.
For institutions with a strong reliance on campus-based full-time faculty, there are likely several policies and procedures that may hinder morale, motivation, and engagement for remote faculty that must be addressed including; technology and equipment, faculty and student expectations, time and geography, and training and performance management.
Training peer mentors can be an exciting and dynamic experience. However, transitioning peer mentor training online has been a challenge this year. In this session, attendees will have the opportunity to hear how one institution has responded to these challenges and share what has worked at their own institutions.
Distance learning, an appealing option for many students who need flexibility, lacks face-to-face interaction, feedback, and hands-on learning opportunities. HyFlex course opportunities give students the flexibility to attend on-campus, online, or asynchronously. The present case study explores the feasibility of HyFlex course design and students’ experiences with the course.
The Responsive Course (Re)Design workshop units - Design, Activities, Inclusion, and Communication – break down the development process while providing faculty with best practices to implement evidence-based teaching strategies into all their courses. Takeaways include a support website and materials to ensure courses are student-ready when the modality suddenly changes.
The purpose of this discovery session transformation of the e-hybrid service-learning nationally certified course to an extreme service-learning course midway through a semester due to the COVID 19 pandemic and challenges for the learners as well as faculty while designing and implementing such a course.
Social network analysis of public data from an online social media based citizen science forum provides insight into the nature of interactions between technology artifacts, student participants, and community experts with the goal of supporting the integration of citizen science initiatives to scaffold student science practice within the K-12 classroom.
The Online Learning Consortium provides an array of professional development opportunities focused on instructional/learning design in the digital teaching and learning space. Instructional designers, learning designers, LX designers, and faculty developers can take advantage of both online and face-to-face programs that are designed to advance the skills and knowledge of those professionals who collaborate with faculty and support digital learning initiatives. Come meet with Elisabeth Stucklen, Instructional Designer at OLC, to learn about which OLC program is right for you at this stage of your professional trajectory. Elisabeth will provide attendees with an overview of the Instructional Designer Certificate Program, the Advanced Instructional Designer Badge Series as well as face-to-face instructional design events taking place in 2021.
A survey of 347 faculty and 4078 students examined perceptions about the role, value, and function of instructor gradebook feedback to asynchronous discussion assignments. Findings and implications for online teaching and learning are discussed; emphasis is placed on balancing effective feedback within a realistic instructional workload.
This session presents research conducted in an undergraduate course blend, encompassing three learning environments. What will be highlighted is how the unique sociomaterial structures of the different learning environments makes visible different forms of agency, as well as how the different forms of agency support student identity development.
What happens when faculty are unexpectedly have to opt in to teaching online courses? They bring with them misconceptions and concerns about translating their instructional strategies into an online environment. It is up to administrators and faculty development specialists to anticipate these concerns, address these misconceptions and follow through on supporting faculty as they transition to teaching online.
This session will present evaluation results from the rapid conversion of traditional to the online learning environment that occurred in an undergraduate nursing course. Through discussion, electronic audience response systems, and case studies, we will reveal our lessons learned to prepare you to make the transition to online learning.
To be effective, active learning needs to be examined in the larger context of student learning, and by taking a metacognitive approach, faculty can prepare students to make the most of active learning experiences. This session explores approaches to use metacognition to design and implement active learning in online courses.
App economy is on a rise! Building an app is a fun, creative, and an exploratory process, unlike its conventional image of being branded as purely tech-savvy. Teaching the app economy courses through a creative lens will add holistic value to the learning experience.
Reaching students with video content is more important than ever. We don’t all have access to a university learning commons to help us make the videos we need. I will walk you through how to create videos that are instructional, budget-friendly and closed captioned with only a few programs and know-how needed.
Research confirms: students are more engaged, learn more and have more equitable outcomes when faculty teach with evidence-based teaching practices. In this asynchronous session, ACUE provides an inside view into its “Effective Online Teaching Practices” course. You’ll come away with several practical online teaching approaches that can immediately be put to use in your own online course design and delivery.
Now more than ever it is important to demonstrate the value for the cost of online learning. For six years the National Council for State Authorization Reciprocity Agreements (NC-SARA) has been active in protecting students as consumers of online learning and making it less bureaucratic for states and institutions to authorize distance education across state lines. It is also much less costly than when institutions seek authorization to enroll distance leaders across states. Learn about the results of a recent study on the return on investment that NC-SARA provides to states and institutions, including the estimated savings by state, regional compact, and the entirety of the over 2,100 institutions that participate in SARA. Participants will be able to take back to their upper-level administration data about the estimated cost savings to their institutions based on the number of states in which they enroll students and the number of programs offered at a distance.
Providing students and faculty with authentic opportunities to interact, share, and support each other is key to a strong institutional community and long term student success. Listen as Dr. Omid Fotuhi, Research Associate at the University of Pittsburgh and Director of Innovation at WGU Labs, walks us through the research behind belonging and why having an intentional community strategy is so important in higher education today. We’ll be addressing your questions live in the VoiceThread!
Explore how the landscape of student success is rapidly changing due to unprecedented, recent global changes.
This session will cover the results of a Case Study on a business partnership between an Online Program Management Provider and a Research University and its impact on faculty approaches to teaching design using Activity Theory. It will also propose how and why Activity Theory is a good conceptual framework for research and practice in online teaching and learning.
Student engagement is a vital component of the learning process and is analogous to employee engagement in the business setting. Contemporary business thought leaders recognize that putting people first drives engagement, performance, and outcomes. The same principle applies in the classroom setting.
In March 2020, face-to-face instruction came to a halt, and academic institutions were forced to transition to emergency remote teaching. The shift created an opportunity to support faculty new to online teaching, through a trauma-informed lens. This presentation describes one school’s journey into remote teaching during the pandemic.
Meet one of the nonprofit organizations that power the Strada Education Network, Roadtrip Nation, and their new project-based, distance learning-friendly educational resource "The Roadtrip Nation Experience".
During these uncertain times, the need to rapidly develop expertise to meet the needs of our communities calls for new techniques that allow targeted learning experiences. This session will introduce a modified ShadowBox technique that supports the development of expertise and allow participants to re-conceptualize this technique for use in a variety of disciplines.
Collaborate with other participants to create and try out tiny social reading activities — micro assignments where people read together and attach their own contributions to texts around common themes. A fun and easy activity to build and test small ways to make reading engaging!
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During this workshop we will delve into humanizing online learning, what it is, why it’s important, and how it is critical to student learning and institutional success. In addition to the examination of different aspects of the topic, we will create actionable items based on research and applied effective practice for faculty, staff, and administrators to take back and implement in blended and fully online learning environments as well as creating a culture of humanizing online teaching practices.
Virtual pre-conference workshops (Friday, Nov 6) can be added to your conference registration at a price of $125 for one or $220 for a two workshop combo deal.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
In collaboration with the Online Learning Consortium and AnnotatED, the community for annotation in education, Hypothesis is convening a free workshop on collaborative annotation at Accelerate 2020. Register now to join on Friday 6 November 2020.
The workshop will start off with a quick orientation to collaborative annotation for social reading: what is it, and how are people using it to enrich online learning? This will be followed by Notes from the Field, where you'll hear from a variety of AnnotatED community members about how collaborative annotation is happening at their schools, and you’ll have the chance to discuss your ideas and questions with these experienced practitioners.
The main focus of the workshop will be a hands-on activity to explore, discuss, and augment readings on topics shaped by Accelerate 2020 keynoter Flower Darby. We'll practice reading together to see firsthand how collaborative annotation can build understanding, connections, and community. Our conversations will be anchored in texts — literally — and spread out to engage other texts, ideas, and people beyond the workshop itself.
To participate in this free workshop, please register for the workshop here
Note: You do not need to be a registered attendee of OLC Accelerate 2020 to participate in this workshop. Hypothesis will send registrants Zoom connection information prior to the workshop. Registered OLC Accelerate attendees will, however, also be able to access the workshop through the workshop session link on our program page.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Come join other conference attendees online and create an OLC Accelerate game plan. During this power hour you’ll have the chance to organize your conference schedule and select presentations and activities you want to attend. The OLC Field Guides will be present to suggest interesting presentations and activities, train you on the use of the OLC site/mobile app, and show you Engagement Maps. We’ll also discuss ways to participate virtually - including Slack and Twitter! Meet old friends, make new acquaintances, and plan your schedule. We can't wait to see you there!
As the saying goes, you only get one chance to make a first impression, so make it count! From orientation to first-year seminars and social integration, this presentation will provide practical onboarding strategies that impact online student success and persistence during the first year of college.
Learn how a two-person team successfully redesigned hybrid and onsite courses for online delivery in the span of two weeks. We will share our project management tips as well as how we simply tracked student engagement using Federal Education Guidelines as a rubric.
The theory of andragogy provides a framework for assessing the needs of adult learners so that academic programs can be tailored to serve this growing demographic within higher education. This presentation is designed to demonstrate how online courses can be designed and managed using an andragogical approach to support the adult learning environment.
Were students’ needs met during the COVID-19 transition to remote learning? Were they able to complete their courses, despite multiple challenges? This interactive panel session helps us learn about the student experience as researched at two different public and private higher education institutions.
Grab your coffee and join us for a special welcome from our Equity & Inclusion (E & I) committee. In this informal meet-up, members of the OLC Community will share some exciting updates on new initiatives around equity and inclusion in our field.
Learn more about OLC's Equity and Inclusion efforts for OLC Accelerate 2020.
Adaptive and blended learning can be used together to fully leverage the strength of the online portion of classes to be personalized, mastery-based, and flexible. Face-to-face sessions can be informed by adaptive learning analytics to focus on problem-solving, analysis, and collaborative learning best done synchronously.
Presenters discuss results from our 4-year, collaborative, adaptive learning research including student outcomes and models that proved most effective for our online, adaptive, college algebra courses. We present an emergent teaching and learning model that frames digital and adaptive learning with predictive analytics.
An an exam normally is given at the end of units, and research projects typically serve as avenues for students to complete a research project. Assessing student learning in different, yet meaningful, ways can be helpful for instructors. This session will help attendees to design new and meaningful ways to assess what their students learn from the traditional assignments given. For example, if a final exam typically is administered, a "Plus 1" Approach could be added to a research paper, a poster presentation or a speech. This method, along with others, will be explained, all designed to help instructors plan for additional or alternative assessments to diversify their instruction and assessment. Attendees are encouraged to come with a course in mind that they want to use for this interactive session.
Interprofessional Education (IPE) is a requirement in health professions programs, affecting communication, collaboration, and patient outcomes. We utilized a collaborative course design process, incorporating an unfolding case study with a medical record in our online course, allowing students to participate on an interdisciplinary team addressing the patient’s needs.
Science courses have been slow to transition online due to the difficulty of bringing a hands-on laboratory experience to remote learners. This session will discuss concerns and solutions regarding online science laboratories, and introduce attendees to Science Interactive's innovative online laboratory curriculum.
Online education affords more people more opportunities to earn a college degree. The steady growth of online enrollments shows the value and importance of making online learning experiences as effective and impactful as we can. When we combine excellent instruction in digital environments with the affordances of emerging technologies, we create a synergistic opportunity to support all of our learners in their educational journeys. Let’s focus in on the potential we have to combine great teaching with great technology to help our students engage more fully and learn more effectively.
Prior to the start of the keynote, we will recognize our 2020 OLC Award winners. Please also join us at 6:45pm US EST this evening for our Awards Gala, where we will celebrate our award winners' achievements and have the opportunity to ask them questions.
Beyond learner-centered, is learner-driven design.
Learner-driven design empowers learners to shape their learning experiences. Because of this, it is challenging to scale learner-driven experiences.
In this presentation, you will learn about: 1) key learner-driven principles; 2) implications for course design; and 3) scaling learner-driven design in online courses.
The Coronavirus affected the closing of college campuses to safeguard its faculty, staff and students. Transitioning to fully online courses became the solution to a gripping challenge. This presentation will explore how graduate students at HBCUs experienced this transition as its “new normal” and psychosocial issues.
The COVID-19 pandemic required rapidly moving a large number of faculty and courses online. We developed a framework, accessible to all skill levels, that incorporates best practices and strategies while collaborating with faculty and utilizing existing campus resources. Participants will actively collaborate in adapting the framework to their needs.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Christopher Sessums with D2L to discuss these important questions: what an active and engaging online learning experience look like? What elements make it active and engaging? In what ways are you involving students in the learning experience? Join us for an active discussion where we will explore tips and techniques for creating more engaging and meaningful learning experiences for ourselves and our learners.
Creating consistency across courses is important to help students become familiar with their learning space. It can be frustrating to students if a course is hard to navigate. Find out how our team uses HTML templates to encourage best practices in course design and enhance the user experience of students.
Leadership is tricky and, contrary to what we see, simply promoting your top-performers to leadership positions is not the solution. Leaders and future leaders need assistance in cultivating leadership capacities. This session will explore ways organizations can “grow leaders” through formal and informal strategies.
Bringing to life online courses is no longer a wish, but a reality. World events have made this goal even more relevant today. This interactive session will focus on discussing engagement opportunities that can result in making the online learning experience more personal and rewarding for both Faculty and Students.
University of Phoenix has developed a system and process for delivering high quality, accessible video to online learners through a variety of platforms, for a rich experience. By utilizing Vimeo, BlackBoard Ultra, Rev.com, and WordPress, online students view video embedded directly into their course with closed captions. An extended experience allows interaction with transcripts, all within a robust and low-cost delivery network. We'll show you how it works.
Students favorably describe their experiences with hands-on labs providing them with opportunities to observe and apply concepts and extend their overall understanding. There are some labs that aren’t safely or practically done outside of the traditional lab environment. These concepts are better delivered in a digital format or simulation.
Make the most out of your Accelerate experience by joining OLC Live! hosts Jenae Cohn and Nate Angell in a kickoff discussion with conference, program and engagement chairs about how they developed this year's rich mixture of online and face-to-face activities.
Virtual Reality (VR) holds great promise and potential in higher education. We have a VR space on campus that was used heavily until the pandemic hit. So how do we have VR sessions when we are all in online classes? There are lots of online resources available that allow you to share VR content with your students even in an online environment. No VR glasses or special equipment needed! Join this session to learn how you can harness the power of VR for your online courses. An Internet Enabled device is required for this session.
This hands-on workshop focuses on effectively engaging students using screen-based simulation technology. This unique teaching technique facilitates learning with prebriefing, realistic scenarios and debriefing that adhere to International Nursing Association for Clinical Simulation and Learning standards of best practice. Participating in a screen-based simulation will generate ideas for your classroom.
This session will examine original research suggesting that online students have non-significantly different grades but higher withdrawal rates than face-to-face students after controlling for 15 student characteristics. These results have important implications about how we provide education and support services online. Come discuss best practices for online education!
This session will explore parallels between instructional design processes and the process of crafting messages that communicate the value of instructional design to others at an institution. Participants will begin to develop and share ideas about strategies and messages that they can use when they return to their institutions.
The role of the instructional designer has always been fluid, changing more so over the past few months. Yet it remains, first and foremost, relational. Designing while pivoting modalities is less about teaching new skills and methods and more about serving and empowering faculty in encouraging and even humorous segments.
Learn more about the evolving perceptions and expectations of prospective, current, and past online students supported by Wiley Education Services. We surveyed more than 2,000 learners from our partner institutions about their motivations, challenges, and preferences in relation to pursuing education in an online environment.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. A challenge for eLearning leaders is controlling the virtual testing environment while also providing students with the privacy and security they desire. Join Carol Moody and Dr. Mac Adkins of SmarterServices for this important discussion.
This presentation will address how faculty become the Instructional Designers to provide a learner-centered approach to competency-based education to include quality benchmark measures.
Building an online doctoral program through the implementation of our own best theories and practices (and a bit of luck) is both a challenging and rewarding endeavor. This interactive presentation provides insights to the Baylor University online Ed.D. program’s design and development process that incorporated equal parts strategy (theories and practices) and serendipity (risk-taking and innovation).
The session will focus on three objectives related to online course delivery. Those objectives are 1) engagement tools and techniques, 2) how to foster a transformative faculty to student relationship, and 3) strategies to create an engaging online learning community.
Learn how Western Governors University is leveraging an AI-based community-building platform to create a deeper sense of belonging among prospective students. Preliminary research findings concerning the impact that belonging has on enrollment will be shared. Attendees will discuss the research implications, especially as applied to their own institution.
Join us to see what it looks like to have a set of tools that help achieve new levels of efficiency in creating large volumes of highly engaging and accessible Canvas courses -- in less time and without advanced technical skills.
In an unprecedented world where so much is uncertain, and at a time when instructors and students are not sure about the future of education, it is essential to design for flexibility and options for participating across a range of modalities. Building off the Right-Mixing framework (bit.ly/Right-Mixing-Slides) we will explore real and practical ways in which instructors can design courses that are flexible and can pivot easily for a variety of modalities and learner needs. Design it once and use it to fit a wide range of instructors' and students' needs and abilities to participate.
Are you an instructional designer? Have you ever been misidentified as “the person who fixes tech problems?” How does this confusion impact your ability to be successful in your professional environment? This session explores how instructional designers and related professionals might leverage strategic narratives to define and empower their work.
We love to explore new tools and practices to improve teaching and learning, but how do we know what effects they really have? Join a conversation with Dr. Remi Kalir, the first Scholar in Residence at Hypothesis, to talk about ways we can investigate connections between student experience and changing technologies and pedagogies with ethics as a priority.
In online environments, students read all the time, yet effective pedagogical approaches to reading are underexplored. In this session, participants will consider effective approaches to engaging their students in reading text. Participants will leave with a digital reading framework to apply to designing online reading activities.
In this educational session, two instructional designers are hoping to build awareness of how to incorporate open pedagogy when designing reusable assignments. During the presentation, we will be examining how to apply the 5-step course curation strategy when creating reusable assignments. Moreover, it is important to ensure all course materials and content are accessible and meet diverse learning needs.
How do you keep up with course quality and revisions after the initial development? Learn how a team of instructional designers developed and implemented an asynchronous Redesign Cohort to assist and educate instructors on how to redesign their course so that students continue to get a high quality learning environment.
A virtual gala celebrating the 2020 OLC Fellows and the winners of the 2020 OLC Awards, focusing on the impactful and innovative work occurring across the field of online, blended and digital learning.
The OLC Awards Gala marks a night of virtual splendor and ceremony as we celebrate the achievements, elevate the innovations, and honor the commitments of this year’s OLC Fellows and award recipients. With over 20 distinct awards to distribute, we are privileged to have these leaders join us on the virtual stage as we thank them for their dedication to quality online, digital, and blended learning, and engage them in dialogue on their perspectives on what’s to come. In line with the celebratory nature of the session, we invite you to select your most festive Zoom background, prepare a celebratory beverage or snacks, and join us for an enlightening evening filled with accolades and provocations featuring some of the amazing individuals in our field!
Join us for some quiet time to decompress, reconnect mind and body, and practice some self-care as we turn our focus inward for a short while. Mindfulness has been defined as a practice of "bringing one's attention to the internal and external experiences occuring in the present moment" (Baer, 2003). Clark Shah-Nelson will lead this guided mindful meditation session geared toward centering ourselves on higher levels of consciousness so that we can experience OLC Accelerate Virtual Conference in a 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.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Wiley Education Services to learn about the services we offer to support your college or university's online learning efforts. We would appreciate the opportunity to explore your goals and ways we can architect solutions to meet your needs.
Educational institutions today face increasing challenges of building up capacity to expand their online programs. Some have turned to “fee for service” option as an alternative to outsourcing to an OPM. Join us as we share and discuss our experience with integrating fee for service model with our in-house resources.
Session Takeaways: Audience attending this session will be able to discuss the benefits of leveraging an internal teams with fee for service partner to course design and development. They will see how trusting outside partners could add value to the work of an in-house team. Additionally, they will be able to articulate how beneficial it is to develop long-term relationships with external partners by setting goals and working together to meet them. Lastly, they will be able to evaluate whether this approach is appropriate for their institution.
Faculty identify barriers to teaching informatics which prevent them from preparing the nursing workforce to have the computer and information literacy skills necessary for nursing practice today. We studied faculty informatics competencies, identified faculty informatics needs, and will share creative methods to increase faculty informatics competencies.
Presenters will provide data from research at their college revealing a confidence gap in language abilities between multilingual and monolingual students. Since confidence is an affective challenge in online learning for multilinguals, presenters will share a survey that instructors can use to make one of their courses more linguistically inclusive.
The US Department of Education has approved a major overhaul of regulations relating to distance education. This session will provide participants with an overview of those regulations related to regular and substantive interaction requirements for distance education as well as student authentication requirements.
Have you been looking to increase student engagement, while creating compelling content within your discussion board? Harmonize can help you do this! Harmonize is an LTI-compliant discussion platform that seamlessly integrates into all major Learning Management Systems, elevating your experience and the tools available. We will be reviewing using rich media (e.g., images, video, text, audio), Speedgrader integration, analytics, reporting, and more.
In this session, we will conduct a short exercise to explore several types of escape room activities for active learning, use a development framework to design a short instructional escape room, and discuss ways to incorporate them into an Learning Management System to supplement instruction and assess learning.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Ryan Lufkin, representing our sponsor Canvas, will lead off with a chat discussing how the Canvas Learning Management Platform simplifies teaching, elevates learning and empowers student and institution success. Join us and share your Canvas stories.
The Doctoral Degree Coach™(the “Coach”) is a digital planning tool with several features designed to support student progress and successful completion of the doctoral capstone. The focus of this session will be a demonstration of the tool and preliminary findings relevant to student progress and their connection to its use.
Empathy mapping and design thinking provide a glimpse into the mindsets of learners. This session will provide learners with an opportunity to explore the value of embedding empathy into e-learning experiences by starting with empathy mapping and Universal Design for Learning as tools for designing for all online.
The impact of COVID-19 on higher education has been devastating. Universities across the United States were forced to make a difficult decision: close or move fully online almost overnight. Two administrators will share the story of how their University dealt with instructional continuity using online learning during a global pandemic.
In a recent survey in collaboration with OLC, Cengage, Bayview Analytics and other leading organizations, faculty and administrators ranked the need for help for teaching online among their greatest needs due to the COVID-19 pandemic. Cengage and OLC embarked on a partnership to meet this need and expand professional development to support the agility and flexibility required in today’s world. In this session, you will hear from OLC-certified Faculty Partners about Cengage’s partnership and the resources available today. There will be time for open discussion at the end of this session.
Adaptive learning systems require continual assessment to predict student knowledge and create pathways. Sufficiently varied questions are needed in order to measure learning beyond memorization and to promote academic integrity. This workshop will provide strategies to generate a large number of possible questions with efficiency through banks and variables.
Mad Libs are fill in the blank stories. Participants will choose words, parts of speech, as directed, to fill in the blanks in a create-an-interesting-bio exercise. The result is a creative and fun take on the professional bio that is sure to help you stand out at your next professional event. First rule about Mad Libs Bios: Don’t look ahead! It spoils the fun.
The need for internally developed, employee focused online training and development is essential to ensure employees are equipped and empowered. The purpose of this qualitative, program-effects case study was to understand instructors’ perceptions, determine the effects of institutional online training and development, and understand current program successes and failures.
Learning is no longer confined to a predictable, systematic, and linear process since the emergence of distance learning, smart technologies, and now, COVID-19. Learning is often fluid within a complex and chaotic educational system. An educational system is continuous, dynamic, evolving, but not predictable to be labeled chaotic. However, with the emergence of COVID-19 for some seasoned traditional faculty with limited knowledge and use of smart technologies for distance learning, created disruptions and led to chaos in spring 2020 for those who prefer a face-to-face setting. For traditional programs, COVID-19 caused a paradigm shift that required instructors to adopt and adapt innovative instructional practices using smart technologies to create an active learning environment. In this workshop, chaos theory and effective instructional strategies are presented that may offer new opportunities for teaching and student learning for faculty unaccustomed to an online environment.
This presentation will outline the importance of aligning competencies with courses and course assignments. Presenters will detail strategies of how to align competencies through detailing experiences of a two-year competency alignment project. Session participants will develop a draft competency alignment map of their own program or courses.
To rapidly transition to remote learning, we assembled a course containing pre-built example assignments and assets. By importing these resources, even inexperienced faculty could quickly convert courses and events to a remote format. In this session, we will share details of our plan, assets, and benefits of the format.
Session 1 of the ID Summit will begin with a panel discussion on a range of topics including instructional design during the Covid-19 pandemic, new frontiers in instructional design, diversity, equity, and inclusion in instructional design; and resources for advancing your knowledge and practice. Join us for this dynamic conversation with our expert panelists!
Multiple sesssions of dissertation chair training have been developed and implemented.
We will discuss the process of providing this training and what content we shared.
Also, a discussion on the methods of virtual faculty training will be explored.
In this “Pivot Game” session, attendees will be arranged in small groups to redesign a residential learning activity given a challenging scenario, learning objectives, and a randomized set of variable constraints. The learning activity must pivot to an online or blended learning activity while fostering or maintaining human connections.
The sudden non-negotiable shift from face-to-face, to online instruction in our courses, made it clear that our ID team needed to trade the uncontested, venerable “backward design” (Understanding by Design) framework, for something much more flexible and faster. This presentation traces our journey, and points to a new destination.
Learn about a new partnership between OLC, QM, UPCEA and WCET. This panel session will talk about the work we are doing and special initiatives this group will tackle. Come prepared to talk about what online learning issues are important to you and help us identify areas of focus.
We have seen more student privacy concerns in the last six months than in the last 12 years combined. In this session, we will outline four reasons we believe students have become more vocal about privacy, considerations for universities and colleges to address, and what we have learned from our own experience.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. With COVID-19, we have seen an increased awareness of and interest in student privacy. Understandably, students feel forced into digital learning and are not always comfortable with sharing personal information online, especially when it comes to online proctoring. As the world’s largest online proctoring provider, ProctorU created The Student Bill of Rights to communicate a commitment to student privacy, not only for ProctorU but for our industry. Join coffee talk host and ProctorU founder, Jarrod Morgan, for an informal discussion about student privacy and The Student Bill of Rights. Did we cover what students care about? Do you have suggestions on how to improve it? Any and all feedback is appreciated! To review The Student Bill of Rights prior to our Coffee Talk, please visit Studenttestingrights.org.
Did you only have a few weeks or days to turn your whole school online? Let's talk about how quickly your institution is prepared for the next big crisis because it will come sooner or later. Do you have a team yet?
In Session 2 of the ID Summit you’ll choose one breakout topic to explore in two parts. First, your breakout group will brainstorm ideas and share resources about your chosen topic/prompt. In the final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
After the shutdown due to COVID 19 virtual patient simulation became a necessity for student success. In this session we will show you how we created immersive environments for virtual reality simulation and how we addressed the need for students to be able to have these experiences from home.
Tyton Partners and Digital Promise surveyed faculty and students on the transition to remote learning. Student insights from the spring highlight challenges they faced and practices they responded to. Faculty responses from the spring and summer showcase how institutions responded with training and resources in preparation for the academic year.
This proposal explores alternative pedagogy that leverages online writing classrooms as training sites for future remote employees. We propose using non-traditional strategies, such as cognitive modeling and collective feedback, to align the ways we teach the writing process to that which students will engage with as the future remote workforce.
Being an effective and positive leader is challenging, even when times are certain. Leading in a time of uncertainty can be downright scary. This lightning talk explores how seven key components of servant leadership can assist leaders in leading during times of uncertainty.
Get a concentrated dose of Accelerate experience with OLC Live! hosts Jenae Cohn and Nate Angell as they lead a cross-cutting discussion with presenters and participants focused on this year's conference themes:
Excitingly, this year for OLC Live! we’re trying something new. Hosts Jenae and Nate are sourcing our guest interviewees right from the amazing group of presenters and audience members as a way to stay responsive to the discussions actually happening during the conference. You can help them identify engaging and provocative speakers by completing the OLC Live! nomination form: http://bit.ly/OLCLiveNomination .
Today's focus will be on humanizing and practicing empathy in online teaching and learning. We welcome the following guests:
Join OLC Live! daily to hear from those presenters and audience members who have been identified as impactful during sessions for additional insights!
In Part 3 of the ID Summit you’ll continue exploring the breakout topic chosen in Part 2. In this final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
With a framework of disruption innovation, this session addresses a study of the COVID-19 remote teaching experience of faculty at a mid-sized, private university. With over a 25% response rate, these faculty members’ stories of struggle, vulnerability, and innovation invite discussions of how to best support faculty in the future.
In a panel-style discussion, academic leaders across a diverse set of institutions will share their experiences preparing and supporting their faculty through microcredential courses addressing evidence-based teaching practices, with a particular focus on online teaching. The panelists will share how they leveraged these flexible, short online courses to efficiently scale their institutional efforts.
Tableau can help visualize and understand educational data. This workshop will share dashboards that showcase the student experience and program/course quality using Tableau. In this workshop you will create dynamic dashboards you can replicate with data from your courses and institution, such as surveys, grades, and curriculum maps.
Note: Participants should have Tableau Desktop or download the trial version prior to the workshop.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. In this session, Marie Vans will take you on her Journey as she developed a course and curriculum model that allows students to build out their own Social Learning Experiences using the power of immersion in Virtual Reality to enhance learning through engagement. Marie will help us all understand that we don’t have to be a technical wizard to get this type of class started and will share her outline, process, and key insights with all attendees. A must for anyone looking to start VR Learning programs for their Students and/or Faculty.
The COVID pandemic crisis has not resulted in sustainable change to online instruction. MERLOT/SkillsCommons and O’Donnell Learn will showcase their Purposeful Learning Framework and Capability Maturity Model for strategic and sustainable transition to quality online instruction and provide examples of how they are implementing this change management framework to help institutions improve the online learning experience.
At Clovis, faculty are required to complete a certificate course in online teaching before becoming eligible to teach online. Faculty engage in backward design both in going through the course and in designing their own online courses. This highlights the importance of creating unit objectives and aligning assessments with them.
This session focuses on improving critical thinking and analytical skills of students in Doctor of Nursing Practice programs through the creation of a writing across the curriculum plan. Strategies promoting professional maturity among DNP students with writing, concept development, and faculty development sessions will be presented.
Through the Every Learner Everywhere Partnership, the Online Learning Consortium (OLC) and the National Research Center for Distance Education and Technological Advancements (DETA) have completed a review of research done in online and digital learning at minority serving institutions and/or community colleges, with a focus on Black, Latinx and Tribal population outcomes. Come join us and learn about our findings, hear about the next steps in our process, participate in future research, and continue the conversation in equity and inclusion.
Online education provides flexibility for most, but skills-based education has largely been left behind due to the necessity for hands-on learning, scaffolded skill application, and assessment requirements. This session aims to explore how skills-based education can be achieved online so that all students can experience the benefits of distance learning.
This session explores the use of LMS with an innovative training approach using the TPACK model to build faculty technical skills and pedagogical knowledge while remaining contextually relevant to their discipline. It seeks to help institutions with faculty/teacher development efforts.
Join the Presenter Services Co-Chairs and Jillian Wiseman, representing our sponsor Examity, at A Very Happy Happy Hour! For this happy hour we ask those joining to spread happiness with some fun activities. Participants can share a visual image and story that makes you happy, share your happy place, or share a Zoom background that brings you happiness. Grab your favorite beverage and snacks and join us in spreading happiness and listening to live tunes. Along the way you will learn how to leverage some of the basic functionalities of Zoom for more effective online engagement (including how to change your name, how to change your virtual background, share content in the chat, turn cameras off and on, and how to change your profile photo).
Faculty make assumptions related to students, curriculum and teaching styles. Assumptions can cause both student and faculty frustration, ultimately resulting in dissatisfaction. This session will focus on how to overcome problematic beliefs/assumptions related to students, such as: this is a 100/200/300 level course, all students should know APA, etc.
In these challenging COVID-19 times, presidents and provosts look to their chief online education officer (COEO) more than ever to provide leadership and assure quality in the administration of online and remote programmatic efforts. Join this session to discuss how higher-ed senior leadership can best empower and support their COEO.
Use Canvas? You need MasteryPaths to make your course learner-centered, energizing, and personalized! Experience three differentiated learning paths that take you step-by-step through activities that allow you to imagine the possibilities in your own course, and then have access to videos that walk you through the details.
At least in a pandemic, the research isn't always right regarding what works for faculty professional development.
The shift to emergency remote instruction in the Spring of 2020 exposed how we place too many students on the wrong side of the digital divide. It is imperative we implement teaching strategies and learning solutions that promote access, inclusivity, and sense of belonging. Let’s discuss.
Faculty validation includes faculty-initiated interactions that reflect the faculty's interest in students' learning and success, interactions that lead to students feeling encouraged, and interactions that appertain to mentoring. These interactions play a positive role in ensuring students' persistence in online programs.
The Collaborative Content Design (CCD) model creates a dynamic that guides content experts through the design process in an engaged and supported manner. The model helps establish the faculty/designer relationship, then shifts to support a more collaborative design process, and culminates with a focus on student learning and engagement.
Recently, faculty pivoted quickly to remote learning. This required switching from teaching in physical classrooms to virtual spaces, using web-conferencing technology. Success in doing so depends on an understanding of the pedagogical underpinnings needed to engage learners in this setting. This session provides tips for creating a community of learners.
This study explored how life events impact time and energy available for education (interviewing 49 online students at a large public urban US university). Surprisingly, 89% of reported external stressors differed from factors students indicated impacting course outcomes. Join our discussion of these complex environmental factors possibly underreported in research.
Join Jason Webb, Syracuse University’s Instructional Analyst, and PlayPosit Co-Founder Sue Germer for an inside look at how their instructional design partnership has led to a powerful HyFlex approach, innovation, and data-driven impact.
Recent events required rapid deployment of online educational programs and spotlighted the need for online student services. Participants will use a scorecard that allows for conducting internal self-evaluation or the OLC badging process to evaluate services. The scorecard services as a springboard for discussions to improve online student support.
Preparing for and teaching online for the first time is hard, but these uncomfortable feelings will not last forever. Instructors can acknowledge this to be a terrible first time (TFT). This session will walk the audience through their ABCs to embrace this TFT in ways that lead to rewarding outcomes.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Led by Cathy Wheeler of Carolina Distance Learning, come join your peers to share your experiences using lab kits to teach your online science courses. Share what you have found to be successful as well as pitfalls to watch out for.
In response to the ongoing dialog in the online community about where online programming “lives” in an institution of higher education, CORAL research collaborative launched a study to investigate the intersection of organizational structure and academic functions of colleges and universities throughout the United States. All the results are in!
Digitally-facilitated team activities in an Engineering laboratory course will be piloted and evaluated. Researchers will measure students’ cognitive presence in synchronous team design activities facilitated via two collaboration tools: Edupad and Zoom breakout rooms. We will share the pedagogical mechanism of the remote team-design strategy and present our research findings.
This qualitative research-based presentation will highlight perceived challenges and opportunities related to requirements in the State University System of Florida’s 2025 Strategic Plan for Online Education, which calls for all new and substantively revised courses to undergo a quality certification process that follows Quality Matters course design standards.
Medical school is complex enough for students without adding the possibility of virtual courses. But an Ohio school led the way among its peers during the initial spring shutdown and found the perfect formula for a flipped hybrid fall: a rotating schedule for on-site and online students and an essential mix of streaming video and collaborative conference technologies.
Develop an implementation plan for your online course quality review and refresh initiative using OSCQR, OLC’s online course quality scorecard. Gain access to free openly licensed tools and resources to support your online course review initiative. Review best practices in online course review, and deep dive into selected OSCQR standards.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Instructional Technologists and Learning Designers are Builders. But it’s tough to do the building, making and doing when it’s hard to have access to the all raw materials. Sadly, that's a common challenge when implementing curriculum resources into online courses. Join Chris Edwards with MindEdge Learning to spend a few minutes taking about the ideal state and ways to improve this reality.
This presentation explores the problematic of crowd-sourced plagiarism on ‘study aid’ web platforms by reviewing the results of two studies to measure the frequency and kind of coursework shared from a sample university, and discussing the academic imperatives, obligations, and recourses to address the ‘underground’ crowd-sourcing of academic course materials.
An active learning community in the online classroom keeps your students engaged in their learning experience and leads to higher levels of student satisfaction. In this session, participants will examine how to build and nurture online learning communities in three simple steps of 1) content development, 2) course design on the LMS, and 3) instructor presence and how they all play a significant role in all learning communities.
Even before COVID-19 disruptions there was strong demand for mental health services at colleges and universities but a lack of clarity on how to respond to the needs of online learners. Join the next participant-driven discussion on the challenges, limitations, and opportunities for designing mental health services for online learners.
This lecture will give an overview of the Faculty Online Training course, a faculty driven initiative. Designed and presented by faculty, the course offers support for faculty designing online resources with oversight from faculty mentors, while providing best practices resources and creating a community of online educators.
Is the timeliness of student introductions a significant predictor of student success? A recent research study within the School of General Education for an online university found some fascinating results pertaining to the timing of online students’ introduction posts.
Many educators struggled with the rapid online transition with uncertainty and reluctance, but urgency necessitated change. We developed a faculty-to-faculty and student-to-faculty support and training system to help instructors transition online. Hear how faculty benefited from instructional design students’ and faculty peers’ help with the redesign of courses throughout COVID.
This presentation will breakdown Kirkpatrick’s Four Levels of Training Evaluation and how to apply this model to training programs.
In 2019, Colorado State University Dept. of Biomedical Sciences opened the first large scale VR lab in an educational setting. The lab utilizes BananaVision software developed at CSU, enabling students to interact with a true 3D data set in VR. Due to COVID-19, the lab shipped 100 HP Omen VR capable laptops and HMDs to enable distance learning for undergraduate students for the summer anatomy course. This large-scale remote VR deployment overcame barriers to learning access, while maintaining a high level of student engagement and performance.
As the world quickly transitioned to online learning, leaders are relying on simplified assumptions preventing them from optimizing the new environment. The workshop explores Bolman and Deal’s four-frame leadership model to provide participants with advance understanding of the leadership needed to move online learning forward in the “new normal”.
Have you ever wondered what goes into creating the Technology Test Kitchen? What kind of work fills the buckets of two nerds that enjoy breaking, poking, and using technology in learning? And what does a kitchen have to do with ANY of this? Join us for an insightful, we hope, look into the inner workings of the 2020 Accelerate Tech Test Kitchen and the chefs that create the delectable learning experiences in it!
This interactive session is based on experiential and experimental data captured from a in study which 1300, academically successful, men of color participated. The study considered cognitive and non-cognitive factors which contribute to low retention and high failure rates of at-potential students. The results and findings from the study informed researchers with valuable implications that have been used to drive the construction of academic, advising, and student support services to effectively and efficiently serve at-potential students without reducing rigor.
Student connectedness with online instructors is important for student learning and satisfaction. We share results from a cross-sectional survey of higher education students enrolled in face-to-face instruction forced online due to COVID-19. Responses provide insight into what students value in the online sphere and assist instructors with building connections.
This session introduces a visual approach to online discussions and combines social and educational elements to help faculty and students easily create and share knowledge and reimagine the possibilities of online collaboration and learning.
This session explores groundbreaking research conducted on the organizational structures of instructional design teams. Discover the influence of structure on the empowerment, role clarity, and leadership opportunities of instructional designers and the ideal structure for building a sustainable, scalable, and empowered instructional design team. Hear the story and lead the change!
With the dramatic effects the COVID-19 pandemic has already had on education, what are the longer-term effects on people, practices, and organizations focused on developing teaching and learning, like instructional designers, faculty developers, educational technologists, and centers for teaching and learning. What’s changed? What changes are going to persist? What will change moving forward?
Join us to hear our discussion with special guests:
This research study investigated how students were learning from each other (shared metacognition) in a blended course. Practical results will be discussed for redesigning courses to help students develop their capacity for shared metacognition using the community of inquiry framework and digital technologies.
AY 19/20 was one for the books for New Mexico Highlands University; fall presented a cyber-attack, spring COVID-19. Despite the cyber-attack challenge, it actually prepared the university for a quick technology response to COVID-19. This session explores leadership and strategic elements that ensure successful navigation in an emergency.
Drastic times call for drastic measures. In the sudden shift to “remote learning”, higher education was struck with a drastic change in instruction using blended learning through videoconferencing. Throughout this presentation, we will challenge participants to thoughtfully consider how to best measure learning through Blended Learning assessment.
Finally! Our New Assignments Builder is here! Zoom integration is available! Join us to see these new features in action. Make your online delivery more powerful in today's remote classroom.
How accessible is the technology that you use on your campus? Is your answer a confident, “I have no idea.” Let’s draw a blueprint for a more accessible campus. Accessibility and disability services professionals will share steps, tips, tricks and resources to tackle accessibility across campus to ensure equal access.
You don’t have to be a wizard to make magic happen in an online course. This workshop will introduce you to the basics of teaching online by designing a virtual environment to engage learners and bring your content to life. Universal Design for Learning, magical media techniques, and best practices in online pedagogy will be outlined as we cast spells over dull teaching methods and produce captivating educational experiences. Grab your wand and broom for an enchanted time of creativity and exploration into the world of online wizardry.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. What would you like to know about SARA - the State Authorization Reciprocity Agreements for distance education?
The session presenters will share storytelling techniques using the EMPOWER (Engage, Meaningful, Prepare, Organize, Writing, Expectations, Relevant) mnemonic to create connections with students in the online classroom. Participants will learn how to utilize the EMPOWER mnemonic in an engaging, meaningful, and relevant way in the online classroom.
The use of templates is a highly contested topic in Higher Education. This presentation will provide insight into how Mississippi State University has tackled, and conquered, the pitfalls of the template by providing highly individualized templates that meet the needs of various departments.
Is your institution struggling to prepare faculty to teach successfully online? Best Practices for Teaching Online is a faculty professional development program developed in partnership with NISOD and in collaboration with multiple higher education institutions. Come learn about this exciting program and how your faculty can benefit from national recognition!
Come join the TTK Chefs for an hour of games, technology, and chef-nanigans. Bring your liquid of choice and a whole lot of patience for things to go sideways. (Is my mic still on?) We’ll play a few games, chat about a few of our favorite technology “fantastic freebies” and have more laughs than should be allowed in any one Zoom call.
With the outbreak of Covid-19, institutions scrambled to shift to remote learning. How did faculty cope with this transition? What could your institution have done better? We will share our surveyed faculty perceptions concerning the transition along with lessons learned that will shape future professional development and strategic response.
I teach flipped, on-site courses. I love the student engagement and high energy this brings. Covid-19 halted onsite; I had no idea how to reproduce this online. I will share what I did to recreate my energized, productive classes online using ‘presence’ and new technologies; you will participate in a demonstration.
In this session, participants will learn about strategies to teach music appreciation online, approaching diverse methods that have been used over time, as well as adaptations made by faculty who had not previously taught online but had to rapidly transition. Although music is the subject of focus, considerations for scope and breadth addressed apply to all subject areas and introduce considerations for transitioning varaious subjects online, based on research and practice.
A small community college took its online CBE Business Law class and transformed it to a student-centric, engaging, interactive class using OER, in which the students feel the instructor is right there by their side. Sound impossible? Learn about our team approach to accomplish this feat.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join CogBooks in conversation with creators from ASU News Co/Lab including Managing Director Kristy Roschke, and Editor Celeste Sepessy about their innovative MOOC. Learn their motivations for the free course, why they selected an adaptive platform, how they incorporated synchronous and asynchronous learning, and ahaa moments experienced since the course launched.
Online students should have the same access to support and engagement opportunities as their onsite counterparts however this is not always the case. Join me as I demonstrate how a tri-modal approach - programming, support services, and outreach – serves to create a supportive, nurturing, and engaging online experience.
With continued concerns regarding enrollments at institutions across the nation, the student learning experience is now at the forefront of our conversations. This session will present a new, research based framework for Learning Experience Design (LXD) which will help professionals in higher education, understand and more effectively design learning experiences.
The pandemic has presented unprecedented challenges – but it has also spurred innovation and creative thinking as institutions and providers seek to support students in a rapidly changing landscape. In this session, team members from the country’s leading online test security company will discuss lessons learned from six months of collaboration.
How prepared was your institution when COVID-19 struck? Even the most advanced online school still struggled with organizing and responding rapidly to going online. This workshop will helo institutions to create a plan to bring together a group of remarkable people to quickly address a crisis.
This interactive Lightning Talk furthers a 2019 pilot study completed for the OLC Graduate Student Discovery Program. It focuses on clearly presenting the results and conclusions of the full-scale research project so that attendees are compelled to reflect on the themes of online HBCU executive leadership and transversal leadership by generating intellectually-driven questions on leadership competencies present at their own college or university and/or development of their own research to investigate these themes as a vision for the future of online learning beyond 2020.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk with PSI experts. Grab a hot beverage and join us for an informal discussion and light networking as an interlude between sessions. Mark Musacchio, representing our sponsor PSI, will kick things off with a chat about how COVID-19 has necessitated the adoption of Online Proctoring at scale by schools around the world. We look forward to your contributions to the chat to see where it takes us!
This Lightning Talk focuses on an interinstitutional collaboration between seven universities, offering large format (250+ students) virtual interprofessional education (vIPE) experiences to their students in the health professions. Guidance on offering meaningful and highly collaborative online IPE will be shared along with assessment data and some truly remarkable student outcomes.
Decades of research demonstrate that student-faculty and student-student interactions are primary factors in student learning in higher education. Our courses -- whether face-to-face or online -- can and should be relationship-rich environments that enhance learning, motivation, and belonging for all students. This interactive session -- based on nearly 400 interviews with students, faculty, and staff around the country -- will focus on practical, research-informed approaches to cultivate educationally powerful student-faculty and student-student relationships in our courses.
Learning Experience Design (LXD) involves a holistic and learner-centered approach to the design of online courses. This session provides a much-needed framework based on learning science research and proven design principles that practitioners can use to enhance and upgrade conventional instructional design practices.
It can be difficult to engage students in an online environment. Implementing active learning activities can increase student engagement. I will review the difference between active and passive learning activities, engage the audience in an active learning activity, and present a variety of resources for attendees to walk away with.
HHMI BioInteractive provides free, high-quality videos that leverage the power of real science stories to engage students with a number of different life science topics. This Live Workshop will highlight various types of videos, including those with embedded questions, as well as active learning strategies for using these resources in online courses.
In this 10-minute PechaKucha lightning session, we will present the challenges that face 21st century instructors in the adoption and implementation of technological innovations in teaching and learning. This session will examine the challenge's educators face when pedagogy and technology intersect; and will offer some practical solutions to incorporating technological innovations into teaching practice.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. The Respondus team will be on hand to address our most frequently asked questions about online testing, remote proctoring, Respondus Monitor, and more. Join us to join the conversation!
The primary aim of the session is to provide a clear step-by-step path for course instructors, designers, and administrators who are interested in adding a quantitative social science research study to the online courses they teach, design, or manage.
Student learning retention may be much higher with micro learning, but it cannot completely replace macro learning, approach necessary in college setting as well as in the workforce, for building complex foundational knowledge. Successful online education strategy which aims for reconciliation of both learning approaches is the Milestone Peer Evaluation.
The COVID-19 pandemic caused us to quickly adapt our on-campus courses to online delivery and created motivation to adopt trends in course design and delivery to close education experience equity gaps. Explore strategies for meeting your learners where they are by focusing on mobile, flexible, micro, and personal course design.
This session will provide faculty with the theories, tools, technologies, and strategies for proactively engaging students in your online learning environments. As educators transition from traditional classrooms to virtual meeting spaces and digital classrooms, it is important to create a community of online learners through meaningful interactions and social technologies.
In response to the pandemic, countless courses moved from a traditional to remote, blended, or online format. Possibly lost in the transition is the many federal, state, and accreditation regulations that are applied differently when using a digital format. A new “Policy Playbook” from Every Learner Everywhere and WCET helps college administrators and faculty navigate the rules around digital instruction.
“It’s in the syllabus!” is the constant refrain of higher education faculty. Every semester brings a repetitive batch of student questions that have already been addressed in a course syllabus. The same types of repetitive questions arise when it comes to course assignments. Again, the instructions have been ignored
In general, a student’s failure to demonstrate comprehension of course instructions stems from two sources:
The student failed to read the instructions
The student failed to understand the instructions
It would be naive to conclude that only the student has failed here. The author of the instructions may also be at fault. Copywriting is a pursuit that’s devoted to creating compelling, reader-friendly content. When content is compelling, the learner wants to engage. When content is reader-friendly, the learner understands the written text. Most academics are not well-versed in best practices from copywriting, leaning instead towards what has been described as “needless complexity”
Guidance from three fields can dramatically improve instructional writing style. Studies in neuroscience have suggested best practices for writing for reader comprehension. Behavioral science has suggested best practices for writing that motivates compliance. And the field of technical writing suggests techniques for simplifying specialized information.
Courses designed and executed using such principles were evaluated by students. At the close of the courses, more than 90% of students in the anonymous course evaluations agreed or strongly agreed with the statements that described the course as clear, understandable, and well-organized.
Join us as we discuss and dissect our approach to prioritizing pedagogy in a pandemic. We will highlight our 4 week facilitated bootcamp for faculty across two campuses, lessons learned, and next steps for scalable, continued professional development opportunities grounded in evidence-based practices.
A virus has become the most significant driving force of medical education transformation. It has blended learning in medicine at an unprecedented speed. In this panel, the educators from different medical schools discuss the changes, challenges, lessons learned; and thus shed some light for optimal blending in the future.
We’ll discuss the challenges facing higher education during these tumultuous times and how Canvas is working with our customers, partners, and community to shape the future of education.
Here is your chance to participate in the online learning version of Family Feud! This game is modeled after the TV show and will give you a chance to introduce yourself and then play with your team. Watch connections grow as you work together as a team to get all of the answers for each category!
This session will reflect on key online education leadership lessons learned during the spring and summer of 2020 due to the impact of the COVID-19 pandemic. Although these lessons were particularly applicable during the pandemic, they remain relevant going forward for anyone working in higher education.
When the COVID-19 pandemic struck the U.S. during spring 2020, U.S. colleges and universities had to respond in new and creative ways. Thrust suddenly into the spotlight as the savior of higher education, online learning had to quickly scale and support faculty and students at a level never seen before.
This session will reflect on several key leadership lessons learned through the process of navigating the challenges of the pandemic, with an emphasis on those that will remain relevant even in a less unprecedented context.
The speaker’s institution (UCF) will be used as a case study in order to illustrate examples of the leadership lessons, but attendees will also be engaged to share their own experiences.
Session outline:
-Introduction
-UCF context, including pandemic migration statistics
-Leadership Lessons:
--- Communicate, Communicate, Communicate
--- Be Flexible
--- But Know Your Non-Negotiables
--- Create Urgency
--- Set an Example
--- Capitalize on New Opportunities
--- Be Human
Each of these lessons will be expanded upon and illustrated with examples. Attendees will be invited to share their own examples and to add to this list with their own leadership lessons through a structured discussion.
Blended learning and collaborative virtual reality are key in the future of education. Join us to learn how to achieve long-lasting, practical, and experience-based learning focused on developing competences and student engagement.
Interested in supporting a diverse student population? The student population of our online program reflects considerably more racial, generational, and professional diversity than our university’s broader demographics. We will share the systems we developed to support the diverse student body in an online setting, including mentorship from program staff and individualized writing support from a departmental writing center.
It is important to help motivate students to reach their highest potential. Before this can be done, faculty need to have the drive and determination to be the best role models to enhance academic performance. Suggestions on how faculty can stay motivated during a pandemic will be discussed in this presentation.
Learn how you can add collaborative annotation activities to teaching and learning in any discipline to enable students to engage with course materials, teachers, ideas, and each other in deeper, more meaningful ways.
Are you being watched? Is your data being collected with permission you didn't realize you authorized? What kind of culture do "Nanny Cams" foster? At Northampton Community College, we've built a state of the art "Smart Apartment" to answer these questions. As Builders, Breakers, and Defenders, students in programming and computer courses learn how to address security issues created by poorly designed data sharing sevices. Other courses like Philsophy, Psychology, and Sociology address issues relating to the ethical use of these devices in every day places. In this engaging & interactive presentation, participants will learn about the Smart Apartment while learning about their own risk taking in this modern world of 20/20, 24-7 surveillance.
Explore practices and technologies for online teaching and learning with OLC Live! hosts Jenae Cohn and Nate Angell as they go beyond the sales pitch with Jarrod Morgan, Founder and Chief Strategy Officer and Ashley Norris, Vice President for Academic Affairs, both of OLC Accelerate 2020 National Titanium sponsor ProctorU.
Amid a pandemic and difficult conversations about race and equity, we face a pivotal moment in higher education. By amplifying voices of Black, Latinx, and Indigenous students, poverty-affected students, and first-generation students, we can improve faculty practices and improve student outcomes. Join Every Learner Everywhere Director, Jessica Rowland Williams, PhD, and a panel of students who are a part of the GlobalMindED 2020 Leadership Class and the Equity Project, for a discussion on how advances in digital courseware paired with evidence-based, equity-first, innovative teaching can better serve today's students.
Student panelists:
Universal Design for Learning (UDL) was created to remove barriers to learning. The emergence of instructional technological tools coupled with the principles of UDL has opened up new opportunities to reimagine the traditional approach to hands-on education (courses with studio or lab activities), within a virtual environment. Such a transition offers solutions to common problems with this mode of education, as well as creating an inclusive and diverse learning environment. Come to this interactive presentation to learn some best practices and discuss ideas to support your own teaching.
The syllabus communicates critical information students need to revisit throughout the semester. This presentation provides an overview of how an academic department and an instructional designer developed a visual and accessible syllabus template. This presentation will also offer tips on developing an engaging, visual and accessible, student-centered syllabus document.
Online graduate students face unique challenges as they often must juggle school with work and families. To support students holistically, and help students develop non-cognitive skills for persistence, an online open access mindfulness course was developed. This presentation will elaborate on the course design and the findings from the study.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Rhonda Blackburn, PhD & President of the United States Distance Learning Association (USDLA) and Marcus Popetz, CEO of Harmonize as they discuss how to increase student engagement in online discussions. During the session they discuss best practices, lessons learned and specific tactics that can be used create welcoming and engaging online discussion.
As distance learning became the new “normal” across the world, COVID-19 unveiled a key component of the online student experience: sense of belonging. In this session, participants will learn what COVID-19 revealed about student sense of belonging and how universities can improve student success and connection practices beyond the pandemic.
In the face of any disaster, we are stronger together. This presentation will discuss how we leveraged our Environmental Barrier faculty “Champion” support program to increase faculty collaboration, strengthen the online community of care, improve student support outcomes, and expand to meet the needs of COVID-19 student impacts.
How can you easily incorporate innovation into the student learning experience? Be smart with your LMS by organizing it into three simple but powerful pedagogical learning strategies. Learn how we motivated students to “Engage,” “Evaluate” and “Evolve” as we explain how the development of one professional Ethics course became a unique example of our educational framework.
This session will focus on the four research-identified types of learners. Participants will be presented with the characteristics of each learner and what learning environments and activities are most successful to them, and how instructors can use this knowledge to create a more personalized learning process for their online students.
Best practices for online discussion recommend thoughtful assignments, detailed grading rubrics, and deadlines to allow instructor feedback. These seemingly sound pedagogical recommendations ignore the social context of discussions (i.e., peer-to-peer) and the role time plays in producing them. We present data from Yellowdig partners suggesting that many existing best practices are a major contributor to, as opposed to a remedy for, poor discussion outcomes.
Months can pass between when students are accepted into an online program and when they begin. How can you use this time to learn how to best support their success? Institutions are turning to internal programs or social media platforms to connect with students. We’ll explore and share success stories.
Learn to customize your own OER Portal to help your institution move online as it delivers its workforce development programs. Learn to use SkillsCommons, the US Department of Labor’s open library of workforce development OER and MERLOT to save time and money by adopting and customizing free quality online curriculum.
Join us as we learn about the reflection process and how to add a reflective practice to your teaching practice. In this session, we will uncover the nuts and bolts of reflective teaching and practice writing short reflections weaved throughout the presentation to get you started on your reflective teaching journey.
Join us for some quiet time to decompress, reconnect mind and body, and practice some self-care as we turn our focus inward for a short while. Mindfulness has been defined as a practice of "bringing one's attention to the internal and external experiences occuring in the present moment" (Baer, 2003). Clark Shah-Nelson will lead this guided mindful meditation session geared toward centering ourselves on higher levels of consciousness so that we can experience OLC Accelerate Virtual Conference in a 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.
Finish your EdD in 3 years? Including the Dissertation? Yes! Join us to learn more about how we have organized a rigorous research process in the scope and sequence of the program and the on-campus immersion experiences, all leading to an EdD, not ABD.
Educators strive to provide high-quality experiences to their students – ones that lead to positive outcomes. Balancing the demands associated with a dynamic educational landscape with stakeholder questions about value can be challenging. This paper describes an online course auditing process to assess quality in a graduate professional program.
While institutions continually increase the amount of large-scale learning data that they collect, many faculty still do not use it to inform course-level interventions and design. Learning analytics dashboards are a common way to present this information and this session explores how institutions could grow the usage of these tools.
Initially transitioning faculty to teaching remotely was a rush job. The next step in the design process could not end with trainings only on the features of Zoom. The door was open for a more structured and nuanced approach to instructional design and for us - it proved successful.
When integrating external resources in a course conversion, it will come with successes and struggles. In this session, we will work to reframe the pitfalls into best practice ideas that can be faced when working along with a vendor or stakeholder outside of your organization.
How do you know if you have a quality online learning program? What steps do you need to take to create an effective environment? If you don’t know the answers to these questions, do you know where you can go for help? In 2018, OLC released the latest update to the Quality Scorecard for the Administration of Online Programs. In this session, you will learn how this scorecard can help you understand what steps you need to take to build quality into your program through the use of current best practices.
The COVID19 pandemic has produced datasets and statistics on a world-wide scale and yet also on a more personal local scale. By connecting authentic real-world data in online math discussions, non-math major students can learn mathematical understanding and meaning to the incomprehensible changes resulting in our world from this pandemic.
Just as learning isn’t one size fits all, teaching with digital courseware shouldn’t be either. Learn how CogBooks has created the most flexible adaptive courseware ecosystem that empowers instructors to teach their course their way, and still experience the benefits of adaptive learning technology for their students.
While we don’t have a crystal ball, we can take what we’ve learned and experienced as we look towards the future. Let’s talk about it! Some questions we might address:
Teachers were given a moment’s notice to move instruction online as COVID-19 swept across America. What have we learned from this experience, and where do we go from here? This session serves as an opportunity to explore both of these questions in the context of research and participants’ personal experiences.
As part of the research arm of the Online Learning Consortium in conjunction with our sponsors Every Learner Everywhere, HHMI BioInteractive, DigitalEd, and Carolina Distance Learning, come learn about a year in postsecondary Online STEM Education. From September 2019 through September 2020, the STEM Survey Working Group has been collecting data through focus groups, mini-surveys, conversations, presentations, media flow, and discussions. We have been able to follow the changes in online STEM education pre and post the COVID-impacted world of digital learning and will inform you of any questions that have changed and which questions have stayed the same over the course of a pivotal year in online learning. Come join us to learn about and discuss our findings before the long-awaited release of the National Online STEM Survey.
In 2017, we turned to technology to engage the students who have limited and inflexible time but have greater success with live instruction. In 2020, post-pandemic, we shifted our focus as the technology allowed for a seamless transition to quarantined life. Learn how pre-pandemic planning prepared us for post-pandemic emergency.
This interactive session will guide attendees through an array of best practices for identifying, designing, and implementing eService projects with virtual teams. All attendees will receive a toolbox of eService resources to assist with establishing a strong foundation of eService within their teams or departments.
Ever really want to know what’s inside the minds of those folks usually standing behind the tables in the Exhibit Hall? Sit them down for a candid Q&A about their mission, vision, and purpose? Or dig in to some of the perplexing ways that partners/vendors and institutional leaders interact with one another? In this session, you'll get to to just that ...
Book Creator is an app/online tool that allows students to create digital presentations. Book Creator scores high for accessibility and is a rare tool that can be used with any age- from very young children to adult learners. Come learn how to use this tool to increase student engagement/participation.
Book Creator can be used to publish materials to an authentic audience, engage reluctant writers, demonstrate understanding and promote collaboration among students. This free, online, accessible tool has a simple interface for navigation. Participants will learn how using this tool is beneficial for their classroom practices and for their students. Discussion of best practices for implementation, use and assessment will also occur during this session. Participants should have an Internet Enabled device like a laptop or desktop available so they can create books.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. In this session, led by Dr. Caitlin Runne-Janczy of Science Interactive, we'll discuss the challenges faced when bringing the science lab online, how Science Interactive works to make the transition easier, and the future of laboratory courses.
Extraverts and introverts learn, process information and form relationships in fundamentally different ways. This has an enormous impact on learning but is seldom considered by faculty, instructional designers and students. Come and explore ways to support introverted and extraverted students, as we redefine learning for the future.
Participants will learn how our blended faculty development Academy was established, the Canvas attributes used in developing the modules for the Academy, how we constructed field experiences centered on Canvas modules, and how the field experiences assisted Academy Fellows in designing their e-Learning case study for students.
To increase enrollment, a program revision and course alignment were completed. Linking industry competencies to course activities provide students with increased job opportunities upon graduation. This presentation describes the integration of the competencies as well as the successes, challenges, and opportunities from developing a competency-linked online graduate program.
Faculty new to teaching online may not be aware of the myriad federal policies that impact online education. This session is an overview of the most important federal policies that impact the delivery of online education including accessibility, regular and substantive interaction, and the difference between correspondence and distance education.
Using a digital cross-national collaboration, we examine teacher educators’ learning in four teacher education programs across two countries. We will highlight how using an online platform as a productive teacher education space, will enhance ethical and in-depth learning, and challenging norms for preservice teachers.
In the last decade, innovations like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education. Then came COVID-19, causing a rapid acceleration of the adoption of these kinds of technology and new pedagogies in under a month. The next wave of disruption to higher ed will not come from more technology to incorporate into teaching, but will be caused by the existence of advanced technology in the workforce. The existence of technology like AI will force us to alter the content we teach, how we assess, and how we design programs, modalities, and curriculum in order to stay relevant as educational institutions.
Blended learning has been increasingly explored by institutions in response to the recent challenges brought on by COVID-19. This presentation will focus on how blended learning can address the challenges faced by higher education beyond the pandemic. Models of blended instruction that promote student success and retention will be provided.
Faculty researchers share preliminary results of their study investigating transformational aspects of teaching during the recent pandemic. The study explores how transitioning to online teaching opened an opportunity for faculty to rethink their ideas about teaching and negotiate new ethical challenges. Results and experiences will be discussed with the audience.
Title IX of the Education Amendments Act of 1972 regulates discrimination, harassment, and retaliation on the basis of sex in all educational programming, including the online learning environment. Faculty and Administrators can benefit from understanding the application of Title IX regulations to online program management, learning management systems, and the virtual classroom.
We will explore Honorlock’s student-centric approach to remote exam proctoring and our exclusive features designed to protect academic integrity, including Mobile Phone Detection, Search and Destroy, and Live Proctor Pop In.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Brock Ostertag, representing our sponsor Mediasite, will kick us off with a chat about distance learning and planning for the future in a new virtual world. We look forward to your contributions to the chat to see where it takes us.
Instructional Designer is my title – but it is not what I do. My actual role is Technology Enabler. In this session I describe the role of technology enabler, the potential impact on the organization, and the benefit to the bottom line for including a technology enabler in your organization.
Are you ready to tackle the next great Instructional Design Challenge? Join us in this Escape Room Interaction to gain new ideas of how to apply project management strategies and critical thinking skills to develop high quality courses amidst epic obstacles! Collaboration, Creativity and Communication is highly encouraged.
The transition to online education has been chaotic for schools and teachers across the nation. The lack of funding and subsequent lack of support has put the otus on teachers to provide an online learning environment that maintains the rigor and support previously provided. This presentation will discuss tips, strategies and tools that teachers can use and implement right away to ensure a meaningful learning experience for students.
While institutions moved toward remote learning in response to the unprecedented pandemic, many institutions found the transition fraught with unexpected challenges. This timely session provides administrators and leaders with a model for evaluating institutional readiness for the development of successful distance education programming and offers practical suggestions for implementation.
The spring and summer of 2020 was not only a time of upheaval and uncertainty. It was also a time when higher education’s helpers rose to the occasion. Educational developers, administrative leaders, instructional designers and faculty all rallied around the common cause of bringing continuity, support, and even a dose of hope to students around the world. This lightning talk draws on the presenter’s experiences creating practically-focused guides to emergency remote teaching during the COVID-19 crisis, with an invitation to reflect, share our lessons learned, and go forward as a stronger and wiser profession.
Explore practices and technologies for online teaching and learning with OLC Live! hosts Jenae Cohn and Nate Angell as they go beyond the sales pitch with Ryan Leer, Vice President, Strategic Accounts of OLC Accelerate National Titanium Sponsor Examity.
Want to connect with other conference attendees while playing games and winning prizes? Join us for this final Week 1 session, meet new people and play bingo!
Join us for some quiet time to decompress, reconnect mind and body, and practice some self-care as we turn our focus inward for a short while. Mindfulness has been defined as a practice of "bringing one's attention to the internal and external experiences occuring in the present moment" (Baer, 2003). Clark Shah-Nelson will lead this guided mindful meditation session geared toward centering ourselves on higher levels of consciousness so that we can experience OLC Accelerate Virtual Conference in a 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.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Honorlock’s experts, Dee Bohne and Estelita Young, along with your fellow peers in discovering what were some of the biggest hurdles to overcome in Spring semester and what lies on the road ahead for online learning.
Note: Honorlock will be providing a $5 virtual Starbucks gift card to anyone that drops in and participates in our coffee networking session. Come join us!
Come and test your awareness of neuromyths and evidence-based practices related to the brain and learning. Using six Mind, Brain, and Education (MBE) principles as a framework, this interactive session will share findings and research from an international OLC study that included instructors, instructional designers, and professional development administrators from online, blended, and onsite education programs across public, private, and for-profit institutions. Panelists will discuss predictors of awareness of neuromyths and evidence-based practices. Leave with innovative MBE strategies and extensive resources to support student success.
Most teachers have limited experience with digital games when it comes to integrating them into the classroom. This session covers the design and development of an online professional development on gamification for K-12 teachers. Findings from teachers’ perceptions on video games are used to guide the PD content.
Virtual learning has and will continue to be in demand given the current world health climate. Join us for a strategy-rich, mini-workshop sharing successful approaches to online math discussion forums that include authentic real-world situations, teamwork and plagiarism-reduced, quality content-specific conversations.
It takes a campus community to promote student success. This presentation addresses competency-based degree plans and application-based capstone courses for undergraduate university students. Examples of competency-based degree plan, use of open educational resources, and capstone courses will be discussed. Included in the discussion will be prior learning assessment courses and the role of faculty as mentors. Testimonials from learners are provided along with a model for designing an effective capstone course for undergraduate adult learners.
Purposeful learning design is at the core of effective learning experiences. Join this session to learn how the faculty at this college partnered with designers to bridge the gap between learning design and teaching.
Join us to learn how to develop a series of narrative prompts and rubrics that will guide students through the inquiry cycle of experiential learning and effectively reflect on their learning. Participants will leave with a copy of a workbook and strategies for assessing engagement experiences.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Mark Pedrelli and Danielle Walker of Examity to discuss how can we create useful and consumable experiences for novice online learners? How do we address an audience as vast as the global learning environment itself? Join us to discuss design considerations for an audience that ranges from the reluctant remote learner to the experienced lifelong learner.
This presentation will explore how a faculty member of a fully online course develops culturally responsive instructional design of asynchronous and synchronous content within the context of a multicultural counseling class. Implications for engaging pre-service counseling students at an Historically Black College and/or University (HBCU) will be delineated.
In this presentation we share our institution’s multistep process to document existing implementation of HIPs and establish systematic processes to promote their inclusion in courses including online and blended modalities. During the session presenters and attendees will co-create a resource and recommendations document that will be available after the session.
You’re busy and quickly become inundated by requests from students and administrators. So why not take advantage of the most powerful tool at your disposal – your LMS?
Join me as we walk through the incredible tools Brightspace offers to improve efficiencies and increase engagement, all while providing personalized learning experiences!
Presenters will share an innovative process developed by an online nonprofit college to create an interdisciplinary suite of courses to be taken by all incoming graduate students across seven academic degree programs. Attendees will have an opportunity to apply the process to create a vision and framework for an interdisciplinary course.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. The role of content in higher education has been shifting and changing as the world adapts and adopts digital learning. Along with it, the role of course material providers has expanded beyond content into services tosupport thea digital experience. In this open discussion, Lauren Dietz with Cengage will share how the company responded to the shift in course materials delivery needs during 2020 and hear attendees perspectives on the role of the course materials in 2020.
This session will draw on the Model for Equity and Evidence-Based Teaching to explore ways faculty can take an evidence-based approach to identify and implement pedagogies that foster high impact or deep online learning experiences for students.
While instructional designers are not accustomed to being the subject matter experts in a conversation about programs, reframing centers of instructional design as places with academic and professional expertise reveals in-demand skills and knowledge. Learn how to identify innovative programming opportunities for your institution while supporting instructional designers’ professional development.
Visual analytics can showcase trends in student course evaluations. However, building a dynamic dashboard is only effective if the survey is designed with the right questions. We will discuss visualizing course evaluation data to shift thinking from assessing instructors, to assessing teaching and learning for online classes overall.
Federal regulations require notifications for programs leading to professional licensure, regardless of modality, to ensure students are making informed decisions about institutions. Does your institution have a plan to track students, research requirements, and provide required notifications? Join us to discuss the development of an institution compliance game plan.
Come join other conference attendees and create an OLC Accelerate game plan for Week 2 and post-conference. During this power hour, the OLC Field Guides will be present to suggest interesting presentations and activities, train you on the use of the OLC site/mobile app, and show you Engagement Maps. We’ll also discuss ways to participate virtually–including Slack and Twitter! Meet old friends, make new acquaintances, plan your schedule. We can’t wait to see you there!
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join us for a discussion on how the current economic landscape has accelerated the need for higher education to evolve and adapt in order to meet the needs of adult learners looking to re-skill or up-skill as they look to transition careers or re-enter the workforce.
Synchronous online teaching can effectively address the challenge of personalizing the online learning environment by facilitating live interaction among students and instructors. Let’s explore how to design and deliver a synchronous online class that will optimize the use of live sessions, while still maintaining the flexibility of online instruction.
Come to hear the story of how an instructional design team has shifted from a rigid one-size-fits-all course development process to an agile menu of services, making their department more accessible to the faculty and staff of their college.
Engaging freshman students in a relevant authentic learning opportunity utilizing technology and resources to develop critical thinking and problem solving skills is useful throughout a student’s college career and increases the likelihood of graduation. We developed a seminar building student confidence and preparing them for the demands of college rigor.
When dealing with Covid19, IE Business School introduced a new pedagogy and blended learning approach: the Liquid Learning (see https://www.ie.edu/building-resilience/liquid-learning/#). During the lecture we will explain the new blended approach and how we made the transition to the new pedagogy and make it work for 7.000 students and 300 faculty members in 5 months.
PSI’s human-first approach to intelligent Online Proctoring assures students that their personal information is secure and their privacy respected during every phase of their testing experience.
This workshop, featuring original reserarch, an expert panel discussion and attendee Q&A, will assess the status of online higher education in the wake of Covid-19, and discuss prospects for online to do more to address core access, cost and quality challenges.
We'll explore ways that online educators can incorporate Universal Design for Learning (UDL) philosophies into their online teaching. We'll consider strategies for encouraging accessible learning design and will discuss ways to push accessibility conversations forward in higher education. What opportunities exist when discussing UDL in online learning?
Get a concentrated dose of Accelerate experience with OLC Live! hosts Jenae Cohn and Nate Angell as they lead a cross-cutting discussion with presenters and participants focused on this year's conference themes:
Excitingly, this year for OLC Live! we’re trying something new. Hosts Jenae and Nate are sourcing our guest interviewees right from the amazing group of presenters and audience members as a way to stay responsive to the discussions actually happening during the conference. You can help them identify engaging and provocative speakers by completing the OLC Live! nomination form: http://bit.ly/OLCLiveNomination .
Join OLC Live! daily to hear from those presenters and audience members who have been identified as impactful during sessions for additional insights!
Online graduate nursing programs have increased over the past decade. Busy healthcare professionals are required to complete major projects during the program. Obstacles and crises often develop in the student’s practice settings with faculty guidance needed toward possible solutions. This session explores communication innovation during expected and unexpected coronavirus times.
Technology disruption in education has given it a sturdier platform in the last few years. Management education today is can be bundled and customized with an emphasis on metacognition, competency-based learning, gamification, and sustainable pedagogy. The education needs to be streamlined with employability skills without simply providing a traditional education degree with scanty employability skills.
What if you had the tools to draw students into a learning adventure of their choosing? The Hy-Flex modality allows faculty to creatively customize the student learning environment by leveraging student-centered teaching. This method involves creative assignments and multiple pathways to promote diverse student learning experiences while maintaining rigor.
Engage, Explore, Explain, Elaborate, and Evaluate are words that appear simplistic for designing science lessons, but they actually help instructors and designers utilize Conceptual Change Theory to uncover learner preconceptions and misconceptions, which are very difficult to change. The 5Es provide the conditions to modify them to more scientific ideas.
A personal reflection on the rapid transition from traditional classroom teaching to the COVID19 pandemic pivot that was required in March 2020. With my 10 years of online teaching experience the transition was full of lessons.
Join a team and work together as you scramble to collect items for this virtual scavenger hunt! Race other attendees and see which team will complete their list first to win a prize. The hunt is on!
This mixed methods multiple case study analyzes students' perceptions of their in-person flipped class experience that transitioned abruptly to an online-only experience during the spring semester of 2020, due to COVID-19. Each of the four cases presented will highlight students' sense of course satisfaction, course engagement, and cognitive learning.
As COVOD-19 hit New Orleans hard in March, our workshop was almost ready to pilot. We quickly altered it to facilitate faculty course development for rapid transition from face-to-face delivery to online. Come hear our experiences from several perspectives: online faculty professional development, course development and delivery, and quality metrics.
Today, leaders have been thrust into a virtual leadership role, virtually overnight. For some this is a short- term situation; for others, leaders now find themselves in unchartered and uncomfortable waters. This presentation will provide scholarly research and best practices for virtual leaders to assist them in making this transition.
Considering today's overstimulated lifestyle, how do we engage busy learners to stay on task? Join this session to discover current efforts in implementing ubiquitous educational opportunities through customized interests and personalized learning aspirations e.g., adaptive tools, AI support communities, and memory management systems.
Apply proven practices to reduce the cost of course materials, move online with open educational resources, and open innovation on your campus by leveraging a trusted community of leaders. MERLOT and SkillsCommons provides products and services to accelerate innovations in higher education and workforce development.
Learn to use Rise 360, cloud-based software, to engage students with active learning. Excellent for an accelerated pivot to an online environment. Interact with our responsive material on your own device, and learn to create and export engaging content for student use with a free trial of Rise 360.
This session will describe how an Office of Blended and Online Learning implemented instructional design services at scale during an immediate pivot to remote teaching, beginning March 11, 2020. As with many higher education institutions, this department found themselves tasked with supporting hundreds of faculty members and many who have never taught a hybrid or online course. In addition, many faculty were unfamiliar with instructional design services. With only two days’ notice, how will a small department of two new instructional designers and one dean manage the workload? When the spring semester is over, how will they plan their faculty development offerings to prepare faculty for the fall, regardless of modality? These questions and many more will be answered during this session.
Would you like to learn how to create an online program with real community? Join our session to learn more about how the Ed.D.-LOC program is committed to community building as a central value proposition of the program. The recruitment and retention of students through innovative teaching strategies and rigorous academic and professional development preparation are buoyed by a program vision and faculty mission to engage all learners in a community in order to foster retention, aid in reciprocal mentoring, support students, and provide a network to foster student success in every stage of our program.
This session will share our university’s intentional approach during the COVID-19 crisis to promote quality online learning by preparing for remote instruction while simultaneously preparing for more online teaching. Presenters will discuss and compare approaches with participants while sharing data and lessons learned from our experience in 2020.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join PlayPosit Co-Founder Sue Germer for a casual conversation on the future of education following the outcomes of the COVID-19 pandemic and the role of interactive learning tools.
Using a new progressive tool to maximize clinical teaching and learning in the online environment, faculty and students are guided in the development of clinical judgment skills within simulated patient care environments. Attendees are invited to learn about the development, user experience, and lessons learned for application to their courses.
This session will speculate on the future of higher education in light of online learning developments since the COVID-19 pandemic. Specifically, it will consider how the pandemic will accelerate the development of online and blended learning in our colleges and universities. It will further examine the implications of this for faculty governance.
Online faculty consultations have the power to foster, model, and generate effective online education practices. They can exemplify the best aspects of online education; build relationships among faculty, designers, and technologists; and create community between institutional teams (IT, librarians, faculty development, instructional design, and program administration).
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
Designing quality assessments involves understanding a complicated web of factors which is further complicated by the recent rapid shift to online teaching. In this workshop, participants will rethink their current assessment strategies to improve their understanding and use of online teaching strategies and assessments in small and large classes.
In this fun story building game, you will get to interact with other people and work on building a story together. How these stories end is up to your group!
The complexities of teaching STEM online are compounded exponentially by the emergency move to remote online learning, making it even more important that we understand how to best teach and learn STEM online. This presentation provides a foundational context of the problems, complexities & issues in STEM, STEM online, and STEM in a post COVID19 reality. A review of current literature is presented, and pilot study is suggested.
While natural disasters are often in short-term academic continuity plans, COVID-19 can be devastatingly disruptive to campus communities. Beyond remote instruction and toward a deliberate preparation for online teaching, Planning Instructional Variety for Online Teaching consists of five daily webinars, focusing on course design, engagement, active learning, assessment, and accessibility.
Using technology for instruction can be frustrating. Applying various educational concepts and models — e.g., situated cognition, SAMR (substitution, augmentation, modification and redefinition) and/or TPACK (technological, pedagogical and content knowledge) — can guide decisions on proper tech tool integration. These and other theoretical frameworks enhance tech-based instructional decisions to transform learning. Participants will explore these ideas, select the proper tech tool for instruction, and be able to design a technology-integrated assignment. Several tech tools will be suggested. An example of a technology-integrated plan also will be provided.
The intent of this first session is to further explore the foundations of course design from the pre-immersion workshop. Faculty will spend some time working on their own course material to begin the process of creating an outcomes-driven course design in the APLU Flexible course redesign initiative. Faculty should come prepared with their course syllabus in order to facilitate a meaningful conversation.
Over a 3 week period, 1,000 institutions began using LockDown Browser and Respondus Monitor to protect the integrity of their online exams. Learn the rapid rollout methods they used.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Hear from OLC members who use Yellowdig to build communities for their students to collaborate and enhance peer learning. Learn first hand the capabilities of our platform by joining our OLC Accelerate Yellowdig community to continue collaborating with your peers throughout the conference and beyond.
Using a recently developed research toolkit to drive our discussion, this session will help you identify meaningful research questions, variables, measures, instrumentation and other data collection tools, and data collection techniques to more effectively understand your and your institution’s response to providing instruction and support remotely during COVID-19 pandemic.
Imagine you have come up with a plan for teaching complex content to students studying an unrelated field - and then you are required to teach it in a completely different learning environment than you had been planning for. Soon. This presentation will explore one such story’s process and results.
This presentation will exhibit innovative solutions to highlighting graduate level curriculum in a one course/three modality model, on ground, blended and online. The Instructional Designer brings a unique and streamlined perspective to representing the curriculum in one course. We will share examples of how to enhance collaboration across campuses.
The SCPS Instructional Design Department at Manhattan College supports the development needs of a professional school, such as accelerated coursework, online courses, and adjunct teaching staff. This presentation explores the reevaluation of the School’s quality assurance structure and how that structure has been updated to serve essential instructional design needs.
This second session will delve into more practical strategies that will help faculty continue to build a foundation for a compressed course redesign process. Faculty will spend more time grappling with the importance of finding a new cadence in a time condensed course. Discussions will allow for participants to determine how to create more dynamic instruction through the exploration of active learning.
This workshop will review data about importance of synchronous and asynchronous multimedia tool use in online courses to promote student engagement. A study in relation to social presence, instructor presence, and cognitive presence was conducted in order to determine if two multimedia tools were effective in increasing student engagement.
What do ice cream, 3D pens, & Barbies have in common? They are analogies used to engage faculty to improve teaching presence in online/blended courses, using innovative and memorable methods. Walk away from this interactive session with several customizable lessons to enrich faculty development & a greater understanding of teaching presence!
New to applying technology in the classroom? Unaccustomed to the technology tools available online? Looking to add elements (tools) to your mixture (courses)? Come experiment in a learning laboratory! Bring your device or follow along in this hands on interactive session.
The presenter’s doctoral study found that students who use learning contracts perceive a positive change in aspects of both their internal motivation and self-directed learning behaviors. This session will share key findings from the research and provide participants with practical guidance on using learning contracts to engage online students.
This culminating session will offer some guiding principles that will help faculty make adjustments and redeploy their course in the new redesigned format. We will specifically explore the context and audience that is served through the HBCU lens. By examining this paradigm, faculty will explore ways to shift the design of the course from a teacher centred to student centric view . Principles of engagement to support this shift will also be explored.
In this presentation, learn about ways to make the online learning process more user-friendly; Including accommodating diverse student proctoring needs while preserving academic integrity & measuring online learner readiness to identify at-risk students and proactively support them.
Research confirms: students are more engaged, learn more and have more equitable outcomes when faculty teach with evidence-based teaching practices. Pour a cup of coffee and join ACUE for an inside look into ACUE’s course in “Effective Online Teaching Practices.” You’ll come away with several practical online teaching approaches that can immediately be put to use in your own online course design and delivery.
In response to the Pandemic of 2020, many CIOs across the nation found themselves at the intersection of remote work, teaching, and learning. One institution shares their story and discusses the future of the CIO role on campus and beyond.
This session will examine research methods and continuous improvement strategies institutions are using right now, particularly as it relates to improving student engagement and increasing academic success through innovative teaching and learning strategies. Join Megan Tesene, PhD and Julie Neisler, PhD as they review the current landscape of digital learning research methodology and continuous improvement, the work that they are doing through APLU and Digital Promise for the Every Learner Everywhere Network, and how you too can implement these research methods and strategies in your own work.
When students have feelings of impostor phenomenon (IP), or feelings that their accomplishments are based on fraud and that other people will find this out, the thoughts can manifest themselves into academic and social struggles, as well as post-graduation career-related anxiety. Join us to learn more about what impostor phenomenon is, how it manifests itself in students, and considerations for addressing it in the online learning space.
Participants will conduct a student analysis, the first phase of designing learner-centered online learning experiences. During the workshop, participants will learn about a learner-centered mindset and engage in an activity that will produce a complete analysis of their students that they can export and use for future designs.
How do you design and develop quality online courses at your institution? Are you satisfied with your process? What would you change? We’ll answer these questions and more as we give the lowdown on our current process and its evolution. Newbie or seasoned veteran? We’ve got ideas that benefit all.
Get a concentrated dose of Accelerate experience with OLC Live! hosts Jenae Cohn and Nate Angell as they lead a discussion with presenters and participants focused on what are we learning from our research and work in teaching and learning during the pandemic. What does the data and experience we have now suggest about the future?
Excitingly, this year for OLC Live! we’re trying something new. Hosts Jenae and Nate are sourcing our guest interviewees right from the amazing group of presenters and audience members as a way to stay responsive to the discussions actually happening during the conference. You can help them identify engaging and provocative speakers by completing the OLC Live! nomination form: http://bit.ly/OLCLiveNomination .
Join OLC Live! daily to hear from those presenters and audience members who have been identified as impactful during sessions for additional insights!
This session will spotlight The National Research Center for Distance Education and Technological Advancements (DETA) Research Toolkit, a resource to support research conducted at the course, program, institutional, or cross-institutional levels.
This presentation examines faculty best-practices in epistemic trust-building in online college courses. The presenters will share a theoretical framework to guide faculty approaches, administrative oversight, and professional development. Perspectives revealed by student and faculty interviews will be used to highlight the true importance of the trust relationship in online teaching.
In this express session, participants will review the use of FlipGrid for video based student engagment and peer review. Participants will use FlipGrid to create unique discussion experiences that they can use in their courses to engage students and faculty. The use of tools within FlipGrid such as rubrics, focus, topic tips, and sticky notes will be discussed. Feedback from student and faculty professional development evalutions will be shared.
Paramedic students were very resistant to the idea of Online Learning. Most were concerned that they would lose that personal connection to their instructors and their peers. Come see what we did to make our classroom “The Most Magical Place on Earth”. There may even be some extra magic!
Faculty in today’s world have the need to find new, alternative, online resources to teach their classes. Knowing what resources are available for use without violating copyright law is difficult. This session will give attendees a primer on copyright law and options and strategies to find alternatives to copyrighted materials.
Keeping students connected, supported, and motivated today is more important, and difficult, than ever. Hear from our multidisciplinary panel who will share their experiences using online and blended communities to scale support and keep students engaged from a distance. You will leave the conversation with practical solutions for building community for different student populations and at different stages of the student lifecycle.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Need a break? Join us for an interactive competition based on the power of community. Hey, if not for the great conversation, at least stop by for the chance to win an $100 gift card to Amazon!
In this session, participants will reflect on research in an experiential context by answering the following questions - how we might as a community surface and collect themes that emerge from our collaborations? Focusing on OLC Accelerate as our research setting and context, how might we as a community produce a tangible artifact representing the scholarship, thought leadership, and opportunities arising from our work?
In April 2020, a global, online university launched a certification program to support the continued professional development of its student-facing staff. The program is designed using a blended approach, via self-paced modules and in-person coaching. Presenters will share program design and implementation strategies and pitfalls and successes of the process.
This session will present various tools, techniques, and novel approaches for integrating stellar online discussions in your courses. Ditch the "read, write, respond" model, and leverage ed tech and a bit of creativity to fully engage students and stimulate critical thinking.
Institutions, content providers, & technology suppliers have collaborated to ensure day one access to course materials to improve student success and lessen the cost of education. Inclusive Access and Equitable Access programs streamline procurement and delivery of course materials.
The COVID-19 pandemic has led to forced remote instruction with little or no prior planning and organization into the instructional design for online course development. This work is an effort to provide quick strategies and techniques for active learning for remote live/Synchronous/Zoom sessions.
This session provides deans and faculty with an opportunity to explore the notion that online and residential instruction share the same academic core teaching practices as well as the tools and training necessary to take their traditional teaching methods to new heights in the virtual classroom.
Higher education faculty burdened by multiple responsibilities rarely feel they have time for a strategic initiative (SI). This presentation highlights how multimedia assets were used to attract and retain faculty during this SI for quality online course development. We’ll share lessons learned from this partnership between faculty, instructional designers, and multimedia producers.
For years, distance learning professionals encouraged academicians to try innovative methodologies and digital pedagogy. Today, the choice to join the digital movement is no longer a choice but more so a mandate. Learn about how Texas A&M University-Corpus Christi is leveraging this new digital transition to help enhance the university wide digital transformation being pushed forward by the Department of Information Technology.
Join the Presenter Services Co-Chairs at A Very Happy Happy Hour! For this happy hour we ask those joining to spread happiness with some fun activities. Grab your favorite beverage and snacks and join us in spreading happiness and playing some fun ice breaker activities and Zoom games. Along the way you will learn how to move beyond the basic functionalities of Zoom to leverage the technology for more effective online engagement using breakout rooms, backgrounds, and polling, as well as other fun and unique ways to have participants engage in your sessions.
This presentation discusses how an on-campus physics course was quickly adapted for online teaching in response to the COVID19 pandemic. We redesigned the course for fully online teaching in a matter of a few weeks. We present our approach to the emergency and discuss the lessons learned from our experience.
Come join the Every Learner Everywhere network partners, National Research Center for Distance Education and Technological Advancements (DETA), the Online Learning Consortium (OLC), and dLRN discuss process, findings and recommendations from an empirical research study completed in adaptive technology and OER. Incredibly popular digital tools in online learning, how much do we know about their impact on students? Learn about a step we’ve taken to organize research in response to the various Every Learner Everywhere studies, and better understand where the field needs to go for future development of these technologies for future alignment with research and student success.
More than a month and a half ago, all the schools around the world were forced to transition from the face-to-face classes to teaching remotely, entering the world of digital education. Like millions of teachers and students all over the world, we did our best
When someone hears the word “Assistive Technology”, they may think of motorized wheelchairs or specialized computer programs. While these are examples of Assistive Technology tools, Assistive Technology(AT) tools are everywhere. These tools can range from free, inexpensive to expensive. These specific tools can help students with disabilities learn, communicate and navigate the world around them. Come to this session to learn the different levels of AT and the different kinds of AT available. During this session, you will be exposed to different types of AT and learn how they can benefit students. Participants will also discuss best practices for use and implementation with their students. Participants will also learn where they can locate AT resources and tools. Use of an Internet Enabled device is required for this session.
As the onset of COVID-19 rapidly shifts us to remote and online instruction, leaders need a variety of strategies to successfully navigate rapid change. The 15 Commitments of Conscious Leadership: A New Paradigm For Sustainable Success offers a helpful framework for collaboration, awareness, and influence for individuals in both formal and informal leadership.
The COVID-19 health crisis caused online programs to evaluate course design. The University of Illinois-Chicago has found that the crisis management varied based on individual courses even in online programs. The presentation will focus on the role of course design, meeting online learning standards (OLC Scorecard/QM) influences crisis management.
Work together with a team to figure out where in the world the image that you are looking at is from. Use those Carmen San Diego skills from your childhood to sleuth out the image on the screen. Don't worry about bringing your own teammates, we will split everyone up into teams once the session starts!
How do you teach students to be better decision makers and leaders in an asynchronous online course? Join us to see how we used VR/immersive simulation to create a safe environment in which students can practice decision making skills. We will also discuss the lessons learned along the way.
Understanding students’ self-perception is imperative when creating meaningful online and face-to-face instruction. How can faculty tend to students’ social-emotional deficits while maintaining rigorous academic instruction? This workshop will delve into strategies for increasing students’ self-perception and discuss approaches for academic and motivational support at the course, faculty, and university levels.
Students selected an open pedagogy book creation project in an economics capstone class at the start of the semester and transitioned smoothly to remote instruction theough by relying on hypothes.is for peer review, Google docs for collaborative work, and Pressbooks for sharing the final project under a creative commons license.
There are more instructional designers now than ever before. But their relationships with faculty and subject matter experts (SMEs) can be fraught with tension and confusion about roles and responsibilities. Designers will learn how to build bridges, ask the right questions and improve collaboration with their SMEs.
Explore practices and technologies for online teaching and learning with OLC Live! hosts Jenae Cohn and Nate Angell as they go beyond the sales pitch with Bill Avey and Jeff Chen of OLC Accelerate Titanium National sponsor HP.
Comprehensive Learner Record (CLR) is at the epicenter of this change, helping to unpack evidence of learning and making it more explicit and meaningful to students, employers, and institutions. This session will provide insight into the University of Maryland, Baltimore County’s efforts to pilot a Comprehensive Learner Record (CLR) and how this effort organically provides evidence of student learning.
Sharing ways to design courses to meet learning objectives using evidence-based practices regardless of instructional modality - pairing traditional classroom activities/assessments with equivalent remote or asynchronous activities/assessments, and providing an extensive list for faculty or course developers to use to ease the transition from one modality to another.
Hybrid-flexible design, or HyFlex, has been around since 2006. Colleges and universities are adopting HyFlex more broadly, in response to variable student access circumstances. Learn the neuroscience behind why HyFlex works, and how to use universal design for learning (UDL) as a “shortcut” to attaining HyFlex goals.
Since March 2020, Strada Center for Consumer Insights has been listening to Americans as they’ve shared how COVID-19 is impacting their lives, work, and education. Based on feedback from more than 20,000 adults, this session will explore American sentiment toward online education—including past experiences, preferences, future plans, and value in the job market.
Moving beyond the mere transactional sit-and-get conference experience, OLC Accelerate brings together educators from across the globe to engage in critical change work in supporting the modern learner, anywhere and anytime. Part fireside chat and part active design sprint, this session will connect Flower Darby’s opening keynote to the collective findings amassed throughout the conference. Using a curated set of notes collected by numerous conference attendees, session participants will first hear Flower reflect on how the discussions and themes from the conference presentation connect to our collective role in empowering students to engage and learn. Then, we will collect in groups aligned to different tracks of the conference, further reflecting on how we might each amplify our efforts in combining teaching excellence and technological innovations to support student success. We’ll close with a brief share out and call to action in support of our future discussions, collaborations, and advocacy.
Join us for a transformative session that will not only weave together the threads of OLC Accelerate 2020 as a closing activity, but will provide you with a road map and continued momentum for the shared path ahead of ensuring access and impact of our online, blended and digital teaching and learning practices.
Join us in celebration of the transformative practices, connective networking, and impactful discussions from OLC Accelerate 2020. With an inside look at the big takeaways from the conference, members of the OLC community will share stories of their favorite moments from the conference. OLC Live! hosts Jenae Cohn and Nate Angell will close us out with lightning interviews of the conference steering committee, including members of the OLC Board of Directors and OLC Staff. Let’s close our time together in appreciation of all that we’ve learned, and in celebration of the monumental advancements to come within the field of online, blended and digital learning.
The purpose of this discovery session is to explore research ideas in assessing the implementation of the Community of Inquiry Framework as a pedagogical tool for evaluating the implementation of cognitive, social and teaching presence in a nationally certified evidence-based course.
In this session, you will discuss and share teaching ideas, strategies, and student activities that can be adapted across disciplines to maximize student learning in an online, synchronous learning environment.
Enjoy a hands-on learning experience of PlayPosit's platform while learning about the powerful instructional design tool’s full suite of applications and some of the most popular partner use cases over the years.
Higher education is a exponentially diversifying, both, intrinsically and extrinsically, through the delivery of content and the dynamic learning audience. The uniqueness of culturally responsive and technology centric education will increase interactivity, keep the students engaged, and enhance learning skills.
It’s been blasted via emails, social media, and commercials for the last eight months – “We’re here to support you.” But did that support actual service the need? What does “support” and “service” really mean in times of urgency and under normal circumstances? And what do you and your students expect when someone says “We’re here for you.” In this foundry session, we will dig into what service and support mean to you and your students. How did your institution and companies that you rely on come around you during your transition to remote and online learning this year? What was successful that should be a pillar of service and what needs to evolve? This open discussion will help improve upon existing and build new services that address the true needs of faculty, students and administration.
The purpose of this Discovery Session is to better understand if and how academic service-learning components were reconfigured to online formats in response to the COVID-19 crisis. From this information, we intend to explore various models of service-learning and best practices for implementation within the hybrid and online course formats.
XR—a catchall term that includes augmented and virtual reality and spatial and pervasive computing—holds potential and challenges for educational use under pandemic conditions. On August 7, Dartmouth College and the University of Pennsylvania held a conference to explore this potential and the challenges. This session is a short compilation of selected presentations from that conference, including "From the Chaos of COVID-19 to Immersive Initiative Opportunities" by Bill Egan, "Project Komodo: Catalyzing Browser-Based VR Instruction" presented by Brandon Dang, and "Multi-user VR for Remote Teaching – Initial Results" by Matthew McGinty. The full set of presentations from this conference are available at https://dartgo.org/covid-xr-conf.
We finally figured out how to do online learning well--by meeting synchronously!
This session will show how to make those sessions more effective by: preparing students before to create knowledge during the sessions, structuring sessions to generate new knowledge, and connecting that knowledge with learning activities after the session.
This discovery session will move the field forward by offering specific actionable items that are supported by empirical research to help develop online relationships within the virtual classroom. The content will be produced in a tutorial manner thus providing easy to follow step by step instructions for how to conduct the activity while also highlighting the theoretical and pedagogical underpinnings to help substantiate the viewer’s understanding of the key concepts included in the activity.
Less is not more for Generation Z: They need and expect more videos and interactive course content than ever before. However, practical and pedagogical questions arise as we respond to this need. Join us to tackle these questions: the lingering questions we haven’t had the time or space to wrestle with this year.
Hear from OLC members who use Yellowdig to build communities for their students to collaborate and enhance peer learning. Learn first hand the capabilities of our platform by joining our OLC Accelerate Yellowdig community to continue collaborating with your peers throughout the conference and beyond.
I designed two types of assignments for an online course with open education resources to foster student-to-student and student-to-content interaction: 1) online discussions, and 2) online annotations. Based on learning analytics and student surveys, I compare online student engagement with peers and digital texts in these two types of assignments.
So you’ve implemented a review process for online courses. While effective on an individual basis, how can you encourage a “culture of quality” more broadly throughout the institution? Participants will reflect on their own strategies for creating a culture of quality and explore and critique strategies UCF is implementing.
A benefit of online learning is the expanding variety of tools being employed. Discussion boards, cloud-based collaboration, video, and even social media. While these tools enable more rounded educational experiences, many also use Dark Patterns – a malicious design that unknowingly manipulates users. Join us in discussing warning signs of dark patterns and how to support students’ digital autonomy.
Engage in a walkthrough of inspirational activities called Do This! User Experience (UX) exercises used in the teaching of technology-related courses. Do This! is a concept and strategy that combines inspirational activity and practical application in simple ways to increase learners’ understanding of user experience contexts and to promote engagement.
Peer mentoring, an effective and established practice for higher education faculty, became crucial to our community college’s successful COVID-19 response. This session describes the interplay of data, planning, and collegiality as we leveraged peer mentoring, not just to facilitate Emergency Remote Teaching (ERT), but to foster long-term quality online teaching.
Online doctoral programs are increasingly more popular with professionals and leaders. Doctoral dissertations in an online environment present a unique set of benefits and challenges. Join us in this discovery session as we discuss enabling factors and challenges gleaned from a detailed program evaluation of online dissertation processes.
In this session, attendees will learn about how my institution has worked with a shoe-string budget and a small team to identify a combined set of strategies to engage, support, and develop faculty members’ understanding of accessible and quality course design, which was done in an effort to improve learning experiences for students.
Finding appropriate OER isn't easy. We can help! Joining MERLOT is step #1. Becoming a MERLOT peer reviewer is a giant leap into discovering quality materials for your classroom. MERLOT offers a tutorial for peer reviewing and editors who will guide and support you in developing your reviewing skills.
3D modeling and rendering for Game Art images and videos and virtual reality 3D world design are very compute intensive. In normal times, Ringling College students spend hours in on-campus studios using powerful workstations to bring their creative visions to life. During this pandemic, students learning from home in diverse geographic locations continue their art and design coursework, collaborating on powerful workstations remotely using HP’s ZCentral Remote Boost. Join Mahmoud Pegah, CIO at Ringling College of Art and Design as he shares Ringling’s journey to ensuring education continuity in the era of COVID-19.
Have fun solving puzzles to break out of a digital escape room used to review a first-year biology module. Participants will learn about free HHMI BioInteractive resources as they experience the game and explore some of the considerations for designing their own escape rooms.
Escalating costs of education forces students to choose what they can afford to remain in University. Expensive textbooks should not hinder learning, completing courses and graduating. This session will address the challenges and opportunities of moving from traditional textbooks to Open Educational Resources to create a Zero Cost Textbook Major.
Service learning projects are an innovative and effective way to provide experiential-learning for students to develop socially responsive, service leadership skills and to become engaged practitioners in their specific fields of practice and their communities. This session will introduce participants to ideas for service learning projects through the YouTube platform.
Explore findings from a multi-institution (N = 4) and multi-program (N = 10) study examining the psychological factors that influence online graduate faculty perceptions (N = 187) of their own connectedness. Implications for online graduate program design, ongoing faculty development and contingent faculty support will be discussed.
TBD
A critical look at the misconceptions that educators have regarding LGBT+ students and pedagogical approaches to best utilize technology for fostering engagement and retention. The presentation will consider the significance of personalized communication, inclusive language, balancing synchronous and asynchronous learning opportunities, and how to address stereotypes and biases in real-time.
In Spring 2020 institutions across the world had to face the disruption of on-campus lessons and move to remote teaching. The presenters will discuss the strategies to move more than 4,000 courses to a remote teaching environment driven by one goal: quality and accessible education for all students.
Competency-based educational programs have made a beneficial addition to higher education. CBE programs stemmed from a desire for lower-cost options for compressed timeframes for completion as well as attention to real-world competencies. The presentation will highlight similarities and differences in forms, functions, and possibilities of CBE.
Emerging online learners are the predominant consumer of online classes. However, they have lower rates of persistence for online courses as compared to face-to-face courses. Join me in a discussion about my research that addresses their needs through the use of two different types of multimodal discussions.
Due to COVID-19, nursing and lab-based courses, which were previously taught on campus, were moved online within several weeks. Participate in an engaging discussion on strategies to train faculty to teach online, develop resources to accommodate online lectures and labs, and examine the impact on courses traditionally offered online.
It is important to be confident in the integrity of your online exams and ProctorU provides data that proves that your online proctoring solution is working. Join us for a demonstration of reporting capabilities available to administrators and faculty.
With 20 years of experience, InsideTrack, a non-profit student success organization, has identified 8 key focus areas that impact student success. The focus wheel is a tool to help have conversations with students about key areas through proactive assessment and reflective decision-making. The insights gained can help determine risk factors students may have and can also support you in providing more holistic support to your students.
Tired of the same old, same old discussion board assignment? This session will rethink the traditional structure of online discussion boards and demonstrate the learning potential of online discussions. Using student voices, this session explores innovative approaches to discussion boards.
In contrast to conventional learning models tied to credit hours and seat-time, competency-based models shift the focus from grades to learning, emphasizing feedback that empowers learners. Come learn how Brightspace supports competency-based principles for traditional academic programs as well as for continuing education, professional development, and workforce initiatives
Tommy Gardner, HP’s CTO and Security Expert discusses the challenges of using home and unsecured networks, internet connected peripherals and poor security practices and hygiene. There has never been more bad actors, more risk and never more important, as millions of Educators and Students are forced to learn, share and access sensitive information through-out this and potentially the next school year.
In an online classroom, students can feel lost or disconnected. With today’s climate of unsettling events, empathy is more important than ever. Empathy promotes collaboration and a sense of community which ultimately enhances learning. We will discuss ways in which we promote online empathy through presence in our online learning.
This research examined instructors’ and students’ perceptions of engagement, social presence, and feedback in graduate-level online education to understand if instructors’ and students’ perceptions about common course activities and educational concepts align.
Teamwork has been identified as a core professional competency that companies look for in the hiring process. Virtual teams have become a major component in the delivery of online courses to satisfy employer needs. Increasing student satisfaction when working on teams will prepare them for greater workplace and academic success.
An instructional design librarian and an engineering librarian will review how they are adapting an already existing Introduction to Library Research class (ULIB 101) for an online class specifically designed for engineering students. Learn collaboration tips from our experience working together to design a class
As online education continues to expand, scope of practice, a model used within the healthcare fields to identify the breadth of one's professional role and responsibilities, is increasingly relevant. In the online classroom, what is ours? What do we let go of, and what do we address? What do we take on as our own, and what do we refer to others? With the advent of humanizing online learning practices and a growing awareness around mental health, addiction, and trauma, online educators can benefit from developing a scope of practice to guide their work. In this discovery session, participants will discuss the potential of applying this model to our work, and begin crafting a potential scope of practice for today's online educators.
Join Carolina Distance Learning and Liberty University as we discuss ideas and develop strategies to engage your students in online science labs to aid in student retention. The tables will be turned, you are the student. Experience what works and what doesn’t in engaging online students. Then, be ready to share your most effective approach to engagement.
The Online Learning Consortium (OLC) provides an array of professional development offerings focused on leadership development in the digital teaching and learning space. Current and emerging leaders can take advantage of both online and blended programs that are designed to enhance the skills and knowledge administrators need in the ever-changing higher education landscape. Come meet with Jennifer Paloma Rafferty, Director of the Institute for Professional Development, and Elisabeth Stucklen, Instructional Designer at OLC, to learn about which OLC program is right for you at this stage of your professional trajectory. Jennifer and Elisabeth will provide attendees with an overview of the Institute for Emerging Leaders in Online Learning Program (IELOL) as well as the Leadership in Online Learning Mastery Series.
Because neurodiverse learners often experience camera anxiety which can interfere with testing they should be given a face-to-face proctoring option as an accommodation.
Moving your courses to an online format? You may find yourself wondering what online proctoring option is right for your exam. ProctorU offers four service levels for your online proctoring needs. This session will provide you with a description of each service line and the applicable use cases for each.
Interprofessional collaboration (IPC) is remarked as essential to achieving the Quadruple Aim. Can distance education programs provide online activities that effectively promote IPC? The goal of this project was to create an online non-technical simulation that students could experience online or F-2-F that promoted reflection on readiness for IPC.
To help students become metacognitive learners, faculty should first consider their own metacognition. While faculty are often metacognitive in their disciplines, these approaches are not always transferred to teaching (Tanner, 2012). This session will focus on ways faculty can use metacognition to reflect on and adapt their online teaching practices.
This session will discuss the fundamentals of visual design that will help you create and present online content that is engaging to the learner and will increase the usability and comprehension of your course. We will showcase simple design principles and demonstrate how to apply them to course sites.
Emerging online learners, undergraduates taking online and face-to-face courses, are the predominant consumer of online classes. However, they have lower rates of persistence for online courses as compared to face-to-face courses. Join us in a discussion about addressing their needs through the use of two different types of multi-modal discussions.
Global disasters change the world. The COVID-19 brought about a very uncertain period for higher education institutes in South Africa, especially public universities which have been practicing face to face teaching modalities. It was therefore detrimental to embrace the new normal―teaching and learning online (remotely) in a developing country.
Using gamified AR/VR simulations for the iOS, Android, and Oculus platforms, students can practice using precision machining equipment virtually, allowing new students to understand the trade and existing students to practice skills outside of a lab environment.
When institutions closed their buildings mid-semester to help slow the spread of COVID-19, faculty had to quickly shift to emergency remote teaching. Join me as we examine how using video can help support students when teaching online, whether due to a crisis or by design.
An overview, discussion and demonstration of the Open Learning Initiative (OLI) learning platform for an Introductory Psychology course. As well results of use of the OLI product over the course of 3 years both in face to face and online settings.
Discussion boards have come to be a backbone of the online learning experience. According to Ding (2017), the potential benefits of asynchronous online discussion include positive outcomes such as thoughtful and reflective interaction among peers through increased engagement between participants, resulting in a bolstering of active learning. However, only when students fully engage in the discussion activity, can the aforementioned benefits be realized. Regretfully, challenges of low participation rates and shallow discourse are frequently reported by online faculty (Hew & Cheung, 2012).
This session presents the results of contemporary research considering online discussion boards, including the results of the 2019 investigation that reviewed weekly online course discussion analytics in relation to overall online learner performance. In particular, the study considered whether there is a correlation between individual involvement in weekly discussions (as determined by their direct viewing of the posts of their classmates) and the resulting final grade in the course.
Are you evaluating solutions that can track and ensure integrity, accreditation compliance, and federal guidelines in your online programs from day one of the student lifecycle?
This discovery session will introduce attendees to the potential for using artificial intelligence (AI) in online learning. Participants will be exposed to innovative platforms and specific methods that provide faculty and instructional designers the opportunity to incorporate aspects of AI into their coursework.
Did you know that the student satisfaction rate of a first time student vs. a repeat student is significantly lower? Join us in this session to learn how to bridge the gap by being able to provide students with important information to improve their online proctoring experience.
Online subject matter experts are required to provide writing feedback; however, not all instructors have had writing methods training. An acronym will be shared to support writing feedback that is positive, at once, understandable, specific, and encouraging. Participants will take away an idea for providing online writing feedback.
For institutions with a strong reliance on campus-based full-time faculty, there are likely several policies and procedures that may hinder morale, motivation, and engagement for remote faculty that must be addressed including; technology and equipment, faculty and student expectations, time and geography, and training and performance management.
Training peer mentors can be an exciting and dynamic experience. However, transitioning peer mentor training online has been a challenge this year. In this session, attendees will have the opportunity to hear how one institution has responded to these challenges and share what has worked at their own institutions.
Distance learning, an appealing option for many students who need flexibility, lacks face-to-face interaction, feedback, and hands-on learning opportunities. HyFlex course opportunities give students the flexibility to attend on-campus, online, or asynchronously. The present case study explores the feasibility of HyFlex course design and students’ experiences with the course.
The Responsive Course (Re)Design workshop units - Design, Activities, Inclusion, and Communication – break down the development process while providing faculty with best practices to implement evidence-based teaching strategies into all their courses. Takeaways include a support website and materials to ensure courses are student-ready when the modality suddenly changes.
The purpose of this discovery session transformation of the e-hybrid service-learning nationally certified course to an extreme service-learning course midway through a semester due to the COVID 19 pandemic and challenges for the learners as well as faculty while designing and implementing such a course.
Social network analysis of public data from an online social media based citizen science forum provides insight into the nature of interactions between technology artifacts, student participants, and community experts with the goal of supporting the integration of citizen science initiatives to scaffold student science practice within the K-12 classroom.
The Online Learning Consortium provides an array of professional development opportunities focused on instructional/learning design in the digital teaching and learning space. Instructional designers, learning designers, LX designers, and faculty developers can take advantage of both online and face-to-face programs that are designed to advance the skills and knowledge of those professionals who collaborate with faculty and support digital learning initiatives. Come meet with Elisabeth Stucklen, Instructional Designer at OLC, to learn about which OLC program is right for you at this stage of your professional trajectory. Elisabeth will provide attendees with an overview of the Instructional Designer Certificate Program, the Advanced Instructional Designer Badge Series as well as face-to-face instructional design events taking place in 2021.
A survey of 347 faculty and 4078 students examined perceptions about the role, value, and function of instructor gradebook feedback to asynchronous discussion assignments. Findings and implications for online teaching and learning are discussed; emphasis is placed on balancing effective feedback within a realistic instructional workload.
This session presents research conducted in an undergraduate course blend, encompassing three learning environments. What will be highlighted is how the unique sociomaterial structures of the different learning environments makes visible different forms of agency, as well as how the different forms of agency support student identity development.
What happens when faculty are unexpectedly have to opt in to teaching online courses? They bring with them misconceptions and concerns about translating their instructional strategies into an online environment. It is up to administrators and faculty development specialists to anticipate these concerns, address these misconceptions and follow through on supporting faculty as they transition to teaching online.
This session will present evaluation results from the rapid conversion of traditional to the online learning environment that occurred in an undergraduate nursing course. Through discussion, electronic audience response systems, and case studies, we will reveal our lessons learned to prepare you to make the transition to online learning.
To be effective, active learning needs to be examined in the larger context of student learning, and by taking a metacognitive approach, faculty can prepare students to make the most of active learning experiences. This session explores approaches to use metacognition to design and implement active learning in online courses.
App economy is on a rise! Building an app is a fun, creative, and an exploratory process, unlike its conventional image of being branded as purely tech-savvy. Teaching the app economy courses through a creative lens will add holistic value to the learning experience.
Reaching students with video content is more important than ever. We don’t all have access to a university learning commons to help us make the videos we need. I will walk you through how to create videos that are instructional, budget-friendly and closed captioned with only a few programs and know-how needed.
Research confirms: students are more engaged, learn more and have more equitable outcomes when faculty teach with evidence-based teaching practices. In this asynchronous session, ACUE provides an inside view into its “Effective Online Teaching Practices” course. You’ll come away with several practical online teaching approaches that can immediately be put to use in your own online course design and delivery.
Now more than ever it is important to demonstrate the value for the cost of online learning. For six years the National Council for State Authorization Reciprocity Agreements (NC-SARA) has been active in protecting students as consumers of online learning and making it less bureaucratic for states and institutions to authorize distance education across state lines. It is also much less costly than when institutions seek authorization to enroll distance leaders across states. Learn about the results of a recent study on the return on investment that NC-SARA provides to states and institutions, including the estimated savings by state, regional compact, and the entirety of the over 2,100 institutions that participate in SARA. Participants will be able to take back to their upper-level administration data about the estimated cost savings to their institutions based on the number of states in which they enroll students and the number of programs offered at a distance.
Providing students and faculty with authentic opportunities to interact, share, and support each other is key to a strong institutional community and long term student success. Listen as Dr. Omid Fotuhi, Research Associate at the University of Pittsburgh and Director of Innovation at WGU Labs, walks us through the research behind belonging and why having an intentional community strategy is so important in higher education today. We’ll be addressing your questions live in the VoiceThread!
Explore how the landscape of student success is rapidly changing due to unprecedented, recent global changes.
This session will cover the results of a Case Study on a business partnership between an Online Program Management Provider and a Research University and its impact on faculty approaches to teaching design using Activity Theory. It will also propose how and why Activity Theory is a good conceptual framework for research and practice in online teaching and learning.
Student engagement is a vital component of the learning process and is analogous to employee engagement in the business setting. Contemporary business thought leaders recognize that putting people first drives engagement, performance, and outcomes. The same principle applies in the classroom setting.
In March 2020, face-to-face instruction came to a halt, and academic institutions were forced to transition to emergency remote teaching. The shift created an opportunity to support faculty new to online teaching, through a trauma-informed lens. This presentation describes one school’s journey into remote teaching during the pandemic.
Meet one of the nonprofit organizations that power the Strada Education Network, Roadtrip Nation, and their new project-based, distance learning-friendly educational resource "The Roadtrip Nation Experience".
During these uncertain times, the need to rapidly develop expertise to meet the needs of our communities calls for new techniques that allow targeted learning experiences. This session will introduce a modified ShadowBox technique that supports the development of expertise and allow participants to re-conceptualize this technique for use in a variety of disciplines.
Collaborate with other participants to create and try out tiny social reading activities — micro assignments where people read together and attach their own contributions to texts around common themes. A fun and easy activity to build and test small ways to make reading engaging!
In contrast to conventional learning models tied to credit hours and seat-time, competency-based models shift the focus from grades to learning, emphasizing feedback that empowers learners. Come learn how Brightspace supports competency-based principles for traditional academic programs as well as for continuing education, professional development, and workforce initiatives
“It’s in the syllabus!” is the constant refrain of higher education faculty. Every semester brings a repetitive batch of student questions that have already been addressed in a course syllabus. The same types of repetitive questions arise when it comes to course assignments. Again, the instructions have been ignored
In general, a student’s failure to demonstrate comprehension of course instructions stems from two sources:
The student failed to read the instructions
The student failed to understand the instructions
It would be naive to conclude that only the student has failed here. The author of the instructions may also be at fault. Copywriting is a pursuit that’s devoted to creating compelling, reader-friendly content. When content is compelling, the learner wants to engage. When content is reader-friendly, the learner understands the written text. Most academics are not well-versed in best practices from copywriting, leaning instead towards what has been described as “needless complexity”
Guidance from three fields can dramatically improve instructional writing style. Studies in neuroscience have suggested best practices for writing for reader comprehension. Behavioral science has suggested best practices for writing that motivates compliance. And the field of technical writing suggests techniques for simplifying specialized information.
Courses designed and executed using such principles were evaluated by students. At the close of the courses, more than 90% of students in the anonymous course evaluations agreed or strongly agreed with the statements that described the course as clear, understandable, and well-organized.
Learn about a new partnership between OLC, QM, UPCEA and WCET. This panel session will talk about the work we are doing and special initiatives this group will tackle. Come prepared to talk about what online learning issues are important to you and help us identify areas of focus.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. A challenge for eLearning leaders is controlling the virtual testing environment while also providing students with the privacy and security they desire. Join Carol Moody and Dr. Mac Adkins of SmarterServices for this important discussion.
Because neurodiverse learners often experience camera anxiety which can interfere with testing they should be given a face-to-face proctoring option as an accommodation.
Using a digital cross-national collaboration, we examine teacher educators’ learning in four teacher education programs across two countries. We will highlight how using an online platform as a productive teacher education space, will enhance ethical and in-depth learning, and challenging norms for preservice teachers.
In the face of any disaster, we are stronger together. This presentation will discuss how we leveraged our Environmental Barrier faculty “Champion” support program to increase faculty collaboration, strengthen the online community of care, improve student support outcomes, and expand to meet the needs of COVID-19 student impacts.
Institutions, content providers, & technology suppliers have collaborated to ensure day one access to course materials to improve student success and lessen the cost of education. Inclusive Access and Equitable Access programs streamline procurement and delivery of course materials.
As part of the research arm of the Online Learning Consortium in conjunction with our sponsors Every Learner Everywhere, HHMI BioInteractive, DigitalEd, and Carolina Distance Learning, come learn about a year in postsecondary Online STEM Education. From September 2019 through September 2020, the STEM Survey Working Group has been collecting data through focus groups, mini-surveys, conversations, presentations, media flow, and discussions. We have been able to follow the changes in online STEM education pre and post the COVID-impacted world of digital learning and will inform you of any questions that have changed and which questions have stayed the same over the course of a pivotal year in online learning. Come join us to learn about and discuss our findings before the long-awaited release of the National Online STEM Survey.
Today, leaders have been thrust into a virtual leadership role, virtually overnight. For some this is a short- term situation; for others, leaders now find themselves in unchartered and uncomfortable waters. This presentation will provide scholarly research and best practices for virtual leaders to assist them in making this transition.
Presenters will share an innovative process developed by an online nonprofit college to create an interdisciplinary suite of courses to be taken by all incoming graduate students across seven academic degree programs. Attendees will have an opportunity to apply the process to create a vision and framework for an interdisciplinary course.
This presentation will breakdown Kirkpatrick’s Four Levels of Training Evaluation and how to apply this model to training programs.
Months can pass between when students are accepted into an online program and when they begin. How can you use this time to learn how to best support their success? Institutions are turning to internal programs or social media platforms to connect with students. We’ll explore and share success stories.
In the last decade, innovations like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education. Then came COVID-19, causing a rapid acceleration of the adoption of these kinds of technology and new pedagogies in under a month. The next wave of disruption to higher ed will not come from more technology to incorporate into teaching, but will be caused by the existence of advanced technology in the workforce. The existence of technology like AI will force us to alter the content we teach, how we assess, and how we design programs, modalities, and curriculum in order to stay relevant as educational institutions.
In an online classroom, students can feel lost or disconnected. With today’s climate of unsettling events, empathy is more important than ever. Empathy promotes collaboration and a sense of community which ultimately enhances learning. We will discuss ways in which we promote online empathy through presence in our online learning.
Since March 2020, Strada Center for Consumer Insights has been listening to Americans as they’ve shared how COVID-19 is impacting their lives, work, and education. Based on feedback from more than 20,000 adults, this session will explore American sentiment toward online education—including past experiences, preferences, future plans, and value in the job market.
The purpose of this Discovery Session is to better understand if and how academic service-learning components were reconfigured to online formats in response to the COVID-19 crisis. From this information, we intend to explore various models of service-learning and best practices for implementation within the hybrid and online course formats.
In collaboration with the Online Learning Consortium and AnnotatED, the community for annotation in education, Hypothesis is convening a free workshop on collaborative annotation at Accelerate 2020. Register now to join on Friday 6 November 2020.
The workshop will start off with a quick orientation to collaborative annotation for social reading: what is it, and how are people using it to enrich online learning? This will be followed by Notes from the Field, where you'll hear from a variety of AnnotatED community members about how collaborative annotation is happening at their schools, and you’ll have the chance to discuss your ideas and questions with these experienced practitioners.
The main focus of the workshop will be a hands-on activity to explore, discuss, and augment readings on topics shaped by Accelerate 2020 keynoter Flower Darby. We'll practice reading together to see firsthand how collaborative annotation can build understanding, connections, and community. Our conversations will be anchored in texts — literally — and spread out to engage other texts, ideas, and people beyond the workshop itself.
To participate in this free workshop, please register for the workshop here
Note: You do not need to be a registered attendee of OLC Accelerate 2020 to participate in this workshop. Hypothesis will send registrants Zoom connection information prior to the workshop. Registered OLC Accelerate attendees will, however, also be able to access the workshop through the workshop session link on our program page.
Make the most out of your Accelerate experience by joining OLC Live! hosts Jenae Cohn and Nate Angell in a kickoff discussion with conference, program and engagement chairs about how they developed this year's rich mixture of online and face-to-face activities.
We love to explore new tools and practices to improve teaching and learning, but how do we know what effects they really have? Join a conversation with Dr. Remi Kalir, the first Scholar in Residence at Hypothesis, to talk about ways we can investigate connections between student experience and changing technologies and pedagogies with ethics as a priority.
Get a concentrated dose of Accelerate experience with OLC Live! hosts Jenae Cohn and Nate Angell as they lead a cross-cutting discussion with presenters and participants focused on this year's conference themes:
Excitingly, this year for OLC Live! we’re trying something new. Hosts Jenae and Nate are sourcing our guest interviewees right from the amazing group of presenters and audience members as a way to stay responsive to the discussions actually happening during the conference. You can help them identify engaging and provocative speakers by completing the OLC Live! nomination form: http://bit.ly/OLCLiveNomination .
Today's focus will be on humanizing and practicing empathy in online teaching and learning. We welcome the following guests:
Join OLC Live! daily to hear from those presenters and audience members who have been identified as impactful during sessions for additional insights!
With the dramatic effects the COVID-19 pandemic has already had on education, what are the longer-term effects on people, practices, and organizations focused on developing teaching and learning, like instructional designers, faculty developers, educational technologists, and centers for teaching and learning. What’s changed? What changes are going to persist? What will change moving forward?
Join us to hear our discussion with special guests:
Learn how you can add collaborative annotation activities to teaching and learning in any discipline to enable students to engage with course materials, teachers, ideas, and each other in deeper, more meaningful ways.
Explore practices and technologies for online teaching and learning with OLC Live! hosts Jenae Cohn and Nate Angell as they go beyond the sales pitch with Jarrod Morgan, Founder and Chief Strategy Officer and Ashley Norris, Vice President for Academic Affairs, both of OLC Accelerate 2020 National Titanium sponsor ProctorU.
Explore practices and technologies for online teaching and learning with OLC Live! hosts Jenae Cohn and Nate Angell as they go beyond the sales pitch with Ryan Leer, Vice President, Strategic Accounts of OLC Accelerate National Titanium Sponsor Examity.
We'll explore ways that online educators can incorporate Universal Design for Learning (UDL) philosophies into their online teaching. We'll consider strategies for encouraging accessible learning design and will discuss ways to push accessibility conversations forward in higher education. What opportunities exist when discussing UDL in online learning?
Get a concentrated dose of Accelerate experience with OLC Live! hosts Jenae Cohn and Nate Angell as they lead a cross-cutting discussion with presenters and participants focused on this year's conference themes:
Excitingly, this year for OLC Live! we’re trying something new. Hosts Jenae and Nate are sourcing our guest interviewees right from the amazing group of presenters and audience members as a way to stay responsive to the discussions actually happening during the conference. You can help them identify engaging and provocative speakers by completing the OLC Live! nomination form: http://bit.ly/OLCLiveNomination .
Join OLC Live! daily to hear from those presenters and audience members who have been identified as impactful during sessions for additional insights!
Get a concentrated dose of Accelerate experience with OLC Live! hosts Jenae Cohn and Nate Angell as they lead a discussion with presenters and participants focused on what are we learning from our research and work in teaching and learning during the pandemic. What does the data and experience we have now suggest about the future?
Excitingly, this year for OLC Live! we’re trying something new. Hosts Jenae and Nate are sourcing our guest interviewees right from the amazing group of presenters and audience members as a way to stay responsive to the discussions actually happening during the conference. You can help them identify engaging and provocative speakers by completing the OLC Live! nomination form: http://bit.ly/OLCLiveNomination .
Join OLC Live! daily to hear from those presenters and audience members who have been identified as impactful during sessions for additional insights!
Explore practices and technologies for online teaching and learning with OLC Live! hosts Jenae Cohn and Nate Angell as they go beyond the sales pitch with Bill Avey and Jeff Chen of OLC Accelerate Titanium National sponsor HP.
Join us in celebration of the transformative practices, connective networking, and impactful discussions from OLC Accelerate 2020. With an inside look at the big takeaways from the conference, members of the OLC community will share stories of their favorite moments from the conference. OLC Live! hosts Jenae Cohn and Nate Angell will close us out with lightning interviews of the conference steering committee, including members of the OLC Board of Directors and OLC Staff. Let’s close our time together in appreciation of all that we’ve learned, and in celebration of the monumental advancements to come within the field of online, blended and digital learning.
Collaborate with other participants to create and try out tiny social reading activities — micro assignments where people read together and attach their own contributions to texts around common themes. A fun and easy activity to build and test small ways to make reading engaging!
The SCPS Instructional Design Department at Manhattan College supports the development needs of a professional school, such as accelerated coursework, online courses, and adjunct teaching staff. This presentation explores the reevaluation of the School’s quality assurance structure and how that structure has been updated to serve essential instructional design needs.
In March 2020, face-to-face instruction came to a halt, and academic institutions were forced to transition to emergency remote teaching. The shift created an opportunity to support faculty new to online teaching, through a trauma-informed lens. This presentation describes one school’s journey into remote teaching during the pandemic.
Session 1 of the ID Summit will begin with a panel discussion on a range of topics including instructional design during the Covid-19 pandemic, new frontiers in instructional design, diversity, equity, and inclusion in instructional design; and resources for advancing your knowledge and practice. Join us for this dynamic conversation with our expert panelists!
In Session 2 of the ID Summit you’ll choose one breakout topic to explore in two parts. First, your breakout group will brainstorm ideas and share resources about your chosen topic/prompt. In the final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
In Part 3 of the ID Summit you’ll continue exploring the breakout topic chosen in Part 2. In this final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
In Spring 2020 institutions across the world had to face the disruption of on-campus lessons and move to remote teaching. The presenters will discuss the strategies to move more than 4,000 courses to a remote teaching environment driven by one goal: quality and accessible education for all students.
Are you ready to tackle the next great Instructional Design Challenge? Join us in this Escape Room Interaction to gain new ideas of how to apply project management strategies and critical thinking skills to develop high quality courses amidst epic obstacles! Collaboration, Creativity and Communication is highly encouraged.
Faculty validation includes faculty-initiated interactions that reflect the faculty's interest in students' learning and success, interactions that lead to students feeling encouraged, and interactions that appertain to mentoring. These interactions play a positive role in ensuring students' persistence in online programs.
This workshop will review data about importance of synchronous and asynchronous multimedia tool use in online courses to promote student engagement. A study in relation to social presence, instructor presence, and cognitive presence was conducted in order to determine if two multimedia tools were effective in increasing student engagement.
Explore practices and technologies for online teaching and learning with OLC Live! hosts Jenae Cohn and Nate Angell as they go beyond the sales pitch with Bill Avey and Jeff Chen of OLC Accelerate Titanium National sponsor HP.
Come to hear the story of how an instructional design team has shifted from a rigid one-size-fits-all course development process to an agile menu of services, making their department more accessible to the faculty and staff of their college.
Presenters will provide data from research at their college revealing a confidence gap in language abilities between multilingual and monolingual students. Since confidence is an affective challenge in online learning for multilinguals, presenters will share a survey that instructors can use to make one of their courses more linguistically inclusive.
Discussion boards have come to be a backbone of the online learning experience. According to Ding (2017), the potential benefits of asynchronous online discussion include positive outcomes such as thoughtful and reflective interaction among peers through increased engagement between participants, resulting in a bolstering of active learning. However, only when students fully engage in the discussion activity, can the aforementioned benefits be realized. Regretfully, challenges of low participation rates and shallow discourse are frequently reported by online faculty (Hew & Cheung, 2012).
This session presents the results of contemporary research considering online discussion boards, including the results of the 2019 investigation that reviewed weekly online course discussion analytics in relation to overall online learner performance. In particular, the study considered whether there is a correlation between individual involvement in weekly discussions (as determined by their direct viewing of the posts of their classmates) and the resulting final grade in the course.
This research examined instructors’ and students’ perceptions of engagement, social presence, and feedback in graduate-level online education to understand if instructors’ and students’ perceptions about common course activities and educational concepts align.
After the shutdown due to COVID 19 virtual patient simulation became a necessity for student success. In this session we will show you how we created immersive environments for virtual reality simulation and how we addressed the need for students to be able to have these experiences from home.
Paramedic students were very resistant to the idea of Online Learning. Most were concerned that they would lose that personal connection to their instructors and their peers. Come see what we did to make our classroom “The Most Magical Place on Earth”. There may even be some extra magic!
Students favorably describe their experiences with hands-on labs providing them with opportunities to observe and apply concepts and extend their overall understanding. There are some labs that aren’t safely or practically done outside of the traditional lab environment. These concepts are better delivered in a digital format or simulation.
The COVID-19 pandemic required rapidly moving a large number of faculty and courses online. We developed a framework, accessible to all skill levels, that incorporates best practices and strategies while collaborating with faculty and utilizing existing campus resources. Participants will actively collaborate in adapting the framework to their needs.
Most teachers have limited experience with digital games when it comes to integrating them into the classroom. This session covers the design and development of an online professional development on gamification for K-12 teachers. Findings from teachers’ perceptions on video games are used to guide the PD content.
Finally! Our New Assignments Builder is here! Zoom integration is available! Join us to see these new features in action. Make your online delivery more powerful in today's remote classroom.
At least in a pandemic, the research isn't always right regarding what works for faculty professional development.
With the outbreak of Covid-19, institutions scrambled to shift to remote learning. How did faculty cope with this transition? What could your institution have done better? We will share our surveyed faculty perceptions concerning the transition along with lessons learned that will shape future professional development and strategic response.
Empathy mapping and design thinking provide a glimpse into the mindsets of learners. This session will provide learners with an opportunity to explore the value of embedding empathy into e-learning experiences by starting with empathy mapping and Universal Design for Learning as tools for designing for all online.
This presentation will outline the importance of aligning competencies with courses and course assignments. Presenters will detail strategies of how to align competencies through detailing experiences of a two-year competency alignment project. Session participants will develop a draft competency alignment map of their own program or courses.
To increase enrollment, a program revision and course alignment were completed. Linking industry competencies to course activities provide students with increased job opportunities upon graduation. This presentation describes the integration of the competencies as well as the successes, challenges, and opportunities from developing a competency-linked online graduate program.
This qualitative research-based presentation will highlight perceived challenges and opportunities related to requirements in the State University System of Florida’s 2025 Strategic Plan for Online Education, which calls for all new and substantively revised courses to undergo a quality certification process that follows Quality Matters course design standards.
How accessible is the technology that you use on your campus? Is your answer a confident, “I have no idea.” Let’s draw a blueprint for a more accessible campus. Accessibility and disability services professionals will share steps, tips, tricks and resources to tackle accessibility across campus to ensure equal access.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. In this session, Marie Vans will take you on her Journey as she developed a course and curriculum model that allows students to build out their own Social Learning Experiences using the power of immersion in Virtual Reality to enhance learning through engagement. Marie will help us all understand that we don’t have to be a technical wizard to get this type of class started and will share her outline, process, and key insights with all attendees. A must for anyone looking to start VR Learning programs for their Students and/or Faculty.
Tommy Gardner, HP’s CTO and Security Expert discusses the challenges of using home and unsecured networks, internet connected peripherals and poor security practices and hygiene. There has never been more bad actors, more risk and never more important, as millions of Educators and Students are forced to learn, share and access sensitive information through-out this and potentially the next school year.
XR—a catchall term that includes augmented and virtual reality and spatial and pervasive computing—holds potential and challenges for educational use under pandemic conditions. On August 7, Dartmouth College and the University of Pennsylvania held a conference to explore this potential and the challenges. This session is a short compilation of selected presentations from that conference, including "From the Chaos of COVID-19 to Immersive Initiative Opportunities" by Bill Egan, "Project Komodo: Catalyzing Browser-Based VR Instruction" presented by Brandon Dang, and "Multi-user VR for Remote Teaching – Initial Results" by Matthew McGinty. The full set of presentations from this conference are available at https://dartgo.org/covid-xr-conf.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Wiley Education Services to learn about the services we offer to support your college or university's online learning efforts. We would appreciate the opportunity to explore your goals and ways we can architect solutions to meet your needs.
Months can pass between when students are accepted into an online program and when they begin. How can you use this time to learn how to best support their success? Institutions are turning to internal programs or social media platforms to connect with students. We’ll explore and share success stories.
A virus has become the most significant driving force of medical education transformation. It has blended learning in medicine at an unprecedented speed. In this panel, the educators from different medical schools discuss the changes, challenges, lessons learned; and thus shed some light for optimal blending in the future.
Come and test your awareness of neuromyths and evidence-based practices related to the brain and learning. Using six Mind, Brain, and Education (MBE) principles as a framework, this interactive session will share findings and research from an international OLC study that included instructors, instructional designers, and professional development administrators from online, blended, and onsite education programs across public, private, and for-profit institutions. Panelists will discuss predictors of awareness of neuromyths and evidence-based practices. Leave with innovative MBE strategies and extensive resources to support student success.
In a recent survey in collaboration with OLC, Cengage, Bayview Analytics and other leading organizations, faculty and administrators ranked the need for help for teaching online among their greatest needs due to the COVID-19 pandemic. Cengage and OLC embarked on a partnership to meet this need and expand professional development to support the agility and flexibility required in today’s world. In this session, you will hear from OLC-certified Faculty Partners about Cengage’s partnership and the resources available today. There will be time for open discussion at the end of this session.
While natural disasters are often in short-term academic continuity plans, COVID-19 can be devastatingly disruptive to campus communities. Beyond remote instruction and toward a deliberate preparation for online teaching, Planning Instructional Variety for Online Teaching consists of five daily webinars, focusing on course design, engagement, active learning, assessment, and accessibility.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Rhonda Blackburn, PhD & President of the United States Distance Learning Association (USDLA) and Marcus Popetz, CEO of Harmonize as they discuss how to increase student engagement in online discussions. During the session they discuss best practices, lessons learned and specific tactics that can be used create welcoming and engaging online discussion.
The session presenters will share storytelling techniques using the EMPOWER (Engage, Meaningful, Prepare, Organize, Writing, Expectations, Relevant) mnemonic to create connections with students in the online classroom. Participants will learn how to utilize the EMPOWER mnemonic in an engaging, meaningful, and relevant way in the online classroom.
What do ice cream, 3D pens, & Barbies have in common? They are analogies used to engage faculty to improve teaching presence in online/blended courses, using innovative and memorable methods. Walk away from this interactive session with several customizable lessons to enrich faculty development & a greater understanding of teaching presence!
Building an online doctoral program through the implementation of our own best theories and practices (and a bit of luck) is both a challenging and rewarding endeavor. This interactive presentation provides insights to the Baylor University online Ed.D. program’s design and development process that incorporated equal parts strategy (theories and practices) and serendipity (risk-taking and innovation).
Interested in supporting a diverse student population? The student population of our online program reflects considerably more racial, generational, and professional diversity than our university’s broader demographics. We will share the systems we developed to support the diverse student body in an online setting, including mentorship from program staff and individualized writing support from a departmental writing center.
Finish your EdD in 3 years? Including the Dissertation? Yes! Join us to learn more about how we have organized a rigorous research process in the scope and sequence of the program and the on-campus immersion experiences, all leading to an EdD, not ABD.
Would you like to learn how to create an online program with real community? Join our session to learn more about how the Ed.D.-LOC program is committed to community building as a central value proposition of the program. The recruitment and retention of students through innovative teaching strategies and rigorous academic and professional development preparation are buoyed by a program vision and faculty mission to engage all learners in a community in order to foster retention, aid in reciprocal mentoring, support students, and provide a network to foster student success in every stage of our program.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. What would you like to know about SARA - the State Authorization Reciprocity Agreements for distance education?
Now more than ever it is important to demonstrate the value for the cost of online learning. For six years the National Council for State Authorization Reciprocity Agreements (NC-SARA) has been active in protecting students as consumers of online learning and making it less bureaucratic for states and institutions to authorize distance education across state lines. It is also much less costly than when institutions seek authorization to enroll distance leaders across states. Learn about the results of a recent study on the return on investment that NC-SARA provides to states and institutions, including the estimated savings by state, regional compact, and the entirety of the over 2,100 institutions that participate in SARA. Participants will be able to take back to their upper-level administration data about the estimated cost savings to their institutions based on the number of states in which they enroll students and the number of programs offered at a distance.
We will explore Honorlock’s student-centric approach to remote exam proctoring and our exclusive features designed to protect academic integrity, including Mobile Phone Detection, Search and Destroy, and Live Proctor Pop In.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Honorlock’s experts, Dee Bohne and Estelita Young, along with your fellow peers in discovering what were some of the biggest hurdles to overcome in Spring semester and what lies on the road ahead for online learning.
Note: Honorlock will be providing a $5 virtual Starbucks gift card to anyone that drops in and participates in our coffee networking session. Come join us!
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. What would you like to know about SARA - the State Authorization Reciprocity Agreements for distance education?
Grab your coffee and join us for a special welcome from our Equity & Inclusion (E & I) committee. In this informal meet-up, members of the OLC Community will share some exciting updates on new initiatives around equity and inclusion in our field.
Learn more about OLC's Equity and Inclusion efforts for OLC Accelerate 2020.
In response to the ongoing dialog in the online community about where online programming “lives” in an institution of higher education, CORAL research collaborative launched a study to investigate the intersection of organizational structure and academic functions of colleges and universities throughout the United States. All the results are in!
In response to the Pandemic of 2020, many CIOs across the nation found themselves at the intersection of remote work, teaching, and learning. One institution shares their story and discusses the future of the CIO role on campus and beyond.
As the onset of COVID-19 rapidly shifts us to remote and online instruction, leaders need a variety of strategies to successfully navigate rapid change. The 15 Commitments of Conscious Leadership: A New Paradigm For Sustainable Success offers a helpful framework for collaboration, awareness, and influence for individuals in both formal and informal leadership.
Faculty identify barriers to teaching informatics which prevent them from preparing the nursing workforce to have the computer and information literacy skills necessary for nursing practice today. We studied faculty informatics competencies, identified faculty informatics needs, and will share creative methods to increase faculty informatics competencies.
The session will focus on three objectives related to online course delivery. Those objectives are 1) engagement tools and techniques, 2) how to foster a transformative faculty to student relationship, and 3) strategies to create an engaging online learning community.
Escalating costs of education forces students to choose what they can afford to remain in University. Expensive textbooks should not hinder learning, completing courses and graduating. This session will address the challenges and opportunities of moving from traditional textbooks to Open Educational Resources to create a Zero Cost Textbook Major.
The COVID-19 pandemic has led to forced remote instruction with little or no prior planning and organization into the instructional design for online course development. This work is an effort to provide quick strategies and techniques for active learning for remote live/Synchronous/Zoom sessions.
Here is your chance to participate in the online learning version of Family Feud! This game is modeled after the TV show and will give you a chance to introduce yourself and then play with your team. Watch connections grow as you work together as a team to get all of the answers for each category!
While natural disasters are often in short-term academic continuity plans, COVID-19 can be devastatingly disruptive to campus communities. Beyond remote instruction and toward a deliberate preparation for online teaching, Planning Instructional Variety for Online Teaching consists of five daily webinars, focusing on course design, engagement, active learning, assessment, and accessibility.
Comprehensive Learner Record (CLR) is at the epicenter of this change, helping to unpack evidence of learning and making it more explicit and meaningful to students, employers, and institutions. This session will provide insight into the University of Maryland, Baltimore County’s efforts to pilot a Comprehensive Learner Record (CLR) and how this effort organically provides evidence of student learning.
Higher education faculty burdened by multiple responsibilities rarely feel they have time for a strategic initiative (SI). This presentation highlights how multimedia assets were used to attract and retain faculty during this SI for quality online course development. We’ll share lessons learned from this partnership between faculty, instructional designers, and multimedia producers.
The Doctoral Degree Coach™(the “Coach”) is a digital planning tool with several features designed to support student progress and successful completion of the doctoral capstone. The focus of this session will be a demonstration of the tool and preliminary findings relevant to student progress and their connection to its use.
Recent events required rapid deployment of online educational programs and spotlighted the need for online student services. Participants will use a scorecard that allows for conducting internal self-evaluation or the OLC badging process to evaluate services. The scorecard services as a springboard for discussions to improve online student support.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
Is the timeliness of student introductions a significant predictor of student success? A recent research study within the School of General Education for an online university found some fascinating results pertaining to the timing of online students’ introduction posts.
The COVID19 pandemic has produced datasets and statistics on a world-wide scale and yet also on a more personal local scale. By connecting authentic real-world data in online math discussions, non-math major students can learn mathematical understanding and meaning to the incomprehensible changes resulting in our world from this pandemic.
A critical look at the misconceptions that educators have regarding LGBT+ students and pedagogical approaches to best utilize technology for fostering engagement and retention. The presentation will consider the significance of personalized communication, inclusive language, balancing synchronous and asynchronous learning opportunities, and how to address stereotypes and biases in real-time.
You don’t have to be a wizard to make magic happen in an online course. This workshop will introduce you to the basics of teaching online by designing a virtual environment to engage learners and bring your content to life. Universal Design for Learning, magical media techniques, and best practices in online pedagogy will be outlined as we cast spells over dull teaching methods and produce captivating educational experiences. Grab your wand and broom for an enchanted time of creativity and exploration into the world of online wizardry.
Less is not more for Generation Z: They need and expect more videos and interactive course content than ever before. However, practical and pedagogical questions arise as we respond to this need. Join us to tackle these questions: the lingering questions we haven’t had the time or space to wrestle with this year.
Due to COVID-19, nursing and lab-based courses, which were previously taught on campus, were moved online within several weeks. Participate in an engaging discussion on strategies to train faculty to teach online, develop resources to accommodate online lectures and labs, and examine the impact on courses traditionally offered online.
In this presentation we share our institution’s multistep process to document existing implementation of HIPs and establish systematic processes to promote their inclusion in courses including online and blended modalities. During the session presenters and attendees will co-create a resource and recommendations document that will be available after the session.
This Lightning Talk focuses on an interinstitutional collaboration between seven universities, offering large format (250+ students) virtual interprofessional education (vIPE) experiences to their students in the health professions. Guidance on offering meaningful and highly collaborative online IPE will be shared along with assessment data and some truly remarkable student outcomes.
In this session, attendees will learn about how my institution has worked with a shoe-string budget and a small team to identify a combined set of strategies to engage, support, and develop faculty members’ understanding of accessible and quality course design, which was done in an effort to improve learning experiences for students.
Due to COVID-19, nursing and lab-based courses, which were previously taught on campus, were moved online within several weeks. Participate in an engaging discussion on strategies to train faculty to teach online, develop resources to accommodate online lectures and labs, and examine the impact on courses traditionally offered online.
It can be difficult to engage students in an online environment. Implementing active learning activities can increase student engagement. I will review the difference between active and passive learning activities, engage the audience in an active learning activity, and present a variety of resources for attendees to walk away with.
Digitally-facilitated team activities in an Engineering laboratory course will be piloted and evaluated. Researchers will measure students’ cognitive presence in synchronous team design activities facilitated via two collaboration tools: Edupad and Zoom breakout rooms. We will share the pedagogical mechanism of the remote team-design strategy and present our research findings.
As part of the research arm of the Online Learning Consortium in conjunction with our sponsors Every Learner Everywhere, HHMI BioInteractive, DigitalEd, and Carolina Distance Learning, come learn about a year in postsecondary Online STEM Education. From September 2019 through September 2020, the STEM Survey Working Group has been collecting data through focus groups, mini-surveys, conversations, presentations, media flow, and discussions. We have been able to follow the changes in online STEM education pre and post the COVID-impacted world of digital learning and will inform you of any questions that have changed and which questions have stayed the same over the course of a pivotal year in online learning. Come join us to learn about and discuss our findings before the long-awaited release of the National Online STEM Survey.
For years, distance learning professionals encouraged academicians to try innovative methodologies and digital pedagogy. Today, the choice to join the digital movement is no longer a choice but more so a mandate. Learn about how Texas A&M University-Corpus Christi is leveraging this new digital transition to help enhance the university wide digital transformation being pushed forward by the Department of Information Technology.
Learn more about the evolving perceptions and expectations of prospective, current, and past online students supported by Wiley Education Services. We surveyed more than 2,000 learners from our partner institutions about their motivations, challenges, and preferences in relation to pursuing education in an online environment.
Comprehensive Learner Record (CLR) is at the epicenter of this change, helping to unpack evidence of learning and making it more explicit and meaningful to students, employers, and institutions. This session will provide insight into the University of Maryland, Baltimore County’s efforts to pilot a Comprehensive Learner Record (CLR) and how this effort organically provides evidence of student learning.
What happens when faculty are unexpectedly have to opt in to teaching online courses? They bring with them misconceptions and concerns about translating their instructional strategies into an online environment. It is up to administrators and faculty development specialists to anticipate these concerns, address these misconceptions and follow through on supporting faculty as they transition to teaching online.
As distance learning became the new “normal” across the world, COVID-19 unveiled a key component of the online student experience: sense of belonging. In this session, participants will learn what COVID-19 revealed about student sense of belonging and how universities can improve student success and connection practices beyond the pandemic.
This session will reflect on key online education leadership lessons learned during the spring and summer of 2020 due to the impact of the COVID-19 pandemic. Although these lessons were particularly applicable during the pandemic, they remain relevant going forward for anyone working in higher education.
When the COVID-19 pandemic struck the U.S. during spring 2020, U.S. colleges and universities had to respond in new and creative ways. Thrust suddenly into the spotlight as the savior of higher education, online learning had to quickly scale and support faculty and students at a level never seen before.
This session will reflect on several key leadership lessons learned through the process of navigating the challenges of the pandemic, with an emphasis on those that will remain relevant even in a less unprecedented context.
The speaker’s institution (UCF) will be used as a case study in order to illustrate examples of the leadership lessons, but attendees will also be engaged to share their own experiences.
Session outline:
-Introduction
-UCF context, including pandemic migration statistics
-Leadership Lessons:
--- Communicate, Communicate, Communicate
--- Be Flexible
--- But Know Your Non-Negotiables
--- Create Urgency
--- Set an Example
--- Capitalize on New Opportunities
--- Be Human
Each of these lessons will be expanded upon and illustrated with examples. Attendees will be invited to share their own examples and to add to this list with their own leadership lessons through a structured discussion.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
Blended learning and collaborative virtual reality are key in the future of education. Join us to learn how to achieve long-lasting, practical, and experience-based learning focused on developing competences and student engagement.
A benefit of online learning is the expanding variety of tools being employed. Discussion boards, cloud-based collaboration, video, and even social media. While these tools enable more rounded educational experiences, many also use Dark Patterns – a malicious design that unknowingly manipulates users. Join us in discussing warning signs of dark patterns and how to support students’ digital autonomy.
Digitally-facilitated team activities in an Engineering laboratory course will be piloted and evaluated. Researchers will measure students’ cognitive presence in synchronous team design activities facilitated via two collaboration tools: Edupad and Zoom breakout rooms. We will share the pedagogical mechanism of the remote team-design strategy and present our research findings.
In this educational session, two instructional designers are hoping to build awareness of how to incorporate open pedagogy when designing reusable assignments. During the presentation, we will be examining how to apply the 5-step course curation strategy when creating reusable assignments. Moreover, it is important to ensure all course materials and content are accessible and meet diverse learning needs.
Educational institutions today face increasing challenges of building up capacity to expand their online programs. Some have turned to “fee for service” option as an alternative to outsourcing to an OPM. Join us as we share and discuss our experience with integrating fee for service model with our in-house resources.
Session Takeaways: Audience attending this session will be able to discuss the benefits of leveraging an internal teams with fee for service partner to course design and development. They will see how trusting outside partners could add value to the work of an in-house team. Additionally, they will be able to articulate how beneficial it is to develop long-term relationships with external partners by setting goals and working together to meet them. Lastly, they will be able to evaluate whether this approach is appropriate for their institution.
The shift to emergency remote instruction in the Spring of 2020 exposed how we place too many students on the wrong side of the digital divide. It is imperative we implement teaching strategies and learning solutions that promote access, inclusivity, and sense of belonging. Let’s discuss.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
In 2019, Colorado State University Dept. of Biomedical Sciences opened the first large scale VR lab in an educational setting. The lab utilizes BananaVision software developed at CSU, enabling students to interact with a true 3D data set in VR. Due to COVID-19, the lab shipped 100 HP Omen VR capable laptops and HMDs to enable distance learning for undergraduate students for the summer anatomy course. This large-scale remote VR deployment overcame barriers to learning access, while maintaining a high level of student engagement and performance.
With 20 years of experience, InsideTrack, a non-profit student success organization, has identified 8 key focus areas that impact student success. The focus wheel is a tool to help have conversations with students about key areas through proactive assessment and reflective decision-making. The insights gained can help determine risk factors students may have and can also support you in providing more holistic support to your students.
With the outbreak of Covid-19, institutions scrambled to shift to remote learning. How did faculty cope with this transition? What could your institution have done better? We will share our surveyed faculty perceptions concerning the transition along with lessons learned that will shape future professional development and strategic response.
Online faculty consultations have the power to foster, model, and generate effective online education practices. They can exemplify the best aspects of online education; build relationships among faculty, designers, and technologists; and create community between institutional teams (IT, librarians, faculty development, instructional design, and program administration).
The primary aim of the session is to provide a clear step-by-step path for course instructors, designers, and administrators who are interested in adding a quantitative social science research study to the online courses they teach, design, or manage.
This discovery session will move the field forward by offering specific actionable items that are supported by empirical research to help develop online relationships within the virtual classroom. The content will be produced in a tutorial manner thus providing easy to follow step by step instructions for how to conduct the activity while also highlighting the theoretical and pedagogical underpinnings to help substantiate the viewer’s understanding of the key concepts included in the activity.
Learning Experience Design (LXD) involves a holistic and learner-centered approach to the design of online courses. This session provides a much-needed framework based on learning science research and proven design principles that practitioners can use to enhance and upgrade conventional instructional design practices.
Were students’ needs met during the COVID-19 transition to remote learning? Were they able to complete their courses, despite multiple challenges? This interactive panel session helps us learn about the student experience as researched at two different public and private higher education institutions.
Student connectedness with online instructors is important for student learning and satisfaction. We share results from a cross-sectional survey of higher education students enrolled in face-to-face instruction forced online due to COVID-19. Responses provide insight into what students value in the online sphere and assist instructors with building connections.
Blended learning and collaborative virtual reality are key in the future of education. Join us to learn how to achieve long-lasting, practical, and experience-based learning focused on developing competences and student engagement.
Are you an instructional designer? Have you ever been misidentified as “the person who fixes tech problems?” How does this confusion impact your ability to be successful in your professional environment? This session explores how instructional designers and related professionals might leverage strategic narratives to define and empower their work.
Tableau can help visualize and understand educational data. This workshop will share dashboards that showcase the student experience and program/course quality using Tableau. In this workshop you will create dynamic dashboards you can replicate with data from your courses and institution, such as surveys, grades, and curriculum maps.
Note: Participants should have Tableau Desktop or download the trial version prior to the workshop.
Building an online doctoral program through the implementation of our own best theories and practices (and a bit of luck) is both a challenging and rewarding endeavor. This interactive presentation provides insights to the Baylor University online Ed.D. program’s design and development process that incorporated equal parts strategy (theories and practices) and serendipity (risk-taking and innovation).
Interested in supporting a diverse student population? The student population of our online program reflects considerably more racial, generational, and professional diversity than our university’s broader demographics. We will share the systems we developed to support the diverse student body in an online setting, including mentorship from program staff and individualized writing support from a departmental writing center.
Finish your EdD in 3 years? Including the Dissertation? Yes! Join us to learn more about how we have organized a rigorous research process in the scope and sequence of the program and the on-campus immersion experiences, all leading to an EdD, not ABD.
Would you like to learn how to create an online program with real community? Join our session to learn more about how the Ed.D.-LOC program is committed to community building as a central value proposition of the program. The recruitment and retention of students through innovative teaching strategies and rigorous academic and professional development preparation are buoyed by a program vision and faculty mission to engage all learners in a community in order to foster retention, aid in reciprocal mentoring, support students, and provide a network to foster student success in every stage of our program.
Escalating costs of education forces students to choose what they can afford to remain in University. Expensive textbooks should not hinder learning, completing courses and graduating. This session will address the challenges and opportunities of moving from traditional textbooks to Open Educational Resources to create a Zero Cost Textbook Major.
I teach flipped, on-site courses. I love the student engagement and high energy this brings. Covid-19 halted onsite; I had no idea how to reproduce this online. I will share what I did to recreate my energized, productive classes online using ‘presence’ and new technologies; you will participate in a demonstration.
During this workshop we will delve into humanizing online learning, what it is, why it’s important, and how it is critical to student learning and institutional success. In addition to the examination of different aspects of the topic, we will create actionable items based on research and applied effective practice for faculty, staff, and administrators to take back and implement in blended and fully online learning environments as well as creating a culture of humanizing online teaching practices.
Virtual pre-conference workshops (Friday, Nov 6) can be added to your conference registration at a price of $125 for one or $220 for a two workshop combo deal.
As online education continues to expand, scope of practice, a model used within the healthcare fields to identify the breadth of one's professional role and responsibilities, is increasingly relevant. In the online classroom, what is ours? What do we let go of, and what do we address? What do we take on as our own, and what do we refer to others? With the advent of humanizing online learning practices and a growing awareness around mental health, addiction, and trauma, online educators can benefit from developing a scope of practice to guide their work. In this discovery session, participants will discuss the potential of applying this model to our work, and begin crafting a potential scope of practice for today's online educators.
This session will examine original research suggesting that online students have non-significantly different grades but higher withdrawal rates than face-to-face students after controlling for 15 student characteristics. These results have important implications about how we provide education and support services online. Come discuss best practices for online education!
In this session, we will conduct a short exercise to explore several types of escape room activities for active learning, use a development framework to design a short instructional escape room, and discuss ways to incorporate them into an Learning Management System to supplement instruction and assess learning.
Faculty make assumptions related to students, curriculum and teaching styles. Assumptions can cause both student and faculty frustration, ultimately resulting in dissatisfaction. This session will focus on how to overcome problematic beliefs/assumptions related to students, such as: this is a 100/200/300 level course, all students should know APA, etc.
Using a new progressive tool to maximize clinical teaching and learning in the online environment, faculty and students are guided in the development of clinical judgment skills within simulated patient care environments. Attendees are invited to learn about the development, user experience, and lessons learned for application to their courses.
This presentation will address how faculty become the Instructional Designers to provide a learner-centered approach to competency-based education to include quality benchmark measures.
The COVID-19 health crisis caused online programs to evaluate course design. The University of Illinois-Chicago has found that the crisis management varied based on individual courses even in online programs. The presentation will focus on the role of course design, meeting online learning standards (OLC Scorecard/QM) influences crisis management.
In a recent survey in collaboration with OLC, Cengage, Bayview Analytics and other leading organizations, faculty and administrators ranked the need for help for teaching online among their greatest needs due to the COVID-19 pandemic. Cengage and OLC embarked on a partnership to meet this need and expand professional development to support the agility and flexibility required in today’s world. In this session, you will hear from OLC-certified Faculty Partners about Cengage’s partnership and the resources available today. There will be time for open discussion at the end of this session.
In collaboration with the Online Learning Consortium and AnnotatED, the community for annotation in education, Hypothesis is convening a free workshop on collaborative annotation at Accelerate 2020. Register now to join on Friday 6 November 2020.
The workshop will start off with a quick orientation to collaborative annotation for social reading: what is it, and how are people using it to enrich online learning? This will be followed by Notes from the Field, where you'll hear from a variety of AnnotatED community members about how collaborative annotation is happening at their schools, and you’ll have the chance to discuss your ideas and questions with these experienced practitioners.
The main focus of the workshop will be a hands-on activity to explore, discuss, and augment readings on topics shaped by Accelerate 2020 keynoter Flower Darby. We'll practice reading together to see firsthand how collaborative annotation can build understanding, connections, and community. Our conversations will be anchored in texts — literally — and spread out to engage other texts, ideas, and people beyond the workshop itself.
To participate in this free workshop, please register for the workshop here
Note: You do not need to be a registered attendee of OLC Accelerate 2020 to participate in this workshop. Hypothesis will send registrants Zoom connection information prior to the workshop. Registered OLC Accelerate attendees will, however, also be able to access the workshop through the workshop session link on our program page.
Online education affords more people more opportunities to earn a college degree. The steady growth of online enrollments shows the value and importance of making online learning experiences as effective and impactful as we can. When we combine excellent instruction in digital environments with the affordances of emerging technologies, we create a synergistic opportunity to support all of our learners in their educational journeys. Let’s focus in on the potential we have to combine great teaching with great technology to help our students engage more fully and learn more effectively.
Prior to the start of the keynote, we will recognize our 2020 OLC Award winners. Please also join us at 6:45pm US EST this evening for our Awards Gala, where we will celebrate our award winners' achievements and have the opportunity to ask them questions.
Moving beyond the mere transactional sit-and-get conference experience, OLC Accelerate brings together educators from across the globe to engage in critical change work in supporting the modern learner, anywhere and anytime. Part fireside chat and part active design sprint, this session will connect Flower Darby’s opening keynote to the collective findings amassed throughout the conference. Using a curated set of notes collected by numerous conference attendees, session participants will first hear Flower reflect on how the discussions and themes from the conference presentation connect to our collective role in empowering students to engage and learn. Then, we will collect in groups aligned to different tracks of the conference, further reflecting on how we might each amplify our efforts in combining teaching excellence and technological innovations to support student success. We’ll close with a brief share out and call to action in support of our future discussions, collaborations, and advocacy.
Join us for a transformative session that will not only weave together the threads of OLC Accelerate 2020 as a closing activity, but will provide you with a road map and continued momentum for the shared path ahead of ensuring access and impact of our online, blended and digital teaching and learning practices.
Join us in celebration of the transformative practices, connective networking, and impactful discussions from OLC Accelerate 2020. With an inside look at the big takeaways from the conference, members of the OLC community will share stories of their favorite moments from the conference. OLC Live! hosts Jenae Cohn and Nate Angell will close us out with lightning interviews of the conference steering committee, including members of the OLC Board of Directors and OLC Staff. Let’s close our time together in appreciation of all that we’ve learned, and in celebration of the monumental advancements to come within the field of online, blended and digital learning.
Have you ever wondered what goes into creating the Technology Test Kitchen? What kind of work fills the buckets of two nerds that enjoy breaking, poking, and using technology in learning? And what does a kitchen have to do with ANY of this? Join us for an insightful, we hope, look into the inner workings of the 2020 Accelerate Tech Test Kitchen and the chefs that create the delectable learning experiences in it!
Come join the TTK Chefs for an hour of games, technology, and chef-nanigans. Bring your liquid of choice and a whole lot of patience for things to go sideways. (Is my mic still on?) We’ll play a few games, chat about a few of our favorite technology “fantastic freebies” and have more laughs than should be allowed in any one Zoom call.
How can you easily incorporate innovation into the student learning experience? Be smart with your LMS by organizing it into three simple but powerful pedagogical learning strategies. Learn how we motivated students to “Engage,” “Evaluate” and “Evolve” as we explain how the development of one professional Ethics course became a unique example of our educational framework.
Title IX of the Education Amendments Act of 1972 regulates discrimination, harassment, and retaliation on the basis of sex in all educational programming, including the online learning environment. Faculty and Administrators can benefit from understanding the application of Title IX regulations to online program management, learning management systems, and the virtual classroom.
The US Department of Education has approved a major overhaul of regulations relating to distance education. This session will provide participants with an overview of those regulations related to regular and substantive interaction requirements for distance education as well as student authentication requirements.
In response to the pandemic, countless courses moved from a traditional to remote, blended, or online format. Possibly lost in the transition is the many federal, state, and accreditation regulations that are applied differently when using a digital format. A new “Policy Playbook” from Every Learner Everywhere and WCET helps college administrators and faculty navigate the rules around digital instruction.
Faculty new to teaching online may not be aware of the myriad federal policies that impact online education. This session is an overview of the most important federal policies that impact the delivery of online education including accessibility, regular and substantive interaction, and the difference between correspondence and distance education.
Learn about a new partnership between OLC, QM, UPCEA and WCET. This panel session will talk about the work we are doing and special initiatives this group will tackle. Come prepared to talk about what online learning issues are important to you and help us identify areas of focus.
In collaboration with the Online Learning Consortium and AnnotatED, the community for annotation in education, Hypothesis is convening a free workshop on collaborative annotation at Accelerate 2020. Register now to join on Friday 6 November 2020.
The workshop will start off with a quick orientation to collaborative annotation for social reading: what is it, and how are people using it to enrich online learning? This will be followed by Notes from the Field, where you'll hear from a variety of AnnotatED community members about how collaborative annotation is happening at their schools, and you’ll have the chance to discuss your ideas and questions with these experienced practitioners.
The main focus of the workshop will be a hands-on activity to explore, discuss, and augment readings on topics shaped by Accelerate 2020 keynoter Flower Darby. We'll practice reading together to see firsthand how collaborative annotation can build understanding, connections, and community. Our conversations will be anchored in texts — literally — and spread out to engage other texts, ideas, and people beyond the workshop itself.
To participate in this free workshop, please register for the workshop here
Note: You do not need to be a registered attendee of OLC Accelerate 2020 to participate in this workshop. Hypothesis will send registrants Zoom connection information prior to the workshop. Registered OLC Accelerate attendees will, however, also be able to access the workshop through the workshop session link on our program page.
Learn how you can add collaborative annotation activities to teaching and learning in any discipline to enable students to engage with course materials, teachers, ideas, and each other in deeper, more meaningful ways.
Come and test your awareness of neuromyths and evidence-based practices related to the brain and learning. Using six Mind, Brain, and Education (MBE) principles as a framework, this interactive session will share findings and research from an international OLC study that included instructors, instructional designers, and professional development administrators from online, blended, and onsite education programs across public, private, and for-profit institutions. Panelists will discuss predictors of awareness of neuromyths and evidence-based practices. Leave with innovative MBE strategies and extensive resources to support student success.
While institutions continually increase the amount of large-scale learning data that they collect, many faculty still do not use it to inform course-level interventions and design. Learning analytics dashboards are a common way to present this information and this session explores how institutions could grow the usage of these tools.
Come join the Every Learner Everywhere network partners, National Research Center for Distance Education and Technological Advancements (DETA), the Online Learning Consortium (OLC), and dLRN discuss process, findings and recommendations from an empirical research study completed in adaptive technology and OER. Incredibly popular digital tools in online learning, how much do we know about their impact on students? Learn about a step we’ve taken to organize research in response to the various Every Learner Everywhere studies, and better understand where the field needs to go for future development of these technologies for future alignment with research and student success.
Digitally-facilitated team activities in an Engineering laboratory course will be piloted and evaluated. Researchers will measure students’ cognitive presence in synchronous team design activities facilitated via two collaboration tools: Edupad and Zoom breakout rooms. We will share the pedagogical mechanism of the remote team-design strategy and present our research findings.
Beyond learner-centered, is learner-driven design.
Learner-driven design empowers learners to shape their learning experiences. Because of this, it is challenging to scale learner-driven experiences.
In this presentation, you will learn about: 1) key learner-driven principles; 2) implications for course design; and 3) scaling learner-driven design in online courses.
We finally figured out how to do online learning well--by meeting synchronously!
This session will show how to make those sessions more effective by: preparing students before to create knowledge during the sessions, structuring sessions to generate new knowledge, and connecting that knowledge with learning activities after the session.
The primary aim of the session is to provide a clear step-by-step path for course instructors, designers, and administrators who are interested in adding a quantitative social science research study to the online courses they teach, design, or manage.
This discovery session will move the field forward by offering specific actionable items that are supported by empirical research to help develop online relationships within the virtual classroom. The content will be produced in a tutorial manner thus providing easy to follow step by step instructions for how to conduct the activity while also highlighting the theoretical and pedagogical underpinnings to help substantiate the viewer’s understanding of the key concepts included in the activity.
Multiple sesssions of dissertation chair training have been developed and implemented.
We will discuss the process of providing this training and what content we shared.
Also, a discussion on the methods of virtual faculty training will be explored.
Interprofessional collaboration (IPC) is remarked as essential to achieving the Quadruple Aim. Can distance education programs provide online activities that effectively promote IPC? The goal of this project was to create an online non-technical simulation that students could experience online or F-2-F that promoted reflection on readiness for IPC.
So you’ve implemented a review process for online courses. While effective on an individual basis, how can you encourage a “culture of quality” more broadly throughout the institution? Participants will reflect on their own strategies for creating a culture of quality and explore and critique strategies UCF is implementing.
Faculty researchers share preliminary results of their study investigating transformational aspects of teaching during the recent pandemic. The study explores how transitioning to online teaching opened an opportunity for faculty to rethink their ideas about teaching and negotiate new ethical challenges. Results and experiences will be discussed with the audience.
In a panel-style discussion, academic leaders across a diverse set of institutions will share their experiences preparing and supporting their faculty through microcredential courses addressing evidence-based teaching practices, with a particular focus on online teaching. The panelists will share how they leveraged these flexible, short online courses to efficiently scale their institutional efforts.
Learn how a two-person team successfully redesigned hybrid and onsite courses for online delivery in the span of two weeks. We will share our project management tips as well as how we simply tracked student engagement using Federal Education Guidelines as a rubric.
An instructional design librarian and an engineering librarian will review how they are adapting an already existing Introduction to Library Research class (ULIB 101) for an online class specifically designed for engineering students. Learn collaboration tips from our experience working together to design a class
In a recent survey in collaboration with OLC, Cengage, Bayview Analytics and other leading organizations, faculty and administrators ranked the need for help for teaching online among their greatest needs due to the COVID-19 pandemic. Cengage and OLC embarked on a partnership to meet this need and expand professional development to support the agility and flexibility required in today’s world. In this session, you will hear from OLC-certified Faculty Partners about Cengage’s partnership and the resources available today. There will be time for open discussion at the end of this session.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. The role of content in higher education has been shifting and changing as the world adapts and adopts digital learning. Along with it, the role of course material providers has expanded beyond content into services tosupport thea digital experience. In this open discussion, Lauren Dietz with Cengage will share how the company responded to the shift in course materials delivery needs during 2020 and hear attendees perspectives on the role of the course materials in 2020.
It’s been blasted via emails, social media, and commercials for the last eight months – “We’re here to support you.” But did that support actual service the need? What does “support” and “service” really mean in times of urgency and under normal circumstances? And what do you and your students expect when someone says “We’re here for you.” In this foundry session, we will dig into what service and support mean to you and your students. How did your institution and companies that you rely on come around you during your transition to remote and online learning this year? What was successful that should be a pillar of service and what needs to evolve? This open discussion will help improve upon existing and build new services that address the true needs of faculty, students and administration.
Multiple sesssions of dissertation chair training have been developed and implemented.
We will discuss the process of providing this training and what content we shared.
Also, a discussion on the methods of virtual faculty training will be explored.
This presentation explores the problematic of crowd-sourced plagiarism on ‘study aid’ web platforms by reviewing the results of two studies to measure the frequency and kind of coursework shared from a sample university, and discussing the academic imperatives, obligations, and recourses to address the ‘underground’ crowd-sourcing of academic course materials.
What if you had the tools to draw students into a learning adventure of their choosing? The Hy-Flex modality allows faculty to creatively customize the student learning environment by leveraging student-centered teaching. This method involves creative assignments and multiple pathways to promote diverse student learning experiences while maintaining rigor.
Presenters will share an innovative process developed by an online nonprofit college to create an interdisciplinary suite of courses to be taken by all incoming graduate students across seven academic degree programs. Attendees will have an opportunity to apply the process to create a vision and framework for an interdisciplinary course.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Ryan Lufkin, representing our sponsor Canvas, will lead off with a chat discussing how the Canvas Learning Management Platform simplifies teaching, elevates learning and empowers student and institution success. Join us and share your Canvas stories.
Explore how the landscape of student success is rapidly changing due to unprecedented, recent global changes.
A small community college took its online CBE Business Law class and transformed it to a student-centric, engaging, interactive class using OER, in which the students feel the instructor is right there by their side. Sound impossible? Learn about our team approach to accomplish this feat.
Peer mentoring, an effective and established practice for higher education faculty, became crucial to our community college’s successful COVID-19 response. This session describes the interplay of data, planning, and collegiality as we leveraged peer mentoring, not just to facilitate Emergency Remote Teaching (ERT), but to foster long-term quality online teaching.
Learning is no longer confined to a predictable, systematic, and linear process since the emergence of distance learning, smart technologies, and now, COVID-19. Learning is often fluid within a complex and chaotic educational system. An educational system is continuous, dynamic, evolving, but not predictable to be labeled chaotic. However, with the emergence of COVID-19 for some seasoned traditional faculty with limited knowledge and use of smart technologies for distance learning, created disruptions and led to chaos in spring 2020 for those who prefer a face-to-face setting. For traditional programs, COVID-19 caused a paradigm shift that required instructors to adopt and adapt innovative instructional practices using smart technologies to create an active learning environment. In this workshop, chaos theory and effective instructional strategies are presented that may offer new opportunities for teaching and student learning for faculty unaccustomed to an online environment.
In response to the pandemic, countless courses moved from a traditional to remote, blended, or online format. Possibly lost in the transition is the many federal, state, and accreditation regulations that are applied differently when using a digital format. A new “Policy Playbook” from Every Learner Everywhere and WCET helps college administrators and faculty navigate the rules around digital instruction.
Faculty new to teaching online may not be aware of the myriad federal policies that impact online education. This session is an overview of the most important federal policies that impact the delivery of online education including accessibility, regular and substantive interaction, and the difference between correspondence and distance education.
Federal regulations require notifications for programs leading to professional licensure, regardless of modality, to ensure students are making informed decisions about institutions. Does your institution have a plan to track students, research requirements, and provide required notifications? Join us to discuss the development of an institution compliance game plan.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Engage in a walkthrough of inspirational activities called Do This! User Experience (UX) exercises used in the teaching of technology-related courses. Do This! is a concept and strategy that combines inspirational activity and practical application in simple ways to increase learners’ understanding of user experience contexts and to promote engagement.
Session 1 of the ID Summit will begin with a panel discussion on a range of topics including instructional design during the Covid-19 pandemic, new frontiers in instructional design, diversity, equity, and inclusion in instructional design; and resources for advancing your knowledge and practice. Join us for this dynamic conversation with our expert panelists!
In Session 2 of the ID Summit you’ll choose one breakout topic to explore in two parts. First, your breakout group will brainstorm ideas and share resources about your chosen topic/prompt. In the final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
In Part 3 of the ID Summit you’ll continue exploring the breakout topic chosen in Part 2. In this final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
This session explores groundbreaking research conducted on the organizational structures of instructional design teams. Discover the influence of structure on the empowerment, role clarity, and leadership opportunities of instructional designers and the ideal structure for building a sustainable, scalable, and empowered instructional design team. Hear the story and lead the change!
An instructional design librarian and an engineering librarian will review how they are adapting an already existing Introduction to Library Research class (ULIB 101) for an online class specifically designed for engineering students. Learn collaboration tips from our experience working together to design a class
Reaching students with video content is more important than ever. We don’t all have access to a university learning commons to help us make the videos we need. I will walk you through how to create videos that are instructional, budget-friendly and closed captioned with only a few programs and know-how needed.
Presenters discuss results from our 4-year, collaborative, adaptive learning research including student outcomes and models that proved most effective for our online, adaptive, college algebra courses. We present an emergent teaching and learning model that frames digital and adaptive learning with predictive analytics.
Building an online doctoral program through the implementation of our own best theories and practices (and a bit of luck) is both a challenging and rewarding endeavor. This interactive presentation provides insights to the Baylor University online Ed.D. program’s design and development process that incorporated equal parts strategy (theories and practices) and serendipity (risk-taking and innovation).
Using gamified AR/VR simulations for the iOS, Android, and Oculus platforms, students can practice using precision machining equipment virtually, allowing new students to understand the trade and existing students to practice skills outside of a lab environment.
Drastic times call for drastic measures. In the sudden shift to “remote learning”, higher education was struck with a drastic change in instruction using blended learning through videoconferencing. Throughout this presentation, we will challenge participants to thoughtfully consider how to best measure learning through Blended Learning assessment.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Instructional Technologists and Learning Designers are Builders. But it’s tough to do the building, making and doing when it’s hard to have access to the all raw materials. Sadly, that's a common challenge when implementing curriculum resources into online courses. Join Chris Edwards with MindEdge Learning to spend a few minutes taking about the ideal state and ways to improve this reality.
Ever really want to know what’s inside the minds of those folks usually standing behind the tables in the Exhibit Hall? Sit them down for a candid Q&A about their mission, vision, and purpose? Or dig in to some of the perplexing ways that partners/vendors and institutional leaders interact with one another? In this session, you'll get to to just that ...
Empathy mapping and design thinking provide a glimpse into the mindsets of learners. This session will provide learners with an opportunity to explore the value of embedding empathy into e-learning experiences by starting with empathy mapping and Universal Design for Learning as tools for designing for all online.
This proposal explores alternative pedagogy that leverages online writing classrooms as training sites for future remote employees. We propose using non-traditional strategies, such as cognitive modeling and collective feedback, to align the ways we teach the writing process to that which students will engage with as the future remote workforce.
This Lightning Talk focuses on an interinstitutional collaboration between seven universities, offering large format (250+ students) virtual interprofessional education (vIPE) experiences to their students in the health professions. Guidance on offering meaningful and highly collaborative online IPE will be shared along with assessment data and some truly remarkable student outcomes.
Were students’ needs met during the COVID-19 transition to remote learning? Were they able to complete their courses, despite multiple challenges? This interactive panel session helps us learn about the student experience as researched at two different public and private higher education institutions.
With a framework of disruption innovation, this session addresses a study of the COVID-19 remote teaching experience of faculty at a mid-sized, private university. With over a 25% response rate, these faculty members’ stories of struggle, vulnerability, and innovation invite discussions of how to best support faculty in the future.
This session will discuss the fundamentals of visual design that will help you create and present online content that is engaging to the learner and will increase the usability and comprehension of your course. We will showcase simple design principles and demonstrate how to apply them to course sites.
Most teachers have limited experience with digital games when it comes to integrating them into the classroom. This session covers the design and development of an online professional development on gamification for K-12 teachers. Findings from teachers’ perceptions on video games are used to guide the PD content.
The pandemic has presented unprecedented challenges – but it has also spurred innovation and creative thinking as institutions and providers seek to support students in a rapidly changing landscape. In this session, team members from the country’s leading online test security company will discuss lessons learned from six months of collaboration.
A virus has become the most significant driving force of medical education transformation. It has blended learning in medicine at an unprecedented speed. In this panel, the educators from different medical schools discuss the changes, challenges, lessons learned; and thus shed some light for optimal blending in the future.
Session 1 of the ID Summit will begin with a panel discussion on a range of topics including instructional design during the Covid-19 pandemic, new frontiers in instructional design, diversity, equity, and inclusion in instructional design; and resources for advancing your knowledge and practice. Join us for this dynamic conversation with our expert panelists!
In Session 2 of the ID Summit you’ll choose one breakout topic to explore in two parts. First, your breakout group will brainstorm ideas and share resources about your chosen topic/prompt. In the final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
In Part 3 of the ID Summit you’ll continue exploring the breakout topic chosen in Part 2. In this final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
Even before COVID-19 disruptions there was strong demand for mental health services at colleges and universities but a lack of clarity on how to respond to the needs of online learners. Join the next participant-driven discussion on the challenges, limitations, and opportunities for designing mental health services for online learners.
Decades of research demonstrate that student-faculty and student-student interactions are primary factors in student learning in higher education. Our courses -- whether face-to-face or online -- can and should be relationship-rich environments that enhance learning, motivation, and belonging for all students. This interactive session -- based on nearly 400 interviews with students, faculty, and staff around the country -- will focus on practical, research-informed approaches to cultivate educationally powerful student-faculty and student-student relationships in our courses.
Apply proven practices to reduce the cost of course materials, move online with open educational resources, and open innovation on your campus by leveraging a trusted community of leaders. MERLOT and SkillsCommons provides products and services to accelerate innovations in higher education and workforce development.
Higher education faculty burdened by multiple responsibilities rarely feel they have time for a strategic initiative (SI). This presentation highlights how multimedia assets were used to attract and retain faculty during this SI for quality online course development. We’ll share lessons learned from this partnership between faculty, instructional designers, and multimedia producers.
Using gamified AR/VR simulations for the iOS, Android, and Oculus platforms, students can practice using precision machining equipment virtually, allowing new students to understand the trade and existing students to practice skills outside of a lab environment.
In a panel-style discussion, academic leaders across a diverse set of institutions will share their experiences preparing and supporting their faculty through microcredential courses addressing evidence-based teaching practices, with a particular focus on online teaching. The panelists will share how they leveraged these flexible, short online courses to efficiently scale their institutional efforts.
The impact of COVID-19 on higher education has been devastating. Universities across the United States were forced to make a difficult decision: close or move fully online almost overnight. Two administrators will share the story of how their University dealt with instructional continuity using online learning during a global pandemic.
The pandemic has presented unprecedented challenges – but it has also spurred innovation and creative thinking as institutions and providers seek to support students in a rapidly changing landscape. In this session, team members from the country’s leading online test security company will discuss lessons learned from six months of collaboration.
This session will draw on the Model for Equity and Evidence-Based Teaching to explore ways faculty can take an evidence-based approach to identify and implement pedagogies that foster high impact or deep online learning experiences for students.
To help students become metacognitive learners, faculty should first consider their own metacognition. While faculty are often metacognitive in their disciplines, these approaches are not always transferred to teaching (Tanner, 2012). This session will focus on ways faculty can use metacognition to reflect on and adapt their online teaching practices.
To be effective, active learning needs to be examined in the larger context of student learning, and by taking a metacognitive approach, faculty can prepare students to make the most of active learning experiences. This session explores approaches to use metacognition to design and implement active learning in online courses.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
The intent of this first session is to further explore the foundations of course design from the pre-immersion workshop. Faculty will spend some time working on their own course material to begin the process of creating an outcomes-driven course design in the APLU Flexible course redesign initiative. Faculty should come prepared with their course syllabus in order to facilitate a meaningful conversation.
This second session will delve into more practical strategies that will help faculty continue to build a foundation for a compressed course redesign process. Faculty will spend more time grappling with the importance of finding a new cadence in a time condensed course. Discussions will allow for participants to determine how to create more dynamic instruction through the exploration of active learning.
This culminating session will offer some guiding principles that will help faculty make adjustments and redeploy their course in the new redesigned format. We will specifically explore the context and audience that is served through the HBCU lens. By examining this paradigm, faculty will explore ways to shift the design of the course from a teacher centred to student centric view . Principles of engagement to support this shift will also be explored.
Multiple sesssions of dissertation chair training have been developed and implemented.
We will discuss the process of providing this training and what content we shared.
Also, a discussion on the methods of virtual faculty training will be explored.
The use of templates is a highly contested topic in Higher Education. This presentation will provide insight into how Mississippi State University has tackled, and conquered, the pitfalls of the template by providing highly individualized templates that meet the needs of various departments.
Learn how Western Governors University is leveraging an AI-based community-building platform to create a deeper sense of belonging among prospective students. Preliminary research findings concerning the impact that belonging has on enrollment will be shared. Attendees will discuss the research implications, especially as applied to their own institution.
Providing students and faculty with authentic opportunities to interact, share, and support each other is key to a strong institutional community and long term student success. Listen as Dr. Omid Fotuhi, Research Associate at the University of Pittsburgh and Director of Innovation at WGU Labs, walks us through the research behind belonging and why having an intentional community strategy is so important in higher education today. We’ll be addressing your questions live in the VoiceThread!
The COVID-19 pandemic required rapidly moving a large number of faculty and courses online. We developed a framework, accessible to all skill levels, that incorporates best practices and strategies while collaborating with faculty and utilizing existing campus resources. Participants will actively collaborate in adapting the framework to their needs.
This workshop, featuring original reserarch, an expert panel discussion and attendee Q&A, will assess the status of online higher education in the wake of Covid-19, and discuss prospects for online to do more to address core access, cost and quality challenges.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
Extraverts and introverts learn, process information and form relationships in fundamentally different ways. This has an enormous impact on learning but is seldom considered by faculty, instructional designers and students. Come and explore ways to support introverted and extraverted students, as we redefine learning for the future.
Educational institutions today face increasing challenges of building up capacity to expand their online programs. Some have turned to “fee for service” option as an alternative to outsourcing to an OPM. Join us as we share and discuss our experience with integrating fee for service model with our in-house resources.
Session Takeaways: Audience attending this session will be able to discuss the benefits of leveraging an internal teams with fee for service partner to course design and development. They will see how trusting outside partners could add value to the work of an in-house team. Additionally, they will be able to articulate how beneficial it is to develop long-term relationships with external partners by setting goals and working together to meet them. Lastly, they will be able to evaluate whether this approach is appropriate for their institution.
The role of the instructional designer has always been fluid, changing more so over the past few months. Yet it remains, first and foremost, relational. Designing while pivoting modalities is less about teaching new skills and methods and more about serving and empowering faculty in encouraging and even humorous segments.
Mad Libs are fill in the blank stories. Participants will choose words, parts of speech, as directed, to fill in the blanks in a create-an-interesting-bio exercise. The result is a creative and fun take on the professional bio that is sure to help you stand out at your next professional event. First rule about Mad Libs Bios: Don’t look ahead! It spoils the fun.
Join the Presenter Services Co-Chairs and Jillian Wiseman, representing our sponsor Examity, at A Very Happy Happy Hour! For this happy hour we ask those joining to spread happiness with some fun activities. Participants can share a visual image and story that makes you happy, share your happy place, or share a Zoom background that brings you happiness. Grab your favorite beverage and snacks and join us in spreading happiness and listening to live tunes. Along the way you will learn how to leverage some of the basic functionalities of Zoom for more effective online engagement (including how to change your name, how to change your virtual background, share content in the chat, turn cameras off and on, and how to change your profile photo).
When dealing with Covid19, IE Business School introduced a new pedagogy and blended learning approach: the Liquid Learning (see https://www.ie.edu/building-resilience/liquid-learning/#). During the lecture we will explain the new blended approach and how we made the transition to the new pedagogy and make it work for 7.000 students and 300 faculty members in 5 months.
This session will describe how an Office of Blended and Online Learning implemented instructional design services at scale during an immediate pivot to remote teaching, beginning March 11, 2020. As with many higher education institutions, this department found themselves tasked with supporting hundreds of faculty members and many who have never taught a hybrid or online course. In addition, many faculty were unfamiliar with instructional design services. With only two days’ notice, how will a small department of two new instructional designers and one dean manage the workload? When the spring semester is over, how will they plan their faculty development offerings to prepare faculty for the fall, regardless of modality? These questions and many more will be answered during this session.
Tommy Gardner, HP’s CTO and Security Expert discusses the challenges of using home and unsecured networks, internet connected peripherals and poor security practices and hygiene. There has never been more bad actors, more risk and never more important, as millions of Educators and Students are forced to learn, share and access sensitive information through-out this and potentially the next school year.
Were students’ needs met during the COVID-19 transition to remote learning? Were they able to complete their courses, despite multiple challenges? This interactive panel session helps us learn about the student experience as researched at two different public and private higher education institutions.
Student connectedness with online instructors is important for student learning and satisfaction. We share results from a cross-sectional survey of higher education students enrolled in face-to-face instruction forced online due to COVID-19. Responses provide insight into what students value in the online sphere and assist instructors with building connections.
This workshop, featuring original reserarch, an expert panel discussion and attendee Q&A, will assess the status of online higher education in the wake of Covid-19, and discuss prospects for online to do more to address core access, cost and quality challenges.
In this 10-minute PechaKucha lightning session, we will present the challenges that face 21st century instructors in the adoption and implementation of technological innovations in teaching and learning. This session will examine the challenge's educators face when pedagogy and technology intersect; and will offer some practical solutions to incorporating technological innovations into teaching practice.
Make the most out of your Accelerate experience by joining OLC Live! hosts Jenae Cohn and Nate Angell in a kickoff discussion with conference, program and engagement chairs about how they developed this year's rich mixture of online and face-to-face activities.
This presentation explores the problematic of crowd-sourced plagiarism on ‘study aid’ web platforms by reviewing the results of two studies to measure the frequency and kind of coursework shared from a sample university, and discussing the academic imperatives, obligations, and recourses to address the ‘underground’ crowd-sourcing of academic course materials.
Join Jason Webb, Syracuse University’s Instructional Analyst, and PlayPosit Co-Founder Sue Germer for an inside look at how their instructional design partnership has led to a powerful HyFlex approach, innovation, and data-driven impact.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join PlayPosit Co-Founder Sue Germer for a casual conversation on the future of education following the outcomes of the COVID-19 pandemic and the role of interactive learning tools.
Enjoy a hands-on learning experience of PlayPosit's platform while learning about the powerful instructional design tool’s full suite of applications and some of the most popular partner use cases over the years.
During this workshop we will delve into humanizing online learning, what it is, why it’s important, and how it is critical to student learning and institutional success. In addition to the examination of different aspects of the topic, we will create actionable items based on research and applied effective practice for faculty, staff, and administrators to take back and implement in blended and fully online learning environments as well as creating a culture of humanizing online teaching practices.
Virtual pre-conference workshops (Friday, Nov 6) can be added to your conference registration at a price of $125 for one or $220 for a two workshop combo deal.
New to applying technology in the classroom? Unaccustomed to the technology tools available online? Looking to add elements (tools) to your mixture (courses)? Come experiment in a learning laboratory! Bring your device or follow along in this hands on interactive session.
AY 19/20 was one for the books for New Mexico Highlands University; fall presented a cyber-attack, spring COVID-19. Despite the cyber-attack challenge, it actually prepared the university for a quick technology response to COVID-19. This session explores leadership and strategic elements that ensure successful navigation in an emergency.
Emerging online learners are the predominant consumer of online classes. However, they have lower rates of persistence for online courses as compared to face-to-face courses. Join me in a discussion about my research that addresses their needs through the use of two different types of multimodal discussions.
Emerging online learners, undergraduates taking online and face-to-face courses, are the predominant consumer of online classes. However, they have lower rates of persistence for online courses as compared to face-to-face courses. Join us in a discussion about addressing their needs through the use of two different types of multi-modal discussions.
How do you teach students to be better decision makers and leaders in an asynchronous online course? Join us to see how we used VR/immersive simulation to create a safe environment in which students can practice decision making skills. We will also discuss the lessons learned along the way.
Come join the TTK Chefs for an hour of games, technology, and chef-nanigans. Bring your liquid of choice and a whole lot of patience for things to go sideways. (Is my mic still on?) We’ll play a few games, chat about a few of our favorite technology “fantastic freebies” and have more laughs than should be allowed in any one Zoom call.
Online students should have the same access to support and engagement opportunities as their onsite counterparts however this is not always the case. Join me as I demonstrate how a tri-modal approach - programming, support services, and outreach – serves to create a supportive, nurturing, and engaging online experience.
Were students’ needs met during the COVID-19 transition to remote learning? Were they able to complete their courses, despite multiple challenges? This interactive panel session helps us learn about the student experience as researched at two different public and private higher education institutions.
With a framework of disruption innovation, this session addresses a study of the COVID-19 remote teaching experience of faculty at a mid-sized, private university. With over a 25% response rate, these faculty members’ stories of struggle, vulnerability, and innovation invite discussions of how to best support faculty in the future.
AY 19/20 was one for the books for New Mexico Highlands University; fall presented a cyber-attack, spring COVID-19. Despite the cyber-attack challenge, it actually prepared the university for a quick technology response to COVID-19. This session explores leadership and strategic elements that ensure successful navigation in an emergency.
The SCPS Instructional Design Department at Manhattan College supports the development needs of a professional school, such as accelerated coursework, online courses, and adjunct teaching staff. This presentation explores the reevaluation of the School’s quality assurance structure and how that structure has been updated to serve essential instructional design needs.
In response to the Pandemic of 2020, many CIOs across the nation found themselves at the intersection of remote work, teaching, and learning. One institution shares their story and discusses the future of the CIO role on campus and beyond.
In response to the ongoing dialog in the online community about where online programming “lives” in an institution of higher education, CORAL research collaborative launched a study to investigate the intersection of organizational structure and academic functions of colleges and universities throughout the United States. All the results are in!
Synchronous online teaching can effectively address the challenge of personalizing the online learning environment by facilitating live interaction among students and instructors. Let’s explore how to design and deliver a synchronous online class that will optimize the use of live sessions, while still maintaining the flexibility of online instruction.
When integrating external resources in a course conversion, it will come with successes and struggles. In this session, we will work to reframe the pitfalls into best practice ideas that can be faced when working along with a vendor or stakeholder outside of your organization.
This session provides deans and faculty with an opportunity to explore the notion that online and residential instruction share the same academic core teaching practices as well as the tools and training necessary to take their traditional teaching methods to new heights in the virtual classroom.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Grab your coffee and join us for a special welcome from our Equity & Inclusion (E & I) committee. In this informal meet-up, members of the OLC Community will share some exciting updates on new initiatives around equity and inclusion in our field.
Learn more about OLC's Equity and Inclusion efforts for OLC Accelerate 2020.
A virtual gala celebrating the 2020 OLC Fellows and the winners of the 2020 OLC Awards, focusing on the impactful and innovative work occurring across the field of online, blended and digital learning.
The OLC Awards Gala marks a night of virtual splendor and ceremony as we celebrate the achievements, elevate the innovations, and honor the commitments of this year’s OLC Fellows and award recipients. With over 20 distinct awards to distribute, we are privileged to have these leaders join us on the virtual stage as we thank them for their dedication to quality online, digital, and blended learning, and engage them in dialogue on their perspectives on what’s to come. In line with the celebratory nature of the session, we invite you to select your most festive Zoom background, prepare a celebratory beverage or snacks, and join us for an enlightening evening filled with accolades and provocations featuring some of the amazing individuals in our field!
Learn about a new partnership between OLC, QM, UPCEA and WCET. This panel session will talk about the work we are doing and special initiatives this group will tackle. Come prepared to talk about what online learning issues are important to you and help us identify areas of focus.
Join us in celebration of the transformative practices, connective networking, and impactful discussions from OLC Accelerate 2020. With an inside look at the big takeaways from the conference, members of the OLC community will share stories of their favorite moments from the conference. OLC Live! hosts Jenae Cohn and Nate Angell will close us out with lightning interviews of the conference steering committee, including members of the OLC Board of Directors and OLC Staff. Let’s close our time together in appreciation of all that we’ve learned, and in celebration of the monumental advancements to come within the field of online, blended and digital learning.
This interactive session will guide attendees through an array of best practices for identifying, designing, and implementing eService projects with virtual teams. All attendees will receive a toolbox of eService resources to assist with establishing a strong foundation of eService within their teams or departments.
Work together with a team to figure out where in the world the image that you are looking at is from. Use those Carmen San Diego skills from your childhood to sleuth out the image on the screen. Don't worry about bringing your own teammates, we will split everyone up into teams once the session starts!
This study explored how life events impact time and energy available for education (interviewing 49 online students at a large public urban US university). Surprisingly, 89% of reported external stressors differed from factors students indicated impacting course outcomes. Join our discussion of these complex environmental factors possibly underreported in research.
Finally! Our New Assignments Builder is here! Zoom integration is available! Join us to see these new features in action. Make your online delivery more powerful in today's remote classroom.
In a panel-style discussion, academic leaders across a diverse set of institutions will share their experiences preparing and supporting their faculty through microcredential courses addressing evidence-based teaching practices, with a particular focus on online teaching. The panelists will share how they leveraged these flexible, short online courses to efficiently scale their institutional efforts.
As the saying goes, you only get one chance to make a first impression, so make it count! From orientation to first-year seminars and social integration, this presentation will provide practical onboarding strategies that impact online student success and persistence during the first year of college.
Using a digital cross-national collaboration, we examine teacher educators’ learning in four teacher education programs across two countries. We will highlight how using an online platform as a productive teacher education space, will enhance ethical and in-depth learning, and challenging norms for preservice teachers.
The primary aim of the session is to provide a clear step-by-step path for course instructors, designers, and administrators who are interested in adding a quantitative social science research study to the online courses they teach, design, or manage.
This discovery session will move the field forward by offering specific actionable items that are supported by empirical research to help develop online relationships within the virtual classroom. The content will be produced in a tutorial manner thus providing easy to follow step by step instructions for how to conduct the activity while also highlighting the theoretical and pedagogical underpinnings to help substantiate the viewer’s understanding of the key concepts included in the activity.
For institutions with a strong reliance on campus-based full-time faculty, there are likely several policies and procedures that may hinder morale, motivation, and engagement for remote faculty that must be addressed including; technology and equipment, faculty and student expectations, time and geography, and training and performance management.
Less is not more for Generation Z: They need and expect more videos and interactive course content than ever before. However, practical and pedagogical questions arise as we respond to this need. Join us to tackle these questions: the lingering questions we haven’t had the time or space to wrestle with this year.
The COVID pandemic crisis has not resulted in sustainable change to online instruction. MERLOT/SkillsCommons and O’Donnell Learn will showcase their Purposeful Learning Framework and Capability Maturity Model for strategic and sustainable transition to quality online instruction and provide examples of how they are implementing this change management framework to help institutions improve the online learning experience.
Learn to customize your own OER Portal to help your institution move online as it delivers its workforce development programs. Learn to use SkillsCommons, the US Department of Labor’s open library of workforce development OER and MERLOT to save time and money by adopting and customizing free quality online curriculum.
Apply proven practices to reduce the cost of course materials, move online with open educational resources, and open innovation on your campus by leveraging a trusted community of leaders. MERLOT and SkillsCommons provides products and services to accelerate innovations in higher education and workforce development.
In this session, participants will learn about strategies to teach music appreciation online, approaching diverse methods that have been used over time, as well as adaptations made by faculty who had not previously taught online but had to rapidly transition. Although music is the subject of focus, considerations for scope and breadth addressed apply to all subject areas and introduce considerations for transitioning varaious subjects online, based on research and practice.
Learn about a new partnership between OLC, QM, UPCEA and WCET. This panel session will talk about the work we are doing and special initiatives this group will tackle. Come prepared to talk about what online learning issues are important to you and help us identify areas of focus.
Since March 2020, Strada Center for Consumer Insights has been listening to Americans as they’ve shared how COVID-19 is impacting their lives, work, and education. Based on feedback from more than 20,000 adults, this session will explore American sentiment toward online education—including past experiences, preferences, future plans, and value in the job market.
Participants will learn how our blended faculty development Academy was established, the Canvas attributes used in developing the modules for the Academy, how we constructed field experiences centered on Canvas modules, and how the field experiences assisted Academy Fellows in designing their e-Learning case study for students.
Teachers were given a moment’s notice to move instruction online as COVID-19 swept across America. What have we learned from this experience, and where do we go from here? This session serves as an opportunity to explore both of these questions in the context of research and participants’ personal experiences.
Training peer mentors can be an exciting and dynamic experience. However, transitioning peer mentor training online has been a challenge this year. In this session, attendees will have the opportunity to hear how one institution has responded to these challenges and share what has worked at their own institutions.
While natural disasters are often in short-term academic continuity plans, COVID-19 can be devastatingly disruptive to campus communities. Beyond remote instruction and toward a deliberate preparation for online teaching, Planning Instructional Variety for Online Teaching consists of five daily webinars, focusing on course design, engagement, active learning, assessment, and accessibility.
Join Carolina Distance Learning and Liberty University as we discuss ideas and develop strategies to engage your students in online science labs to aid in student retention. The tables will be turned, you are the student. Experience what works and what doesn’t in engaging online students. Then, be ready to share your most effective approach to engagement.
This session presents research conducted in an undergraduate course blend, encompassing three learning environments. What will be highlighted is how the unique sociomaterial structures of the different learning environments makes visible different forms of agency, as well as how the different forms of agency support student identity development.
This hands-on workshop focuses on effectively engaging students using screen-based simulation technology. This unique teaching technique facilitates learning with prebriefing, realistic scenarios and debriefing that adhere to International Nursing Association for Clinical Simulation and Learning standards of best practice. Participating in a screen-based simulation will generate ideas for your classroom.
Using a new progressive tool to maximize clinical teaching and learning in the online environment, faculty and students are guided in the development of clinical judgment skills within simulated patient care environments. Attendees are invited to learn about the development, user experience, and lessons learned for application to their courses.
During these uncertain times, the need to rapidly develop expertise to meet the needs of our communities calls for new techniques that allow targeted learning experiences. This session will introduce a modified ShadowBox technique that supports the development of expertise and allow participants to re-conceptualize this technique for use in a variety of disciplines.
3D modeling and rendering for Game Art images and videos and virtual reality 3D world design are very compute intensive. In normal times, Ringling College students spend hours in on-campus studios using powerful workstations to bring their creative visions to life. During this pandemic, students learning from home in diverse geographic locations continue their art and design coursework, collaborating on powerful workstations remotely using HP’s ZCentral Remote Boost. Join Mahmoud Pegah, CIO at Ringling College of Art and Design as he shares Ringling’s journey to ensuring education continuity in the era of COVID-19.
University of Phoenix has developed a system and process for delivering high quality, accessible video to online learners through a variety of platforms, for a rich experience. By utilizing Vimeo, BlackBoard Ultra, Rev.com, and WordPress, online students view video embedded directly into their course with closed captions. An extended experience allows interaction with transcripts, all within a robust and low-cost delivery network. We'll show you how it works.
How accessible is the technology that you use on your campus? Is your answer a confident, “I have no idea.” Let’s draw a blueprint for a more accessible campus. Accessibility and disability services professionals will share steps, tips, tricks and resources to tackle accessibility across campus to ensure equal access.
Online doctoral programs are increasingly more popular with professionals and leaders. Doctoral dissertations in an online environment present a unique set of benefits and challenges. Join us in this discovery session as we discuss enabling factors and challenges gleaned from a detailed program evaluation of online dissertation processes.
While instructional designers are not accustomed to being the subject matter experts in a conversation about programs, reframing centers of instructional design as places with academic and professional expertise reveals in-demand skills and knowledge. Learn how to identify innovative programming opportunities for your institution while supporting instructional designers’ professional development.
In this session, you will discuss and share teaching ideas, strategies, and student activities that can be adapted across disciplines to maximize student learning in an online, synchronous learning environment.
TBD
Leadership is tricky and, contrary to what we see, simply promoting your top-performers to leadership positions is not the solution. Leaders and future leaders need assistance in cultivating leadership capacities. This session will explore ways organizations can “grow leaders” through formal and informal strategies.
Being an effective and positive leader is challenging, even when times are certain. Leading in a time of uncertainty can be downright scary. This lightning talk explores how seven key components of servant leadership can assist leaders in leading during times of uncertainty.
Less is not more for Generation Z: They need and expect more videos and interactive course content than ever before. However, practical and pedagogical questions arise as we respond to this need. Join us to tackle these questions: the lingering questions we haven’t had the time or space to wrestle with this year.
Session 1 of the ID Summit will begin with a panel discussion on a range of topics including instructional design during the Covid-19 pandemic, new frontiers in instructional design, diversity, equity, and inclusion in instructional design; and resources for advancing your knowledge and practice. Join us for this dynamic conversation with our expert panelists!
In Session 2 of the ID Summit you’ll choose one breakout topic to explore in two parts. First, your breakout group will brainstorm ideas and share resources about your chosen topic/prompt. In the final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
In Part 3 of the ID Summit you’ll continue exploring the breakout topic chosen in Part 2. In this final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
Join us as we discuss and dissect our approach to prioritizing pedagogy in a pandemic. We will highlight our 4 week facilitated bootcamp for faculty across two campuses, lessons learned, and next steps for scalable, continued professional development opportunities grounded in evidence-based practices.
As the saying goes, you only get one chance to make a first impression, so make it count! From orientation to first-year seminars and social integration, this presentation will provide practical onboarding strategies that impact online student success and persistence during the first year of college.
Online education provides flexibility for most, but skills-based education has largely been left behind due to the necessity for hands-on learning, scaffolded skill application, and assessment requirements. This session aims to explore how skills-based education can be achieved online so that all students can experience the benefits of distance learning.
HHMI BioInteractive provides free, high-quality videos that leverage the power of real science stories to engage students with a number of different life science topics. This Live Workshop will highlight various types of videos, including those with embedded questions, as well as active learning strategies for using these resources in online courses.
Have fun solving puzzles to break out of a digital escape room used to review a first-year biology module. Participants will learn about free HHMI BioInteractive resources as they experience the game and explore some of the considerations for designing their own escape rooms.
The COVID-19 pandemic required rapidly moving a large number of faculty and courses online. We developed a framework, accessible to all skill levels, that incorporates best practices and strategies while collaborating with faculty and utilizing existing campus resources. Participants will actively collaborate in adapting the framework to their needs.
Designing quality assessments involves understanding a complicated web of factors which is further complicated by the recent rapid shift to online teaching. In this workshop, participants will rethink their current assessment strategies to improve their understanding and use of online teaching strategies and assessments in small and large classes.
An overview, discussion and demonstration of the Open Learning Initiative (OLI) learning platform for an Introductory Psychology course. As well results of use of the OLI product over the course of 3 years both in face to face and online settings.
Ever really want to know what’s inside the minds of those folks usually standing behind the tables in the Exhibit Hall? Sit them down for a candid Q&A about their mission, vision, and purpose? Or dig in to some of the perplexing ways that partners/vendors and institutional leaders interact with one another? In this session, you'll get to to just that ...
A virus has become the most significant driving force of medical education transformation. It has blended learning in medicine at an unprecedented speed. In this panel, the educators from different medical schools discuss the changes, challenges, lessons learned; and thus shed some light for optimal blending in the future.
Would you like to learn how to create an online program with real community? Join our session to learn more about how the Ed.D.-LOC program is committed to community building as a central value proposition of the program. The recruitment and retention of students through innovative teaching strategies and rigorous academic and professional development preparation are buoyed by a program vision and faculty mission to engage all learners in a community in order to foster retention, aid in reciprocal mentoring, support students, and provide a network to foster student success in every stage of our program.
In Spring 2020 institutions across the world had to face the disruption of on-campus lessons and move to remote teaching. The presenters will discuss the strategies to move more than 4,000 courses to a remote teaching environment driven by one goal: quality and accessible education for all students.
Learning Experience Design (LXD) involves a holistic and learner-centered approach to the design of online courses. This session provides a much-needed framework based on learning science research and proven design principles that practitioners can use to enhance and upgrade conventional instructional design practices.
Presenters discuss results from our 4-year, collaborative, adaptive learning research including student outcomes and models that proved most effective for our online, adaptive, college algebra courses. We present an emergent teaching and learning model that frames digital and adaptive learning with predictive analytics.
Come join other conference attendees online and create an OLC Accelerate game plan. During this power hour you’ll have the chance to organize your conference schedule and select presentations and activities you want to attend. The OLC Field Guides will be present to suggest interesting presentations and activities, train you on the use of the OLC site/mobile app, and show you Engagement Maps. We’ll also discuss ways to participate virtually - including Slack and Twitter! Meet old friends, make new acquaintances, and plan your schedule. We can't wait to see you there!
Have you ever wondered what goes into creating the Technology Test Kitchen? What kind of work fills the buckets of two nerds that enjoy breaking, poking, and using technology in learning? And what does a kitchen have to do with ANY of this? Join us for an insightful, we hope, look into the inner workings of the 2020 Accelerate Tech Test Kitchen and the chefs that create the delectable learning experiences in it!
While we don’t have a crystal ball, we can take what we’ve learned and experienced as we look towards the future. Let’s talk about it! Some questions we might address:
Come join other conference attendees and create an OLC Accelerate game plan for Week 2 and post-conference. During this power hour, the OLC Field Guides will be present to suggest interesting presentations and activities, train you on the use of the OLC site/mobile app, and show you Engagement Maps. We’ll also discuss ways to participate virtually–including Slack and Twitter! Meet old friends, make new acquaintances, plan your schedule. We can’t wait to see you there!
A virus has become the most significant driving force of medical education transformation. It has blended learning in medicine at an unprecedented speed. In this panel, the educators from different medical schools discuss the changes, challenges, lessons learned; and thus shed some light for optimal blending in the future.
This mixed methods multiple case study analyzes students' perceptions of their in-person flipped class experience that transitioned abruptly to an online-only experience during the spring semester of 2020, due to COVID-19. Each of the four cases presented will highlight students' sense of course satisfaction, course engagement, and cognitive learning.
As the saying goes, you only get one chance to make a first impression, so make it count! From orientation to first-year seminars and social integration, this presentation will provide practical onboarding strategies that impact online student success and persistence during the first year of college.
Initially transitioning faculty to teaching remotely was a rush job. The next step in the design process could not end with trainings only on the features of Zoom. The door was open for a more structured and nuanced approach to instructional design and for us - it proved successful.
Months can pass between when students are accepted into an online program and when they begin. How can you use this time to learn how to best support their success? Institutions are turning to internal programs or social media platforms to connect with students. We’ll explore and share success stories.
Presenters discuss results from our 4-year, collaborative, adaptive learning research including student outcomes and models that proved most effective for our online, adaptive, college algebra courses. We present an emergent teaching and learning model that frames digital and adaptive learning with predictive analytics.
In this “Pivot Game” session, attendees will be arranged in small groups to redesign a residential learning activity given a challenging scenario, learning objectives, and a randomized set of variable constraints. The learning activity must pivot to an online or blended learning activity while fostering or maintaining human connections.
Is the timeliness of student introductions a significant predictor of student success? A recent research study within the School of General Education for an online university found some fascinating results pertaining to the timing of online students’ introduction posts.
While institutions moved toward remote learning in response to the unprecedented pandemic, many institutions found the transition fraught with unexpected challenges. This timely session provides administrators and leaders with a model for evaluating institutional readiness for the development of successful distance education programming and offers practical suggestions for implementation.
So you’ve implemented a review process for online courses. While effective on an individual basis, how can you encourage a “culture of quality” more broadly throughout the institution? Participants will reflect on their own strategies for creating a culture of quality and explore and critique strategies UCF is implementing.
Through the Every Learner Everywhere Partnership, the Online Learning Consortium (OLC) and the National Research Center for Distance Education and Technological Advancements (DETA) have completed a review of research done in online and digital learning at minority serving institutions and/or community colleges, with a focus on Black, Latinx and Tribal population outcomes. Come join us and learn about our findings, hear about the next steps in our process, participate in future research, and continue the conversation in equity and inclusion.
Using a recently developed research toolkit to drive our discussion, this session will help you identify meaningful research questions, variables, measures, instrumentation and other data collection tools, and data collection techniques to more effectively understand your and your institution’s response to providing instruction and support remotely during COVID-19 pandemic.
This session will spotlight The National Research Center for Distance Education and Technological Advancements (DETA) Research Toolkit, a resource to support research conducted at the course, program, institutional, or cross-institutional levels.
Come join the Every Learner Everywhere network partners, National Research Center for Distance Education and Technological Advancements (DETA), the Online Learning Consortium (OLC), and dLRN discuss process, findings and recommendations from an empirical research study completed in adaptive technology and OER. Incredibly popular digital tools in online learning, how much do we know about their impact on students? Learn about a step we’ve taken to organize research in response to the various Every Learner Everywhere studies, and better understand where the field needs to go for future development of these technologies for future alignment with research and student success.
This Lightning Talk focuses on an interinstitutional collaboration between seven universities, offering large format (250+ students) virtual interprofessional education (vIPE) experiences to their students in the health professions. Guidance on offering meaningful and highly collaborative online IPE will be shared along with assessment data and some truly remarkable student outcomes.
In the face of any disaster, we are stronger together. This presentation will discuss how we leveraged our Environmental Barrier faculty “Champion” support program to increase faculty collaboration, strengthen the online community of care, improve student support outcomes, and expand to meet the needs of COVID-19 student impacts.
The sudden non-negotiable shift from face-to-face, to online instruction in our courses, made it clear that our ID team needed to trade the uncontested, venerable “backward design” (Understanding by Design) framework, for something much more flexible and faster. This presentation traces our journey, and points to a new destination.
Students favorably describe their experiences with hands-on labs providing them with opportunities to observe and apply concepts and extend their overall understanding. There are some labs that aren’t safely or practically done outside of the traditional lab environment. These concepts are better delivered in a digital format or simulation.
We love to explore new tools and practices to improve teaching and learning, but how do we know what effects they really have? Join a conversation with Dr. Remi Kalir, the first Scholar in Residence at Hypothesis, to talk about ways we can investigate connections between student experience and changing technologies and pedagogies with ethics as a priority.
Students selected an open pedagogy book creation project in an economics capstone class at the start of the semester and transitioned smoothly to remote instruction theough by relying on hypothes.is for peer review, Google docs for collaborative work, and Pressbooks for sharing the final project under a creative commons license.
Sharing ways to design courses to meet learning objectives using evidence-based practices regardless of instructional modality - pairing traditional classroom activities/assessments with equivalent remote or asynchronous activities/assessments, and providing an extensive list for faculty or course developers to use to ease the transition from one modality to another.
Peer mentoring, an effective and established practice for higher education faculty, became crucial to our community college’s successful COVID-19 response. This session describes the interplay of data, planning, and collegiality as we leveraged peer mentoring, not just to facilitate Emergency Remote Teaching (ERT), but to foster long-term quality online teaching.
The purpose of this discovery session is to explore research ideas in assessing the implementation of the Community of Inquiry Framework as a pedagogical tool for evaluating the implementation of cognitive, social and teaching presence in a nationally certified evidence-based course.
The purpose of this discovery session transformation of the e-hybrid service-learning nationally certified course to an extreme service-learning course midway through a semester due to the COVID 19 pandemic and challenges for the learners as well as faculty while designing and implementing such a course.
Learn how Western Governors University is leveraging an AI-based community-building platform to create a deeper sense of belonging among prospective students. Preliminary research findings concerning the impact that belonging has on enrollment will be shared. Attendees will discuss the research implications, especially as applied to their own institution.
Keeping students connected, supported, and motivated today is more important, and difficult, than ever. Hear from our multidisciplinary panel who will share their experiences using online and blended communities to scale support and keep students engaged from a distance. You will leave the conversation with practical solutions for building community for different student populations and at different stages of the student lifecycle.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Need a break? Join us for an interactive competition based on the power of community. Hey, if not for the great conversation, at least stop by for the chance to win an $100 gift card to Amazon!
Providing students and faculty with authentic opportunities to interact, share, and support each other is key to a strong institutional community and long term student success. Listen as Dr. Omid Fotuhi, Research Associate at the University of Pittsburgh and Director of Innovation at WGU Labs, walks us through the research behind belonging and why having an intentional community strategy is so important in higher education today. We’ll be addressing your questions live in the VoiceThread!
This study explored how life events impact time and energy available for education (interviewing 49 online students at a large public urban US university). Surprisingly, 89% of reported external stressors differed from factors students indicated impacting course outcomes. Join our discussion of these complex environmental factors possibly underreported in research.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Tableau can help visualize and understand educational data. This workshop will share dashboards that showcase the student experience and program/course quality using Tableau. In this workshop you will create dynamic dashboards you can replicate with data from your courses and institution, such as surveys, grades, and curriculum maps.
Note: Participants should have Tableau Desktop or download the trial version prior to the workshop.
Visual analytics can showcase trends in student course evaluations. However, building a dynamic dashboard is only effective if the survey is designed with the right questions. We will discuss visualizing course evaluation data to shift thinking from assessing instructors, to assessing teaching and learning for online classes overall.
The COVID-19 pandemic required rapidly moving a large number of faculty and courses online. We developed a framework, accessible to all skill levels, that incorporates best practices and strategies while collaborating with faculty and utilizing existing campus resources. Participants will actively collaborate in adapting the framework to their needs.
Recently, faculty pivoted quickly to remote learning. This required switching from teaching in physical classrooms to virtual spaces, using web-conferencing technology. Success in doing so depends on an understanding of the pedagogical underpinnings needed to engage learners in this setting. This session provides tips for creating a community of learners.
In this express session, participants will review the use of FlipGrid for video based student engagment and peer review. Participants will use FlipGrid to create unique discussion experiences that they can use in their courses to engage students and faculty. The use of tools within FlipGrid such as rubrics, focus, topic tips, and sticky notes will be discussed. Feedback from student and faculty professional development evalutions will be shared.
Engaging freshman students in a relevant authentic learning opportunity utilizing technology and resources to develop critical thinking and problem solving skills is useful throughout a student’s college career and increases the likelihood of graduation. We developed a seminar building student confidence and preparing them for the demands of college rigor.
You’re busy and quickly become inundated by requests from students and administrators. So why not take advantage of the most powerful tool at your disposal – your LMS?
Join me as we walk through the incredible tools Brightspace offers to improve efficiencies and increase engagement, all while providing personalized learning experiences!
This session focuses on improving critical thinking and analytical skills of students in Doctor of Nursing Practice programs through the creation of a writing across the curriculum plan. Strategies promoting professional maturity among DNP students with writing, concept development, and faculty development sessions will be presented.
In 2017, we turned to technology to engage the students who have limited and inflexible time but have greater success with live instruction. In 2020, post-pandemic, we shifted our focus as the technology allowed for a seamless transition to quarantined life. Learn how pre-pandemic planning prepared us for post-pandemic emergency.
In this session, participants will reflect on research in an experiential context by answering the following questions - how we might as a community surface and collect themes that emerge from our collaborations? Focusing on OLC Accelerate as our research setting and context, how might we as a community produce a tangible artifact representing the scholarship, thought leadership, and opportunities arising from our work?
In the face of any disaster, we are stronger together. This presentation will discuss how we leveraged our Environmental Barrier faculty “Champion” support program to increase faculty collaboration, strengthen the online community of care, improve student support outcomes, and expand to meet the needs of COVID-19 student impacts.
Make the most out of your Accelerate experience by joining OLC Live! hosts Jenae Cohn and Nate Angell in a kickoff discussion with conference, program and engagement chairs about how they developed this year's rich mixture of online and face-to-face activities.
The Collaborative Content Design (CCD) model creates a dynamic that guides content experts through the design process in an engaged and supported manner. The model helps establish the faculty/designer relationship, then shifts to support a more collaborative design process, and culminates with a focus on student learning and engagement.
With continued concerns regarding enrollments at institutions across the nation, the student learning experience is now at the forefront of our conversations. This session will present a new, research based framework for Learning Experience Design (LXD) which will help professionals in higher education, understand and more effectively design learning experiences.
As the onset of COVID-19 rapidly shifts us to remote and online instruction, leaders need a variety of strategies to successfully navigate rapid change. The 15 Commitments of Conscious Leadership: A New Paradigm For Sustainable Success offers a helpful framework for collaboration, awareness, and influence for individuals in both formal and informal leadership.
Online doctoral programs are increasingly more popular with professionals and leaders. Doctoral dissertations in an online environment present a unique set of benefits and challenges. Join us in this discovery session as we discuss enabling factors and challenges gleaned from a detailed program evaluation of online dissertation processes.
As the saying goes, you only get one chance to make a first impression, so make it count! From orientation to first-year seminars and social integration, this presentation will provide practical onboarding strategies that impact online student success and persistence during the first year of college.
A small community college took its online CBE Business Law class and transformed it to a student-centric, engaging, interactive class using OER, in which the students feel the instructor is right there by their side. Sound impossible? Learn about our team approach to accomplish this feat.
In response to the ongoing dialog in the online community about where online programming “lives” in an institution of higher education, CORAL research collaborative launched a study to investigate the intersection of organizational structure and academic functions of colleges and universities throughout the United States. All the results are in!
This session will explore parallels between instructional design processes and the process of crafting messages that communicate the value of instructional design to others at an institution. Participants will begin to develop and share ideas about strategies and messages that they can use when they return to their institutions.
Imagine you have come up with a plan for teaching complex content to students studying an unrelated field - and then you are required to teach it in a completely different learning environment than you had been planning for. Soon. This presentation will explore one such story’s process and results.
This presentation will exhibit innovative solutions to highlighting graduate level curriculum in a one course/three modality model, on ground, blended and online. The Instructional Designer brings a unique and streamlined perspective to representing the curriculum in one course. We will share examples of how to enhance collaboration across campuses.
It is important to help motivate students to reach their highest potential. Before this can be done, faculty need to have the drive and determination to be the best role models to enhance academic performance. Suggestions on how faculty can stay motivated during a pandemic will be discussed in this presentation.
Using gamified AR/VR simulations for the iOS, Android, and Oculus platforms, students can practice using precision machining equipment virtually, allowing new students to understand the trade and existing students to practice skills outside of a lab environment.
Join us to see what it looks like to have a set of tools that help achieve new levels of efficiency in creating large volumes of highly engaging and accessible Canvas courses -- in less time and without advanced technical skills.
This session provides deans and faculty with an opportunity to explore the notion that online and residential instruction share the same academic core teaching practices as well as the tools and training necessary to take their traditional teaching methods to new heights in the virtual classroom.
Now more than ever it is important to demonstrate the value for the cost of online learning. For six years the National Council for State Authorization Reciprocity Agreements (NC-SARA) has been active in protecting students as consumers of online learning and making it less bureaucratic for states and institutions to authorize distance education across state lines. It is also much less costly than when institutions seek authorization to enroll distance leaders across states. Learn about the results of a recent study on the return on investment that NC-SARA provides to states and institutions, including the estimated savings by state, regional compact, and the entirety of the over 2,100 institutions that participate in SARA. Participants will be able to take back to their upper-level administration data about the estimated cost savings to their institutions based on the number of states in which they enroll students and the number of programs offered at a distance.
Higher education faculty burdened by multiple responsibilities rarely feel they have time for a strategic initiative (SI). This presentation highlights how multimedia assets were used to attract and retain faculty during this SI for quality online course development. We’ll share lessons learned from this partnership between faculty, instructional designers, and multimedia producers.
This interactive Lightning Talk furthers a 2019 pilot study completed for the OLC Graduate Student Discovery Program. It focuses on clearly presenting the results and conclusions of the full-scale research project so that attendees are compelled to reflect on the themes of online HBCU executive leadership and transversal leadership by generating intellectually-driven questions on leadership competencies present at their own college or university and/or development of their own research to investigate these themes as a vision for the future of online learning beyond 2020.
In response to the ongoing dialog in the online community about where online programming “lives” in an institution of higher education, CORAL research collaborative launched a study to investigate the intersection of organizational structure and academic functions of colleges and universities throughout the United States. All the results are in!
In these challenging COVID-19 times, presidents and provosts look to their chief online education officer (COEO) more than ever to provide leadership and assure quality in the administration of online and remote programmatic efforts. Join this session to discuss how higher-ed senior leadership can best empower and support their COEO.
Initially transitioning faculty to teaching remotely was a rush job. The next step in the design process could not end with trainings only on the features of Zoom. The door was open for a more structured and nuanced approach to instructional design and for us - it proved successful.
At least in a pandemic, the research isn't always right regarding what works for faculty professional development.
Through the Every Learner Everywhere Partnership, the Online Learning Consortium (OLC) and the National Research Center for Distance Education and Technological Advancements (DETA) have completed a review of research done in online and digital learning at minority serving institutions and/or community colleges, with a focus on Black, Latinx and Tribal population outcomes. Come join us and learn about our findings, hear about the next steps in our process, participate in future research, and continue the conversation in equity and inclusion.
As part of the research arm of the Online Learning Consortium in conjunction with our sponsors Every Learner Everywhere, HHMI BioInteractive, DigitalEd, and Carolina Distance Learning, come learn about a year in postsecondary Online STEM Education. From September 2019 through September 2020, the STEM Survey Working Group has been collecting data through focus groups, mini-surveys, conversations, presentations, media flow, and discussions. We have been able to follow the changes in online STEM education pre and post the COVID-impacted world of digital learning and will inform you of any questions that have changed and which questions have stayed the same over the course of a pivotal year in online learning. Come join us to learn about and discuss our findings before the long-awaited release of the National Online STEM Survey.
Come join the Every Learner Everywhere network partners, National Research Center for Distance Education and Technological Advancements (DETA), the Online Learning Consortium (OLC), and dLRN discuss process, findings and recommendations from an empirical research study completed in adaptive technology and OER. Incredibly popular digital tools in online learning, how much do we know about their impact on students? Learn about a step we’ve taken to organize research in response to the various Every Learner Everywhere studies, and better understand where the field needs to go for future development of these technologies for future alignment with research and student success.
Global disasters change the world. The COVID-19 brought about a very uncertain period for higher education institutes in South Africa, especially public universities which have been practicing face to face teaching modalities. It was therefore detrimental to embrace the new normal―teaching and learning online (remotely) in a developing country.
The pandemic has presented unprecedented challenges – but it has also spurred innovation and creative thinking as institutions and providers seek to support students in a rapidly changing landscape. In this session, team members from the country’s leading online test security company will discuss lessons learned from six months of collaboration.
Explore practices and technologies for online teaching and learning with OLC Live! hosts Jenae Cohn and Nate Angell as they go beyond the sales pitch with Ryan Leer, Vice President, Strategic Accounts of OLC Accelerate National Titanium Sponsor Examity.
This workshop, featuring original reserarch, an expert panel discussion and attendee Q&A, will assess the status of online higher education in the wake of Covid-19, and discuss prospects for online to do more to address core access, cost and quality challenges.
Use Canvas? You need MasteryPaths to make your course learner-centered, energizing, and personalized! Experience three differentiated learning paths that take you step-by-step through activities that allow you to imagine the possibilities in your own course, and then have access to videos that walk you through the details.
How can you easily incorporate innovation into the student learning experience? Be smart with your LMS by organizing it into three simple but powerful pedagogical learning strategies. Learn how we motivated students to “Engage,” “Evaluate” and “Evolve” as we explain how the development of one professional Ethics course became a unique example of our educational framework.
In this 10-minute PechaKucha lightning session, we will present the challenges that face 21st century instructors in the adoption and implementation of technological innovations in teaching and learning. This session will examine the challenge's educators face when pedagogy and technology intersect; and will offer some practical solutions to incorporating technological innovations into teaching practice.
Learn how Western Governors University is leveraging an AI-based community-building platform to create a deeper sense of belonging among prospective students. Preliminary research findings concerning the impact that belonging has on enrollment will be shared. Attendees will discuss the research implications, especially as applied to their own institution.
Interprofessional Education (IPE) is a requirement in health professions programs, affecting communication, collaboration, and patient outcomes. We utilized a collaborative course design process, incorporating an unfolding case study with a medical record in our online course, allowing students to participate on an interdisciplinary team addressing the patient’s needs.
The COVID-19 pandemic required rapidly moving a large number of faculty and courses online. We developed a framework, accessible to all skill levels, that incorporates best practices and strategies while collaborating with faculty and utilizing existing campus resources. Participants will actively collaborate in adapting the framework to their needs.
This presentation will exhibit innovative solutions to highlighting graduate level curriculum in a one course/three modality model, on ground, blended and online. The Instructional Designer brings a unique and streamlined perspective to representing the curriculum in one course. We will share examples of how to enhance collaboration across campuses.
Tyton Partners and Digital Promise surveyed faculty and students on the transition to remote learning. Student insights from the spring highlight challenges they faced and practices they responded to. Faculty responses from the spring and summer showcase how institutions responded with training and resources in preparation for the academic year.
Sharing ways to design courses to meet learning objectives using evidence-based practices regardless of instructional modality - pairing traditional classroom activities/assessments with equivalent remote or asynchronous activities/assessments, and providing an extensive list for faculty or course developers to use to ease the transition from one modality to another.
The Responsive Course (Re)Design workshop units - Design, Activities, Inclusion, and Communication – break down the development process while providing faculty with best practices to implement evidence-based teaching strategies into all their courses. Takeaways include a support website and materials to ensure courses are student-ready when the modality suddenly changes.
Building an online doctoral program through the implementation of our own best theories and practices (and a bit of luck) is both a challenging and rewarding endeavor. This interactive presentation provides insights to the Baylor University online Ed.D. program’s design and development process that incorporated equal parts strategy (theories and practices) and serendipity (risk-taking and innovation).
Interested in supporting a diverse student population? The student population of our online program reflects considerably more racial, generational, and professional diversity than our university’s broader demographics. We will share the systems we developed to support the diverse student body in an online setting, including mentorship from program staff and individualized writing support from a departmental writing center.
Finish your EdD in 3 years? Including the Dissertation? Yes! Join us to learn more about how we have organized a rigorous research process in the scope and sequence of the program and the on-campus immersion experiences, all leading to an EdD, not ABD.
Would you like to learn how to create an online program with real community? Join our session to learn more about how the Ed.D.-LOC program is committed to community building as a central value proposition of the program. The recruitment and retention of students through innovative teaching strategies and rigorous academic and professional development preparation are buoyed by a program vision and faculty mission to engage all learners in a community in order to foster retention, aid in reciprocal mentoring, support students, and provide a network to foster student success in every stage of our program.
In an online classroom, students can feel lost or disconnected. With today’s climate of unsettling events, empathy is more important than ever. Empathy promotes collaboration and a sense of community which ultimately enhances learning. We will discuss ways in which we promote online empathy through presence in our online learning.
Come join other conference attendees online and create an OLC Accelerate game plan. During this power hour you’ll have the chance to organize your conference schedule and select presentations and activities you want to attend. The OLC Field Guides will be present to suggest interesting presentations and activities, train you on the use of the OLC site/mobile app, and show you Engagement Maps. We’ll also discuss ways to participate virtually - including Slack and Twitter! Meet old friends, make new acquaintances, and plan your schedule. We can't wait to see you there!
Have you ever wondered what goes into creating the Technology Test Kitchen? What kind of work fills the buckets of two nerds that enjoy breaking, poking, and using technology in learning? And what does a kitchen have to do with ANY of this? Join us for an insightful, we hope, look into the inner workings of the 2020 Accelerate Tech Test Kitchen and the chefs that create the delectable learning experiences in it!
While we don’t have a crystal ball, we can take what we’ve learned and experienced as we look towards the future. Let’s talk about it! Some questions we might address:
Come join other conference attendees and create an OLC Accelerate game plan for Week 2 and post-conference. During this power hour, the OLC Field Guides will be present to suggest interesting presentations and activities, train you on the use of the OLC site/mobile app, and show you Engagement Maps. We’ll also discuss ways to participate virtually–including Slack and Twitter! Meet old friends, make new acquaintances, plan your schedule. We can’t wait to see you there!
This presentation discusses how an on-campus physics course was quickly adapted for online teaching in response to the COVID19 pandemic. We redesigned the course for fully online teaching in a matter of a few weeks. We present our approach to the emergency and discuss the lessons learned from our experience.
The session presenters will share storytelling techniques using the EMPOWER (Engage, Meaningful, Prepare, Organize, Writing, Expectations, Relevant) mnemonic to create connections with students in the online classroom. Participants will learn how to utilize the EMPOWER mnemonic in an engaging, meaningful, and relevant way in the online classroom.
Initially transitioning faculty to teaching remotely was a rush job. The next step in the design process could not end with trainings only on the features of Zoom. The door was open for a more structured and nuanced approach to instructional design and for us - it proved successful.
With 20 years of experience, InsideTrack, a non-profit student success organization, has identified 8 key focus areas that impact student success. The focus wheel is a tool to help have conversations with students about key areas through proactive assessment and reflective decision-making. The insights gained can help determine risk factors students may have and can also support you in providing more holistic support to your students.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Ryan Lufkin, representing our sponsor Canvas, will lead off with a chat discussing how the Canvas Learning Management Platform simplifies teaching, elevates learning and empowers student and institution success. Join us and share your Canvas stories.
We’ll discuss the challenges facing higher education during these tumultuous times and how Canvas is working with our customers, partners, and community to shape the future of education.
Online doctoral programs are increasingly more popular with professionals and leaders. Doctoral dissertations in an online environment present a unique set of benefits and challenges. Join us in this discovery session as we discuss enabling factors and challenges gleaned from a detailed program evaluation of online dissertation processes.
The Doctoral Degree Coach™(the “Coach”) is a digital planning tool with several features designed to support student progress and successful completion of the doctoral capstone. The focus of this session will be a demonstration of the tool and preliminary findings relevant to student progress and their connection to its use.
This session will explore parallels between instructional design processes and the process of crafting messages that communicate the value of instructional design to others at an institution. Participants will begin to develop and share ideas about strategies and messages that they can use when they return to their institutions.
To rapidly transition to remote learning, we assembled a course containing pre-built example assignments and assets. By importing these resources, even inexperienced faculty could quickly convert courses and events to a remote format. In this session, we will share details of our plan, assets, and benefits of the format.
In a panel-style discussion, academic leaders across a diverse set of institutions will share their experiences preparing and supporting their faculty through microcredential courses addressing evidence-based teaching practices, with a particular focus on online teaching. The panelists will share how they leveraged these flexible, short online courses to efficiently scale their institutional efforts.
Research confirms: students are more engaged, learn more and have more equitable outcomes when faculty teach with evidence-based teaching practices. In this asynchronous session, ACUE provides an inside view into its “Effective Online Teaching Practices” course. You’ll come away with several practical online teaching approaches that can immediately be put to use in your own online course design and delivery.
In a panel-style discussion, academic leaders across a diverse set of institutions will share their experiences preparing and supporting their faculty through microcredential courses addressing evidence-based teaching practices, with a particular focus on online teaching. The panelists will share how they leveraged these flexible, short online courses to efficiently scale their institutional efforts.
This presentation discusses how an on-campus physics course was quickly adapted for online teaching in response to the COVID19 pandemic. We redesigned the course for fully online teaching in a matter of a few weeks. We present our approach to the emergency and discuss the lessons learned from our experience.
Online faculty consultations have the power to foster, model, and generate effective online education practices. They can exemplify the best aspects of online education; build relationships among faculty, designers, and technologists; and create community between institutional teams (IT, librarians, faculty development, instructional design, and program administration).
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Student learning retention may be much higher with micro learning, but it cannot completely replace macro learning, approach necessary in college setting as well as in the workforce, for building complex foundational knowledge. Successful online education strategy which aims for reconciliation of both learning approaches is the Milestone Peer Evaluation.
A survey of 347 faculty and 4078 students examined perceptions about the role, value, and function of instructor gradebook feedback to asynchronous discussion assignments. Findings and implications for online teaching and learning are discussed; emphasis is placed on balancing effective feedback within a realistic instructional workload.
Faculty researchers share preliminary results of their study investigating transformational aspects of teaching during the recent pandemic. The study explores how transitioning to online teaching opened an opportunity for faculty to rethink their ideas about teaching and negotiate new ethical challenges. Results and experiences will be discussed with the audience.
Have you been looking to increase student engagement, while creating compelling content within your discussion board? Harmonize can help you do this! Harmonize is an LTI-compliant discussion platform that seamlessly integrates into all major Learning Management Systems, elevating your experience and the tools available. We will be reviewing using rich media (e.g., images, video, text, audio), Speedgrader integration, analytics, reporting, and more.
This study explored how life events impact time and energy available for education (interviewing 49 online students at a large public urban US university). Surprisingly, 89% of reported external stressors differed from factors students indicated impacting course outcomes. Join our discussion of these complex environmental factors possibly underreported in research.
Are you ready to tackle the next great Instructional Design Challenge? Join us in this Escape Room Interaction to gain new ideas of how to apply project management strategies and critical thinking skills to develop high quality courses amidst epic obstacles! Collaboration, Creativity and Communication is highly encouraged.
This session will explore parallels between instructional design processes and the process of crafting messages that communicate the value of instructional design to others at an institution. Participants will begin to develop and share ideas about strategies and messages that they can use when they return to their institutions.
Imagine you have come up with a plan for teaching complex content to students studying an unrelated field - and then you are required to teach it in a completely different learning environment than you had been planning for. Soon. This presentation will explore one such story’s process and results.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
In 2019, Colorado State University Dept. of Biomedical Sciences opened the first large scale VR lab in an educational setting. The lab utilizes BananaVision software developed at CSU, enabling students to interact with a true 3D data set in VR. Due to COVID-19, the lab shipped 100 HP Omen VR capable laptops and HMDs to enable distance learning for undergraduate students for the summer anatomy course. This large-scale remote VR deployment overcame barriers to learning access, while maintaining a high level of student engagement and performance.
Interprofessional Education (IPE) is a requirement in health professions programs, affecting communication, collaboration, and patient outcomes. We utilized a collaborative course design process, incorporating an unfolding case study with a medical record in our online course, allowing students to participate on an interdisciplinary team addressing the patient’s needs.
A small community college took its online CBE Business Law class and transformed it to a student-centric, engaging, interactive class using OER, in which the students feel the instructor is right there by their side. Sound impossible? Learn about our team approach to accomplish this feat.
A virtual gala celebrating the 2020 OLC Fellows and the winners of the 2020 OLC Awards, focusing on the impactful and innovative work occurring across the field of online, blended and digital learning.
The OLC Awards Gala marks a night of virtual splendor and ceremony as we celebrate the achievements, elevate the innovations, and honor the commitments of this year’s OLC Fellows and award recipients. With over 20 distinct awards to distribute, we are privileged to have these leaders join us on the virtual stage as we thank them for their dedication to quality online, digital, and blended learning, and engage them in dialogue on their perspectives on what’s to come. In line with the celebratory nature of the session, we invite you to select your most festive Zoom background, prepare a celebratory beverage or snacks, and join us for an enlightening evening filled with accolades and provocations featuring some of the amazing individuals in our field!
Learn about a new partnership between OLC, QM, UPCEA and WCET. This panel session will talk about the work we are doing and special initiatives this group will tackle. Come prepared to talk about what online learning issues are important to you and help us identify areas of focus.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
This Lightning Talk focuses on an interinstitutional collaboration between seven universities, offering large format (250+ students) virtual interprofessional education (vIPE) experiences to their students in the health professions. Guidance on offering meaningful and highly collaborative online IPE will be shared along with assessment data and some truly remarkable student outcomes.
How accessible is the technology that you use on your campus? Is your answer a confident, “I have no idea.” Let’s draw a blueprint for a more accessible campus. Accessibility and disability services professionals will share steps, tips, tricks and resources to tackle accessibility across campus to ensure equal access.
The syllabus communicates critical information students need to revisit throughout the semester. This presentation provides an overview of how an academic department and an instructional designer developed a visual and accessible syllabus template. This presentation will also offer tips on developing an engaging, visual and accessible, student-centered syllabus document.
Interprofessional collaboration (IPC) is remarked as essential to achieving the Quadruple Aim. Can distance education programs provide online activities that effectively promote IPC? The goal of this project was to create an online non-technical simulation that students could experience online or F-2-F that promoted reflection on readiness for IPC.
The primary aim of the session is to provide a clear step-by-step path for course instructors, designers, and administrators who are interested in adding a quantitative social science research study to the online courses they teach, design, or manage.
This discovery session will move the field forward by offering specific actionable items that are supported by empirical research to help develop online relationships within the virtual classroom. The content will be produced in a tutorial manner thus providing easy to follow step by step instructions for how to conduct the activity while also highlighting the theoretical and pedagogical underpinnings to help substantiate the viewer’s understanding of the key concepts included in the activity.
Is your institution struggling to prepare faculty to teach successfully online? Best Practices for Teaching Online is a faculty professional development program developed in partnership with NISOD and in collaboration with multiple higher education institutions. Come learn about this exciting program and how your faculty can benefit from national recognition!
Online doctoral programs are increasingly more popular with professionals and leaders. Doctoral dissertations in an online environment present a unique set of benefits and challenges. Join us in this discovery session as we discuss enabling factors and challenges gleaned from a detailed program evaluation of online dissertation processes.
An active learning community in the online classroom keeps your students engaged in their learning experience and leads to higher levels of student satisfaction. In this session, participants will examine how to build and nurture online learning communities in three simple steps of 1) content development, 2) course design on the LMS, and 3) instructor presence and how they all play a significant role in all learning communities.
Join us as we learn about the reflection process and how to add a reflective practice to your teaching practice. In this session, we will uncover the nuts and bolts of reflective teaching and practice writing short reflections weaved throughout the presentation to get you started on your reflective teaching journey.
The presenter’s doctoral study found that students who use learning contracts perceive a positive change in aspects of both their internal motivation and self-directed learning behaviors. This session will share key findings from the research and provide participants with practical guidance on using learning contracts to engage online students.
An overview, discussion and demonstration of the Open Learning Initiative (OLI) learning platform for an Introductory Psychology course. As well results of use of the OLI product over the course of 3 years both in face to face and online settings.
Tyton Partners and Digital Promise surveyed faculty and students on the transition to remote learning. Student insights from the spring highlight challenges they faced and practices they responded to. Faculty responses from the spring and summer showcase how institutions responded with training and resources in preparation for the academic year.
In an unprecedented world where so much is uncertain, and at a time when instructors and students are not sure about the future of education, it is essential to design for flexibility and options for participating across a range of modalities. Building off the Right-Mixing framework (bit.ly/Right-Mixing-Slides) we will explore real and practical ways in which instructors can design courses that are flexible and can pivot easily for a variety of modalities and learner needs. Design it once and use it to fit a wide range of instructors' and students' needs and abilities to participate.
In this “Pivot Game” session, attendees will be arranged in small groups to redesign a residential learning activity given a challenging scenario, learning objectives, and a randomized set of variable constraints. The learning activity must pivot to an online or blended learning activity while fostering or maintaining human connections.
Join the Presenter Services Co-Chairs and Jillian Wiseman, representing our sponsor Examity, at A Very Happy Happy Hour! For this happy hour we ask those joining to spread happiness with some fun activities. Participants can share a visual image and story that makes you happy, share your happy place, or share a Zoom background that brings you happiness. Grab your favorite beverage and snacks and join us in spreading happiness and listening to live tunes. Along the way you will learn how to leverage some of the basic functionalities of Zoom for more effective online engagement (including how to change your name, how to change your virtual background, share content in the chat, turn cameras off and on, and how to change your profile photo).
Join the Presenter Services Co-Chairs at A Very Happy Happy Hour! For this happy hour we ask those joining to spread happiness with some fun activities. Grab your favorite beverage and snacks and join us in spreading happiness and playing some fun ice breaker activities and Zoom games. Along the way you will learn how to move beyond the basic functionalities of Zoom to leverage the technology for more effective online engagement using breakout rooms, backgrounds, and polling, as well as other fun and unique ways to have participants engage in your sessions.
Building an online doctoral program through the implementation of our own best theories and practices (and a bit of luck) is both a challenging and rewarding endeavor. This interactive presentation provides insights to the Baylor University online Ed.D. program’s design and development process that incorporated equal parts strategy (theories and practices) and serendipity (risk-taking and innovation).
Interested in supporting a diverse student population? The student population of our online program reflects considerably more racial, generational, and professional diversity than our university’s broader demographics. We will share the systems we developed to support the diverse student body in an online setting, including mentorship from program staff and individualized writing support from a departmental writing center.
Finish your EdD in 3 years? Including the Dissertation? Yes! Join us to learn more about how we have organized a rigorous research process in the scope and sequence of the program and the on-campus immersion experiences, all leading to an EdD, not ABD.
Would you like to learn how to create an online program with real community? Join our session to learn more about how the Ed.D.-LOC program is committed to community building as a central value proposition of the program. The recruitment and retention of students through innovative teaching strategies and rigorous academic and professional development preparation are buoyed by a program vision and faculty mission to engage all learners in a community in order to foster retention, aid in reciprocal mentoring, support students, and provide a network to foster student success in every stage of our program.
What happens when faculty are unexpectedly have to opt in to teaching online courses? They bring with them misconceptions and concerns about translating their instructional strategies into an online environment. It is up to administrators and faculty development specialists to anticipate these concerns, address these misconceptions and follow through on supporting faculty as they transition to teaching online.
Instructional Designer is my title – but it is not what I do. My actual role is Technology Enabler. In this session I describe the role of technology enabler, the potential impact on the organization, and the benefit to the bottom line for including a technology enabler in your organization.
Join a team and work together as you scramble to collect items for this virtual scavenger hunt! Race other attendees and see which team will complete their list first to win a prize. The hunt is on!
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join us for a discussion on how the current economic landscape has accelerated the need for higher education to evolve and adapt in order to meet the needs of adult learners looking to re-skill or up-skill as they look to transition careers or re-enter the workforce.
The COVID19 pandemic has produced datasets and statistics on a world-wide scale and yet also on a more personal local scale. By connecting authentic real-world data in online math discussions, non-math major students can learn mathematical understanding and meaning to the incomprehensible changes resulting in our world from this pandemic.
Virtual learning has and will continue to be in demand given the current world health climate. Join us for a strategy-rich, mini-workshop sharing successful approaches to online math discussion forums that include authentic real-world situations, teamwork and plagiarism-reduced, quality content-specific conversations.
An active learning community in the online classroom keeps your students engaged in their learning experience and leads to higher levels of student satisfaction. In this session, participants will examine how to build and nurture online learning communities in three simple steps of 1) content development, 2) course design on the LMS, and 3) instructor presence and how they all play a significant role in all learning communities.
Join us as we learn about the reflection process and how to add a reflective practice to your teaching practice. In this session, we will uncover the nuts and bolts of reflective teaching and practice writing short reflections weaved throughout the presentation to get you started on your reflective teaching journey.
Interprofessional Education (IPE) is a requirement in health professions programs, affecting communication, collaboration, and patient outcomes. We utilized a collaborative course design process, incorporating an unfolding case study with a medical record in our online course, allowing students to participate on an interdisciplinary team addressing the patient’s needs.
At least in a pandemic, the research isn't always right regarding what works for faculty professional development.
The Doctoral Degree Coach™(the “Coach”) is a digital planning tool with several features designed to support student progress and successful completion of the doctoral capstone. The focus of this session will be a demonstration of the tool and preliminary findings relevant to student progress and their connection to its use.
In April 2020, a global, online university launched a certification program to support the continued professional development of its student-facing staff. The program is designed using a blended approach, via self-paced modules and in-person coaching. Presenters will share program design and implementation strategies and pitfalls and successes of the process.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
The spring and summer of 2020 was not only a time of upheaval and uncertainty. It was also a time when higher education’s helpers rose to the occasion. Educational developers, administrative leaders, instructional designers and faculty all rallied around the common cause of bringing continuity, support, and even a dose of hope to students around the world. This lightning talk draws on the presenter’s experiences creating practically-focused guides to emergency remote teaching during the COVID-19 crisis, with an invitation to reflect, share our lessons learned, and go forward as a stronger and wiser profession.
Come and test your awareness of neuromyths and evidence-based practices related to the brain and learning. Using six Mind, Brain, and Education (MBE) principles as a framework, this interactive session will share findings and research from an international OLC study that included instructors, instructional designers, and professional development administrators from online, blended, and onsite education programs across public, private, and for-profit institutions. Panelists will discuss predictors of awareness of neuromyths and evidence-based practices. Leave with innovative MBE strategies and extensive resources to support student success.
This interactive session is based on experiential and experimental data captured from a in study which 1300, academically successful, men of color participated. The study considered cognitive and non-cognitive factors which contribute to low retention and high failure rates of at-potential students. The results and findings from the study informed researchers with valuable implications that have been used to drive the construction of academic, advising, and student support services to effectively and efficiently serve at-potential students without reducing rigor.
So you’ve implemented a review process for online courses. While effective on an individual basis, how can you encourage a “culture of quality” more broadly throughout the institution? Participants will reflect on their own strategies for creating a culture of quality and explore and critique strategies UCF is implementing.
Online education provides flexibility for most, but skills-based education has largely been left behind due to the necessity for hands-on learning, scaffolded skill application, and assessment requirements. This session aims to explore how skills-based education can be achieved online so that all students can experience the benefits of distance learning.
With the outbreak of Covid-19, institutions scrambled to shift to remote learning. How did faculty cope with this transition? What could your institution have done better? We will share our surveyed faculty perceptions concerning the transition along with lessons learned that will shape future professional development and strategic response.
In this session, we will conduct a short exercise to explore several types of escape room activities for active learning, use a development framework to design a short instructional escape room, and discuss ways to incorporate them into an Learning Management System to supplement instruction and assess learning.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. A challenge for eLearning leaders is controlling the virtual testing environment while also providing students with the privacy and security they desire. Join Carol Moody and Dr. Mac Adkins of SmarterServices for this important discussion.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Finding appropriate OER isn't easy. We can help! Joining MERLOT is step #1. Becoming a MERLOT peer reviewer is a giant leap into discovering quality materials for your classroom. MERLOT offers a tutorial for peer reviewing and editors who will guide and support you in developing your reviewing skills.
With the outbreak of Covid-19, institutions scrambled to shift to remote learning. How did faculty cope with this transition? What could your institution have done better? We will share our surveyed faculty perceptions concerning the transition along with lessons learned that will shape future professional development and strategic response.
An active learning community in the online classroom keeps your students engaged in their learning experience and leads to higher levels of student satisfaction. In this session, participants will examine how to build and nurture online learning communities in three simple steps of 1) content development, 2) course design on the LMS, and 3) instructor presence and how they all play a significant role in all learning communities.
Join us as we learn about the reflection process and how to add a reflective practice to your teaching practice. In this session, we will uncover the nuts and bolts of reflective teaching and practice writing short reflections weaved throughout the presentation to get you started on your reflective teaching journey.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. With COVID-19, we have seen an increased awareness of and interest in student privacy. Understandably, students feel forced into digital learning and are not always comfortable with sharing personal information online, especially when it comes to online proctoring. As the world’s largest online proctoring provider, ProctorU created The Student Bill of Rights to communicate a commitment to student privacy, not only for ProctorU but for our industry. Join coffee talk host and ProctorU founder, Jarrod Morgan, for an informal discussion about student privacy and The Student Bill of Rights. Did we cover what students care about? Do you have suggestions on how to improve it? Any and all feedback is appreciated! To review The Student Bill of Rights prior to our Coffee Talk, please visit Studenttestingrights.org.
Explore practices and technologies for online teaching and learning with OLC Live! hosts Jenae Cohn and Nate Angell as they go beyond the sales pitch with Jarrod Morgan, Founder and Chief Strategy Officer and Ashley Norris, Vice President for Academic Affairs, both of OLC Accelerate 2020 National Titanium sponsor ProctorU.
Presenters discuss results from our 4-year, collaborative, adaptive learning research including student outcomes and models that proved most effective for our online, adaptive, college algebra courses. We present an emergent teaching and learning model that frames digital and adaptive learning with predictive analytics.
This session will share our university’s intentional approach during the COVID-19 crisis to promote quality online learning by preparing for remote instruction while simultaneously preparing for more online teaching. Presenters will discuss and compare approaches with participants while sharing data and lessons learned from our experience in 2020.
Global disasters change the world. The COVID-19 brought about a very uncertain period for higher education institutes in South Africa, especially public universities which have been practicing face to face teaching modalities. It was therefore detrimental to embrace the new normal―teaching and learning online (remotely) in a developing country.
Online graduate students face unique challenges as they often must juggle school with work and families. To support students holistically, and help students develop non-cognitive skills for persistence, an online open access mindfulness course was developed. This presentation will elaborate on the course design and the findings from the study.
Emerging online learners, undergraduates taking online and face-to-face courses, are the predominant consumer of online classes. However, they have lower rates of persistence for online courses as compared to face-to-face courses. Join us in a discussion about addressing their needs through the use of two different types of multi-modal discussions.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk with PSI experts. Grab a hot beverage and join us for an informal discussion and light networking as an interlude between sessions. Mark Musacchio, representing our sponsor PSI, will kick things off with a chat about how COVID-19 has necessitated the adoption of Online Proctoring at scale by schools around the world. We look forward to your contributions to the chat to see where it takes us!
PSI’s human-first approach to intelligent Online Proctoring assures students that their personal information is secure and their privacy respected during every phase of their testing experience.
Are you evaluating solutions that can track and ensure integrity, accreditation compliance, and federal guidelines in your online programs from day one of the student lifecycle?
In this presentation, learn about ways to make the online learning process more user-friendly; Including accommodating diverse student proctoring needs while preserving academic integrity & measuring online learner readiness to identify at-risk students and proactively support them.
Using a new progressive tool to maximize clinical teaching and learning in the online environment, faculty and students are guided in the development of clinical judgment skills within simulated patient care environments. Attendees are invited to learn about the development, user experience, and lessons learned for application to their courses.
Distance learning, an appealing option for many students who need flexibility, lacks face-to-face interaction, feedback, and hands-on learning opportunities. HyFlex course opportunities give students the flexibility to attend on-campus, online, or asynchronously. The present case study explores the feasibility of HyFlex course design and students’ experiences with the course.
Creating consistency across courses is important to help students become familiar with their learning space. It can be frustrating to students if a course is hard to navigate. Find out how our team uses HTML templates to encourage best practices in course design and enhance the user experience of students.
Considering today's overstimulated lifestyle, how do we engage busy learners to stay on task? Join this session to discover current efforts in implementing ubiquitous educational opportunities through customized interests and personalized learning aspirations e.g., adaptive tools, AI support communities, and memory management systems.
Tyton Partners and Digital Promise surveyed faculty and students on the transition to remote learning. Student insights from the spring highlight challenges they faced and practices they responded to. Faculty responses from the spring and summer showcase how institutions responded with training and resources in preparation for the academic year.
This session will examine research methods and continuous improvement strategies institutions are using right now, particularly as it relates to improving student engagement and increasing academic success through innovative teaching and learning strategies. Join Megan Tesene, PhD and Julie Neisler, PhD as they review the current landscape of digital learning research methodology and continuous improvement, the work that they are doing through APLU and Digital Promise for the Every Learner Everywhere Network, and how you too can implement these research methods and strategies in your own work.
In this session, we will conduct a short exercise to explore several types of escape room activities for active learning, use a development framework to design a short instructional escape room, and discuss ways to incorporate them into an Learning Management System to supplement instruction and assess learning.
Tired of the same old, same old discussion board assignment? This session will rethink the traditional structure of online discussion boards and demonstrate the learning potential of online discussions. Using student voices, this session explores innovative approaches to discussion boards.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
We have seen more student privacy concerns in the last six months than in the last 12 years combined. In this session, we will outline four reasons we believe students have become more vocal about privacy, considerations for universities and colleges to address, and what we have learned from our own experience.
Explore practices and technologies for online teaching and learning with OLC Live! hosts Jenae Cohn and Nate Angell as they go beyond the sales pitch with Jarrod Morgan, Founder and Chief Strategy Officer and Ashley Norris, Vice President for Academic Affairs, both of OLC Accelerate 2020 National Titanium sponsor ProctorU.
Join us as we discuss and dissect our approach to prioritizing pedagogy in a pandemic. We will highlight our 4 week facilitated bootcamp for faculty across two campuses, lessons learned, and next steps for scalable, continued professional development opportunities grounded in evidence-based practices.
This session will provide faculty with the theories, tools, technologies, and strategies for proactively engaging students in your online learning environments. As educators transition from traditional classrooms to virtual meeting spaces and digital classrooms, it is important to create a community of online learners through meaningful interactions and social technologies.
This session will present various tools, techniques, and novel approaches for integrating stellar online discussions in your courses. Ditch the "read, write, respond" model, and leverage ed tech and a bit of creativity to fully engage students and stimulate critical thinking.
The COVID pandemic crisis has not resulted in sustainable change to online instruction. MERLOT/SkillsCommons and O’Donnell Learn will showcase their Purposeful Learning Framework and Capability Maturity Model for strategic and sustainable transition to quality online instruction and provide examples of how they are implementing this change management framework to help institutions improve the online learning experience.
The shift to emergency remote instruction in the Spring of 2020 exposed how we place too many students on the wrong side of the digital divide. It is imperative we implement teaching strategies and learning solutions that promote access, inclusivity, and sense of belonging. Let’s discuss.
Purposeful learning design is at the core of effective learning experiences. Join this session to learn how the faculty at this college partnered with designers to bridge the gap between learning design and teaching.
As part of the research arm of the Online Learning Consortium in conjunction with our sponsors Every Learner Everywhere, HHMI BioInteractive, DigitalEd, and Carolina Distance Learning, come learn about a year in postsecondary Online STEM Education. From September 2019 through September 2020, the STEM Survey Working Group has been collecting data through focus groups, mini-surveys, conversations, presentations, media flow, and discussions. We have been able to follow the changes in online STEM education pre and post the COVID-impacted world of digital learning and will inform you of any questions that have changed and which questions have stayed the same over the course of a pivotal year in online learning. Come join us to learn about and discuss our findings before the long-awaited release of the National Online STEM Survey.
Use Canvas? You need MasteryPaths to make your course learner-centered, energizing, and personalized! Experience three differentiated learning paths that take you step-by-step through activities that allow you to imagine the possibilities in your own course, and then have access to videos that walk you through the details.
Bringing to life online courses is no longer a wish, but a reality. World events have made this goal even more relevant today. This interactive session will focus on discussing engagement opportunities that can result in making the online learning experience more personal and rewarding for both Faculty and Students.
The theory of andragogy provides a framework for assessing the needs of adult learners so that academic programs can be tailored to serve this growing demographic within higher education. This presentation is designed to demonstrate how online courses can be designed and managed using an andragogical approach to support the adult learning environment.
Presenters will share an innovative process developed by an online nonprofit college to create an interdisciplinary suite of courses to be taken by all incoming graduate students across seven academic degree programs. Attendees will have an opportunity to apply the process to create a vision and framework for an interdisciplinary course.
This qualitative research-based presentation will highlight perceived challenges and opportunities related to requirements in the State University System of Florida’s 2025 Strategic Plan for Online Education, which calls for all new and substantively revised courses to undergo a quality certification process that follows Quality Matters course design standards.
The SCPS Instructional Design Department at Manhattan College supports the development needs of a professional school, such as accelerated coursework, online courses, and adjunct teaching staff. This presentation explores the reevaluation of the School’s quality assurance structure and how that structure has been updated to serve essential instructional design needs.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Brock Ostertag, representing our sponsor Mediasite, will kick us off with a chat about distance learning and planning for the future in a new virtual world. We look forward to your contributions to the chat to see where it takes us.
Were students’ needs met during the COVID-19 transition to remote learning? Were they able to complete their courses, despite multiple challenges? This interactive panel session helps us learn about the student experience as researched at two different public and private higher education institutions.
During this workshop we will delve into humanizing online learning, what it is, why it’s important, and how it is critical to student learning and institutional success. In addition to the examination of different aspects of the topic, we will create actionable items based on research and applied effective practice for faculty, staff, and administrators to take back and implement in blended and fully online learning environments as well as creating a culture of humanizing online teaching practices.
Virtual pre-conference workshops (Friday, Nov 6) can be added to your conference registration at a price of $125 for one or $220 for a two workshop combo deal.
The theory of andragogy provides a framework for assessing the needs of adult learners so that academic programs can be tailored to serve this growing demographic within higher education. This presentation is designed to demonstrate how online courses can be designed and managed using an andragogical approach to support the adult learning environment.
Presenters will share an innovative process developed by an online nonprofit college to create an interdisciplinary suite of courses to be taken by all incoming graduate students across seven academic degree programs. Attendees will have an opportunity to apply the process to create a vision and framework for an interdisciplinary course.
More than a month and a half ago, all the schools around the world were forced to transition from the face-to-face classes to teaching remotely, entering the world of digital education. Like millions of teachers and students all over the world, we did our best
Come to hear the story of how an instructional design team has shifted from a rigid one-size-fits-all course development process to an agile menu of services, making their department more accessible to the faculty and staff of their college.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Mark Pedrelli and Danielle Walker of Examity to discuss how can we create useful and consumable experiences for novice online learners? How do we address an audience as vast as the global learning environment itself? Join us to discuss design considerations for an audience that ranges from the reluctant remote learner to the experienced lifelong learner.
3D modeling and rendering for Game Art images and videos and virtual reality 3D world design are very compute intensive. In normal times, Ringling College students spend hours in on-campus studios using powerful workstations to bring their creative visions to life. During this pandemic, students learning from home in diverse geographic locations continue their art and design coursework, collaborating on powerful workstations remotely using HP’s ZCentral Remote Boost. Join Mahmoud Pegah, CIO at Ringling College of Art and Design as he shares Ringling’s journey to ensuring education continuity in the era of COVID-19.
Leadership is tricky and, contrary to what we see, simply promoting your top-performers to leadership positions is not the solution. Leaders and future leaders need assistance in cultivating leadership capacities. This session will explore ways organizations can “grow leaders” through formal and informal strategies.
The need for internally developed, employee focused online training and development is essential to ensure employees are equipped and empowered. The purpose of this qualitative, program-effects case study was to understand instructors’ perceptions, determine the effects of institutional online training and development, and understand current program successes and failures.
In 2017, we turned to technology to engage the students who have limited and inflexible time but have greater success with live instruction. In 2020, post-pandemic, we shifted our focus as the technology allowed for a seamless transition to quarantined life. Learn how pre-pandemic planning prepared us for post-pandemic emergency.
A benefit of online learning is the expanding variety of tools being employed. Discussion boards, cloud-based collaboration, video, and even social media. While these tools enable more rounded educational experiences, many also use Dark Patterns – a malicious design that unknowingly manipulates users. Join us in discussing warning signs of dark patterns and how to support students’ digital autonomy.
Today, leaders have been thrust into a virtual leadership role, virtually overnight. For some this is a short- term situation; for others, leaders now find themselves in unchartered and uncomfortable waters. This presentation will provide scholarly research and best practices for virtual leaders to assist them in making this transition.
This session will speculate on the future of higher education in light of online learning developments since the COVID-19 pandemic. Specifically, it will consider how the pandemic will accelerate the development of online and blended learning in our colleges and universities. It will further examine the implications of this for faculty governance.
Develop an implementation plan for your online course quality review and refresh initiative using OSCQR, OLC’s online course quality scorecard. Gain access to free openly licensed tools and resources to support your online course review initiative. Review best practices in online course review, and deep dive into selected OSCQR standards.
The complexities of teaching STEM online are compounded exponentially by the emergency move to remote online learning, making it even more important that we understand how to best teach and learn STEM online. This presentation provides a foundational context of the problems, complexities & issues in STEM, STEM online, and STEM in a post COVID19 reality. A review of current literature is presented, and pilot study is suggested.
Participants will conduct a student analysis, the first phase of designing learner-centered online learning experiences. During the workshop, participants will learn about a learner-centered mindset and engage in an activity that will produce a complete analysis of their students that they can export and use for future designs.
Develop an implementation plan for your online course quality review and refresh initiative using OSCQR, OLC’s online course quality scorecard. Gain access to free openly licensed tools and resources to support your online course review initiative. Review best practices in online course review, and deep dive into selected OSCQR standards.
Online graduate nursing programs have increased over the past decade. Busy healthcare professionals are required to complete major projects during the program. Obstacles and crises often develop in the student’s practice settings with faculty guidance needed toward possible solutions. This session explores communication innovation during expected and unexpected coronavirus times.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Rhonda Blackburn, PhD & President of the United States Distance Learning Association (USDLA) and Marcus Popetz, CEO of Harmonize as they discuss how to increase student engagement in online discussions. During the session they discuss best practices, lessons learned and specific tactics that can be used create welcoming and engaging online discussion.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
The US Department of Education has approved a major overhaul of regulations relating to distance education. This session will provide participants with an overview of those regulations related to regular and substantive interaction requirements for distance education as well as student authentication requirements.
Learn about a new partnership between OLC, QM, UPCEA and WCET. This panel session will talk about the work we are doing and special initiatives this group will tackle. Come prepared to talk about what online learning issues are important to you and help us identify areas of focus.
In response to the pandemic, countless courses moved from a traditional to remote, blended, or online format. Possibly lost in the transition is the many federal, state, and accreditation regulations that are applied differently when using a digital format. A new “Policy Playbook” from Every Learner Everywhere and WCET helps college administrators and faculty navigate the rules around digital instruction.
Faculty new to teaching online may not be aware of the myriad federal policies that impact online education. This session is an overview of the most important federal policies that impact the delivery of online education including accessibility, regular and substantive interaction, and the difference between correspondence and distance education.
Federal regulations require notifications for programs leading to professional licensure, regardless of modality, to ensure students are making informed decisions about institutions. Does your institution have a plan to track students, research requirements, and provide required notifications? Join us to discuss the development of an institution compliance game plan.
At least in a pandemic, the research isn't always right regarding what works for faculty professional development.
With the outbreak of Covid-19, institutions scrambled to shift to remote learning. How did faculty cope with this transition? What could your institution have done better? We will share our surveyed faculty perceptions concerning the transition along with lessons learned that will shape future professional development and strategic response.
HHMI BioInteractive provides free, high-quality videos that leverage the power of real science stories to engage students with a number of different life science topics. This Live Workshop will highlight various types of videos, including those with embedded questions, as well as active learning strategies for using these resources in online courses.
Have fun solving puzzles to break out of a digital escape room used to review a first-year biology module. Participants will learn about free HHMI BioInteractive resources as they experience the game and explore some of the considerations for designing their own escape rooms.
Blended learning and collaborative virtual reality are key in the future of education. Join us to learn how to achieve long-lasting, practical, and experience-based learning focused on developing competences and student engagement.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
How do you design and develop quality online courses at your institution? Are you satisfied with your process? What would you change? We’ll answer these questions and more as we give the lowdown on our current process and its evolution. Newbie or seasoned veteran? We’ve got ideas that benefit all.
Meet one of the nonprofit organizations that power the Strada Education Network, Roadtrip Nation, and their new project-based, distance learning-friendly educational resource "The Roadtrip Nation Experience".
Now more than ever it is important to demonstrate the value for the cost of online learning. For six years the National Council for State Authorization Reciprocity Agreements (NC-SARA) has been active in protecting students as consumers of online learning and making it less bureaucratic for states and institutions to authorize distance education across state lines. It is also much less costly than when institutions seek authorization to enroll distance leaders across states. Learn about the results of a recent study on the return on investment that NC-SARA provides to states and institutions, including the estimated savings by state, regional compact, and the entirety of the over 2,100 institutions that participate in SARA. Participants will be able to take back to their upper-level administration data about the estimated cost savings to their institutions based on the number of states in which they enroll students and the number of programs offered at a distance.
This session introduces a visual approach to online discussions and combines social and educational elements to help faculty and students easily create and share knowledge and reimagine the possibilities of online collaboration and learning.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Grab your coffee and join us for a special welcome from our Equity & Inclusion (E & I) committee. In this informal meet-up, members of the OLC Community will share some exciting updates on new initiatives around equity and inclusion in our field.
Learn more about OLC's Equity and Inclusion efforts for OLC Accelerate 2020.
Session 1 of the ID Summit will begin with a panel discussion on a range of topics including instructional design during the Covid-19 pandemic, new frontiers in instructional design, diversity, equity, and inclusion in instructional design; and resources for advancing your knowledge and practice. Join us for this dynamic conversation with our expert panelists!
In Session 2 of the ID Summit you’ll choose one breakout topic to explore in two parts. First, your breakout group will brainstorm ideas and share resources about your chosen topic/prompt. In the final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
In Part 3 of the ID Summit you’ll continue exploring the breakout topic chosen in Part 2. In this final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
The Online Learning Consortium (OLC) provides an array of professional development offerings focused on leadership development in the digital teaching and learning space. Current and emerging leaders can take advantage of both online and blended programs that are designed to enhance the skills and knowledge administrators need in the ever-changing higher education landscape. Come meet with Jennifer Paloma Rafferty, Director of the Institute for Professional Development, and Elisabeth Stucklen, Instructional Designer at OLC, to learn about which OLC program is right for you at this stage of your professional trajectory. Jennifer and Elisabeth will provide attendees with an overview of the Institute for Emerging Leaders in Online Learning Program (IELOL) as well as the Leadership in Online Learning Mastery Series.
The Online Learning Consortium provides an array of professional development opportunities focused on instructional/learning design in the digital teaching and learning space. Instructional designers, learning designers, LX designers, and faculty developers can take advantage of both online and face-to-face programs that are designed to advance the skills and knowledge of those professionals who collaborate with faculty and support digital learning initiatives. Come meet with Elisabeth Stucklen, Instructional Designer at OLC, to learn about which OLC program is right for you at this stage of your professional trajectory. Elisabeth will provide attendees with an overview of the Instructional Designer Certificate Program, the Advanced Instructional Designer Badge Series as well as face-to-face instructional design events taking place in 2021.
This session focuses on improving critical thinking and analytical skills of students in Doctor of Nursing Practice programs through the creation of a writing across the curriculum plan. Strategies promoting professional maturity among DNP students with writing, concept development, and faculty development sessions will be presented.
The Collaborative Content Design (CCD) model creates a dynamic that guides content experts through the design process in an engaged and supported manner. The model helps establish the faculty/designer relationship, then shifts to support a more collaborative design process, and culminates with a focus on student learning and engagement.
There are more instructional designers now than ever before. But their relationships with faculty and subject matter experts (SMEs) can be fraught with tension and confusion about roles and responsibilities. Designers will learn how to build bridges, ask the right questions and improve collaboration with their SMEs.
This session explores the use of LMS with an innovative training approach using the TPACK model to build faculty technical skills and pedagogical knowledge while remaining contextually relevant to their discipline. It seeks to help institutions with faculty/teacher development efforts.
The COVID-19 pandemic has led to forced remote instruction with little or no prior planning and organization into the instructional design for online course development. This work is an effort to provide quick strategies and techniques for active learning for remote live/Synchronous/Zoom sessions.
This session will cover the results of a Case Study on a business partnership between an Online Program Management Provider and a Research University and its impact on faculty approaches to teaching design using Activity Theory. It will also propose how and why Activity Theory is a good conceptual framework for research and practice in online teaching and learning.
In Spring 2020 institutions across the world had to face the disruption of on-campus lessons and move to remote teaching. The presenters will discuss the strategies to move more than 4,000 courses to a remote teaching environment driven by one goal: quality and accessible education for all students.
It is important to help motivate students to reach their highest potential. Before this can be done, faculty need to have the drive and determination to be the best role models to enhance academic performance. Suggestions on how faculty can stay motivated during a pandemic will be discussed in this presentation.
Technology disruption in education has given it a sturdier platform in the last few years. Management education today is can be bundled and customized with an emphasis on metacognition, competency-based learning, gamification, and sustainable pedagogy. The education needs to be streamlined with employability skills without simply providing a traditional education degree with scanty employability skills.
Higher education is a exponentially diversifying, both, intrinsically and extrinsically, through the delivery of content and the dynamic learning audience. The uniqueness of culturally responsive and technology centric education will increase interactivity, keep the students engaged, and enhance learning skills.
App economy is on a rise! Building an app is a fun, creative, and an exploratory process, unlike its conventional image of being branded as purely tech-savvy. Teaching the app economy courses through a creative lens will add holistic value to the learning experience.
This presentation examines faculty best-practices in epistemic trust-building in online college courses. The presenters will share a theoretical framework to guide faculty approaches, administrative oversight, and professional development. Perspectives revealed by student and faculty interviews will be used to highlight the true importance of the trust relationship in online teaching.
In March 2020, face-to-face instruction came to a halt, and academic institutions were forced to transition to emergency remote teaching. The shift created an opportunity to support faculty new to online teaching, through a trauma-informed lens. This presentation describes one school’s journey into remote teaching during the pandemic.
This interactive session will guide attendees through an array of best practices for identifying, designing, and implementing eService projects with virtual teams. All attendees will receive a toolbox of eService resources to assist with establishing a strong foundation of eService within their teams or departments.
Just as learning isn’t one size fits all, teaching with digital courseware shouldn’t be either. Learn how CogBooks has created the most flexible adaptive courseware ecosystem that empowers instructors to teach their course their way, and still experience the benefits of adaptive learning technology for their students.
In response to the ongoing dialog in the online community about where online programming “lives” in an institution of higher education, CORAL research collaborative launched a study to investigate the intersection of organizational structure and academic functions of colleges and universities throughout the United States. All the results are in!
This Lightning Talk focuses on an interinstitutional collaboration between seven universities, offering large format (250+ students) virtual interprofessional education (vIPE) experiences to their students in the health professions. Guidance on offering meaningful and highly collaborative online IPE will be shared along with assessment data and some truly remarkable student outcomes.
Make the most out of your Accelerate experience by joining OLC Live! hosts Jenae Cohn and Nate Angell in a kickoff discussion with conference, program and engagement chairs about how they developed this year's rich mixture of online and face-to-face activities.
Synchronous online teaching can effectively address the challenge of personalizing the online learning environment by facilitating live interaction among students and instructors. Let’s explore how to design and deliver a synchronous online class that will optimize the use of live sessions, while still maintaining the flexibility of online instruction.
When students have feelings of impostor phenomenon (IP), or feelings that their accomplishments are based on fraud and that other people will find this out, the thoughts can manifest themselves into academic and social struggles, as well as post-graduation career-related anxiety. Join us to learn more about what impostor phenomenon is, how it manifests itself in students, and considerations for addressing it in the online learning space.
As the onset of COVID-19 rapidly shifts us to remote and online instruction, leaders need a variety of strategies to successfully navigate rapid change. The 15 Commitments of Conscious Leadership: A New Paradigm For Sustainable Success offers a helpful framework for collaboration, awareness, and influence for individuals in both formal and informal leadership.
Student engagement is a vital component of the learning process and is analogous to employee engagement in the business setting. Contemporary business thought leaders recognize that putting people first drives engagement, performance, and outcomes. The same principle applies in the classroom setting.
Blended learning and collaborative virtual reality are key in the future of education. Join us to learn how to achieve long-lasting, practical, and experience-based learning focused on developing competences and student engagement.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Leadership in the field of digital learning now more than ever is essential to your institutions’ relevance. Join current and past IELOL graduates to grapple with timely and projected leadership challenges. You will have an opportunity to:
Much, much more.
This Master Class is the culminating phase of the 2020 Institute for Emerging Leadership in Online Learning (IELOL) program. Members of the 2020 IELOL cohort and all IELOL alumni are welcome to register at no cost.
***This is an invitation-only event, open to graduates, former faculty, and current 2020 participants of the IELOL program.***
IELOL Class of 2020 and IELOL alumni are invited to register for the IELOL Master Class to take place virtually on Friday, Nov 6.
Session 1 of the ID Summit will begin with a panel discussion on a range of topics including instructional design during the Covid-19 pandemic, new frontiers in instructional design, diversity, equity, and inclusion in instructional design; and resources for advancing your knowledge and practice. Join us for this dynamic conversation with our expert panelists!
In Session 2 of the ID Summit you’ll choose one breakout topic to explore in two parts. First, your breakout group will brainstorm ideas and share resources about your chosen topic/prompt. In the final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
In Part 3 of the ID Summit you’ll continue exploring the breakout topic chosen in Part 2. In this final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
Peer mentoring, an effective and established practice for higher education faculty, became crucial to our community college’s successful COVID-19 response. This session describes the interplay of data, planning, and collegiality as we leveraged peer mentoring, not just to facilitate Emergency Remote Teaching (ERT), but to foster long-term quality online teaching.
This session will present evaluation results from the rapid conversion of traditional to the online learning environment that occurred in an undergraduate nursing course. Through discussion, electronic audience response systems, and case studies, we will reveal our lessons learned to prepare you to make the transition to online learning.
Teamwork has been identified as a core professional competency that companies look for in the hiring process. Virtual teams have become a major component in the delivery of online courses to satisfy employer needs. Increasing student satisfaction when working on teams will prepare them for greater workplace and academic success.
Are you being watched? Is your data being collected with permission you didn't realize you authorized? What kind of culture do "Nanny Cams" foster? At Northampton Community College, we've built a state of the art "Smart Apartment" to answer these questions. As Builders, Breakers, and Defenders, students in programming and computer courses learn how to address security issues created by poorly designed data sharing sevices. Other courses like Philsophy, Psychology, and Sociology address issues relating to the ethical use of these devices in every day places. In this engaging & interactive presentation, participants will learn about the Smart Apartment while learning about their own risk taking in this modern world of 20/20, 24-7 surveillance.
Faculty researchers share preliminary results of their study investigating transformational aspects of teaching during the recent pandemic. The study explores how transitioning to online teaching opened an opportunity for faculty to rethink their ideas about teaching and negotiate new ethical challenges. Results and experiences will be discussed with the audience.
Participants will learn how our blended faculty development Academy was established, the Canvas attributes used in developing the modules for the Academy, how we constructed field experiences centered on Canvas modules, and how the field experiences assisted Academy Fellows in designing their e-Learning case study for students.
Online subject matter experts are required to provide writing feedback; however, not all instructors have had writing methods training. An acronym will be shared to support writing feedback that is positive, at once, understandable, specific, and encouraging. Participants will take away an idea for providing online writing feedback.
The syllabus communicates critical information students need to revisit throughout the semester. This presentation provides an overview of how an academic department and an instructional designer developed a visual and accessible syllabus template. This presentation will also offer tips on developing an engaging, visual and accessible, student-centered syllabus document.
In a recent survey in collaboration with OLC, Cengage, Bayview Analytics and other leading organizations, faculty and administrators ranked the need for help for teaching online among their greatest needs due to the COVID-19 pandemic. Cengage and OLC embarked on a partnership to meet this need and expand professional development to support the agility and flexibility required in today’s world. In this session, you will hear from OLC-certified Faculty Partners about Cengage’s partnership and the resources available today. There will be time for open discussion at the end of this session.
Interprofessional Education (IPE) is a requirement in health professions programs, affecting communication, collaboration, and patient outcomes. We utilized a collaborative course design process, incorporating an unfolding case study with a medical record in our online course, allowing students to participate on an interdisciplinary team addressing the patient’s needs.
Best practices for online discussion recommend thoughtful assignments, detailed grading rubrics, and deadlines to allow instructor feedback. These seemingly sound pedagogical recommendations ignore the social context of discussions (i.e., peer-to-peer) and the role time plays in producing them. We present data from Yellowdig partners suggesting that many existing best practices are a major contributor to, as opposed to a remedy for, poor discussion outcomes.
When dealing with Covid19, IE Business School introduced a new pedagogy and blended learning approach: the Liquid Learning (see https://www.ie.edu/building-resilience/liquid-learning/#). During the lecture we will explain the new blended approach and how we made the transition to the new pedagogy and make it work for 7.000 students and 300 faculty members in 5 months.
This hands-on workshop focuses on effectively engaging students using screen-based simulation technology. This unique teaching technique facilitates learning with prebriefing, realistic scenarios and debriefing that adhere to International Nursing Association for Clinical Simulation and Learning standards of best practice. Participating in a screen-based simulation will generate ideas for your classroom.
During these uncertain times, the need to rapidly develop expertise to meet the needs of our communities calls for new techniques that allow targeted learning experiences. This session will introduce a modified ShadowBox technique that supports the development of expertise and allow participants to re-conceptualize this technique for use in a variety of disciplines.
In April 2020, a global, online university launched a certification program to support the continued professional development of its student-facing staff. The program is designed using a blended approach, via self-paced modules and in-person coaching. Presenters will share program design and implementation strategies and pitfalls and successes of the process.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join CogBooks in conversation with creators from ASU News Co/Lab including Managing Director Kristy Roschke, and Editor Celeste Sepessy about their innovative MOOC. Learn their motivations for the free course, why they selected an adaptive platform, how they incorporated synchronous and asynchronous learning, and ahaa moments experienced since the course launched.
The COVID-19 pandemic caused us to quickly adapt our on-campus courses to online delivery and created motivation to adopt trends in course design and delivery to close education experience equity gaps. Explore strategies for meeting your learners where they are by focusing on mobile, flexible, micro, and personal course design.
As COVOD-19 hit New Orleans hard in March, our workshop was almost ready to pilot. We quickly altered it to facilitate faculty course development for rapid transition from face-to-face delivery to online. Come hear our experiences from several perspectives: online faculty professional development, course development and delivery, and quality metrics.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
Social network analysis of public data from an online social media based citizen science forum provides insight into the nature of interactions between technology artifacts, student participants, and community experts with the goal of supporting the integration of citizen science initiatives to scaffold student science practice within the K-12 classroom.
Science courses have been slow to transition online due to the difficulty of bringing a hands-on laboratory experience to remote learners. This session will discuss concerns and solutions regarding online science laboratories, and introduce attendees to Science Interactive's innovative online laboratory curriculum.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. In this session, led by Dr. Caitlin Runne-Janczy of Science Interactive, we'll discuss the challenges faced when bringing the science lab online, how Science Interactive works to make the transition easier, and the future of laboratory courses.
How do you keep up with course quality and revisions after the initial development? Learn how a team of instructional designers developed and implemented an asynchronous Redesign Cohort to assist and educate instructors on how to redesign their course so that students continue to get a high quality learning environment.
Institutions, content providers, & technology suppliers have collaborated to ensure day one access to course materials to improve student success and lessen the cost of education. Inclusive Access and Equitable Access programs streamline procurement and delivery of course materials.
The COVID-19 pandemic caused us to quickly adapt our on-campus courses to online delivery and created motivation to adopt trends in course design and delivery to close education experience equity gaps. Explore strategies for meeting your learners where they are by focusing on mobile, flexible, micro, and personal course design.
As COVOD-19 hit New Orleans hard in March, our workshop was almost ready to pilot. We quickly altered it to facilitate faculty course development for rapid transition from face-to-face delivery to online. Come hear our experiences from several perspectives: online faculty professional development, course development and delivery, and quality metrics.
What if you had the tools to draw students into a learning adventure of their choosing? The Hy-Flex modality allows faculty to creatively customize the student learning environment by leveraging student-centered teaching. This method involves creative assignments and multiple pathways to promote diverse student learning experiences while maintaining rigor.
In this fun story building game, you will get to interact with other people and work on building a story together. How these stories end is up to your group!
Tired of the same old, same old discussion board assignment? This session will rethink the traditional structure of online discussion boards and demonstrate the learning potential of online discussions. Using student voices, this session explores innovative approaches to discussion boards.
Building an online doctoral program through the implementation of our own best theories and practices (and a bit of luck) is both a challenging and rewarding endeavor. This interactive presentation provides insights to the Baylor University online Ed.D. program’s design and development process that incorporated equal parts strategy (theories and practices) and serendipity (risk-taking and innovation).
Interested in supporting a diverse student population? The student population of our online program reflects considerably more racial, generational, and professional diversity than our university’s broader demographics. We will share the systems we developed to support the diverse student body in an online setting, including mentorship from program staff and individualized writing support from a departmental writing center.
Finish your EdD in 3 years? Including the Dissertation? Yes! Join us to learn more about how we have organized a rigorous research process in the scope and sequence of the program and the on-campus immersion experiences, all leading to an EdD, not ABD.
Would you like to learn how to create an online program with real community? Join our session to learn more about how the Ed.D.-LOC program is committed to community building as a central value proposition of the program. The recruitment and retention of students through innovative teaching strategies and rigorous academic and professional development preparation are buoyed by a program vision and faculty mission to engage all learners in a community in order to foster retention, aid in reciprocal mentoring, support students, and provide a network to foster student success in every stage of our program.
Join us to learn how to develop a series of narrative prompts and rubrics that will guide students through the inquiry cycle of experiential learning and effectively reflect on their learning. Participants will leave with a copy of a workbook and strategies for assessing engagement experiences.
Join us as we discuss and dissect our approach to prioritizing pedagogy in a pandemic. We will highlight our 4 week facilitated bootcamp for faculty across two campuses, lessons learned, and next steps for scalable, continued professional development opportunities grounded in evidence-based practices.
Faculty identify barriers to teaching informatics which prevent them from preparing the nursing workforce to have the computer and information literacy skills necessary for nursing practice today. We studied faculty informatics competencies, identified faculty informatics needs, and will share creative methods to increase faculty informatics competencies.
The Doctoral Degree Coach™(the “Coach”) is a digital planning tool with several features designed to support student progress and successful completion of the doctoral capstone. The focus of this session will be a demonstration of the tool and preliminary findings relevant to student progress and their connection to its use.
In April 2020, a global, online university launched a certification program to support the continued professional development of its student-facing staff. The program is designed using a blended approach, via self-paced modules and in-person coaching. Presenters will share program design and implementation strategies and pitfalls and successes of the process.
Join us to learn how to develop a series of narrative prompts and rubrics that will guide students through the inquiry cycle of experiential learning and effectively reflect on their learning. Participants will leave with a copy of a workbook and strategies for assessing engagement experiences.
Learn to use Rise 360, cloud-based software, to engage students with active learning. Excellent for an accelerated pivot to an online environment. Interact with our responsive material on your own device, and learn to create and export engaging content for student use with a free trial of Rise 360.
Interprofessional collaboration (IPC) is remarked as essential to achieving the Quadruple Aim. Can distance education programs provide online activities that effectively promote IPC? The goal of this project was to create an online non-technical simulation that students could experience online or F-2-F that promoted reflection on readiness for IPC.
To rapidly transition to remote learning, we assembled a course containing pre-built example assignments and assets. By importing these resources, even inexperienced faculty could quickly convert courses and events to a remote format. In this session, we will share details of our plan, assets, and benefits of the format.
Using gamified AR/VR simulations for the iOS, Android, and Oculus platforms, students can practice using precision machining equipment virtually, allowing new students to understand the trade and existing students to practice skills outside of a lab environment.
Using gamified AR/VR simulations for the iOS, Android, and Oculus platforms, students can practice using precision machining equipment virtually, allowing new students to understand the trade and existing students to practice skills outside of a lab environment.
I designed two types of assignments for an online course with open education resources to foster student-to-student and student-to-content interaction: 1) online discussions, and 2) online annotations. Based on learning analytics and student surveys, I compare online student engagement with peers and digital texts in these two types of assignments.
This session will focus on the four research-identified types of learners. Participants will be presented with the characteristics of each learner and what learning environments and activities are most successful to them, and how instructors can use this knowledge to create a more personalized learning process for their online students.
The theory of andragogy provides a framework for assessing the needs of adult learners so that academic programs can be tailored to serve this growing demographic within higher education. This presentation is designed to demonstrate how online courses can be designed and managed using an andragogical approach to support the adult learning environment.
Presenters will share an innovative process developed by an online nonprofit college to create an interdisciplinary suite of courses to be taken by all incoming graduate students across seven academic degree programs. Attendees will have an opportunity to apply the process to create a vision and framework for an interdisciplinary course.
At least in a pandemic, the research isn't always right regarding what works for faculty professional development.
Peer mentoring, an effective and established practice for higher education faculty, became crucial to our community college’s successful COVID-19 response. This session describes the interplay of data, planning, and collegiality as we leveraged peer mentoring, not just to facilitate Emergency Remote Teaching (ERT), but to foster long-term quality online teaching.
Come to hear the story of how an instructional design team has shifted from a rigid one-size-fits-all course development process to an agile menu of services, making their department more accessible to the faculty and staff of their college.
Are you ready to tackle the next great Instructional Design Challenge? Join us in this Escape Room Interaction to gain new ideas of how to apply project management strategies and critical thinking skills to develop high quality courses amidst epic obstacles! Collaboration, Creativity and Communication is highly encouraged.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
Tired of the same old, same old discussion board assignment? This session will rethink the traditional structure of online discussion boards and demonstrate the learning potential of online discussions. Using student voices, this session explores innovative approaches to discussion boards.
Imagine you have come up with a plan for teaching complex content to students studying an unrelated field - and then you are required to teach it in a completely different learning environment than you had been planning for. Soon. This presentation will explore one such story’s process and results.
In this presentation we share our institution’s multistep process to document existing implementation of HIPs and establish systematic processes to promote their inclusion in courses including online and blended modalities. During the session presenters and attendees will co-create a resource and recommendations document that will be available after the session.
It’s been blasted via emails, social media, and commercials for the last eight months – “We’re here to support you.” But did that support actual service the need? What does “support” and “service” really mean in times of urgency and under normal circumstances? And what do you and your students expect when someone says “We’re here for you.” In this foundry session, we will dig into what service and support mean to you and your students. How did your institution and companies that you rely on come around you during your transition to remote and online learning this year? What was successful that should be a pillar of service and what needs to evolve? This open discussion will help improve upon existing and build new services that address the true needs of faculty, students and administration.
Are you an instructional designer? Have you ever been misidentified as “the person who fixes tech problems?” How does this confusion impact your ability to be successful in your professional environment? This session explores how instructional designers and related professionals might leverage strategic narratives to define and empower their work.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join CogBooks in conversation with creators from ASU News Co/Lab including Managing Director Kristy Roschke, and Editor Celeste Sepessy about their innovative MOOC. Learn their motivations for the free course, why they selected an adaptive platform, how they incorporated synchronous and asynchronous learning, and ahaa moments experienced since the course launched.
Recently, faculty pivoted quickly to remote learning. This required switching from teaching in physical classrooms to virtual spaces, using web-conferencing technology. Success in doing so depends on an understanding of the pedagogical underpinnings needed to engage learners in this setting. This session provides tips for creating a community of learners.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Christopher Sessums with D2L to discuss these important questions: what an active and engaging online learning experience look like? What elements make it active and engaging? In what ways are you involving students in the learning experience? Join us for an active discussion where we will explore tips and techniques for creating more engaging and meaningful learning experiences for ourselves and our learners.
In contrast to conventional learning models tied to credit hours and seat-time, competency-based models shift the focus from grades to learning, emphasizing feedback that empowers learners. Come learn how Brightspace supports competency-based principles for traditional academic programs as well as for continuing education, professional development, and workforce initiatives
Join us for some quiet time to decompress, reconnect mind and body, and practice some self-care as we turn our focus inward for a short while. Mindfulness has been defined as a practice of "bringing one's attention to the internal and external experiences occuring in the present moment" (Baer, 2003). Clark Shah-Nelson will lead this guided mindful meditation session geared toward centering ourselves on higher levels of consciousness so that we can experience OLC Accelerate Virtual Conference in a 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.
Join us for some quiet time to decompress, reconnect mind and body, and practice some self-care as we turn our focus inward for a short while. Mindfulness has been defined as a practice of "bringing one's attention to the internal and external experiences occuring in the present moment" (Baer, 2003). Clark Shah-Nelson will lead this guided mindful meditation session geared toward centering ourselves on higher levels of consciousness so that we can experience OLC Accelerate Virtual Conference in a 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.
Join us for some quiet time to decompress, reconnect mind and body, and practice some self-care as we turn our focus inward for a short while. Mindfulness has been defined as a practice of "bringing one's attention to the internal and external experiences occuring in the present moment" (Baer, 2003). Clark Shah-Nelson will lead this guided mindful meditation session geared toward centering ourselves on higher levels of consciousness so that we can experience OLC Accelerate Virtual Conference in a 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.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
Grab your coffee and join us for a special welcome from our Equity & Inclusion (E & I) committee. In this informal meet-up, members of the OLC Community will share some exciting updates on new initiatives around equity and inclusion in our field.
Learn more about OLC's Equity and Inclusion efforts for OLC Accelerate 2020.
Make the most out of your Accelerate experience by joining OLC Live! hosts Jenae Cohn and Nate Angell in a kickoff discussion with conference, program and engagement chairs about how they developed this year's rich mixture of online and face-to-face activities.
Want to connect with other conference attendees while playing games and winning prizes? Join us for this final Week 1 session, meet new people and play bingo!
In this session, participants will reflect on research in an experiential context by answering the following questions - how we might as a community surface and collect themes that emerge from our collaborations? Focusing on OLC Accelerate as our research setting and context, how might we as a community produce a tangible artifact representing the scholarship, thought leadership, and opportunities arising from our work?
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join CogBooks in conversation with creators from ASU News Co/Lab including Managing Director Kristy Roschke, and Editor Celeste Sepessy about their innovative MOOC. Learn their motivations for the free course, why they selected an adaptive platform, how they incorporated synchronous and asynchronous learning, and ahaa moments experienced since the course launched.
Just as learning isn’t one size fits all, teaching with digital courseware shouldn’t be either. Learn how CogBooks has created the most flexible adaptive courseware ecosystem that empowers instructors to teach their course their way, and still experience the benefits of adaptive learning technology for their students.
How do you know if you have a quality online learning program? What steps do you need to take to create an effective environment? If you don’t know the answers to these questions, do you know where you can go for help? In 2018, OLC released the latest update to the Quality Scorecard for the Administration of Online Programs. In this session, you will learn how this scorecard can help you understand what steps you need to take to build quality into your program through the use of current best practices.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
An an exam normally is given at the end of units, and research projects typically serve as avenues for students to complete a research project. Assessing student learning in different, yet meaningful, ways can be helpful for instructors. This session will help attendees to design new and meaningful ways to assess what their students learn from the traditional assignments given. For example, if a final exam typically is administered, a "Plus 1" Approach could be added to a research paper, a poster presentation or a speech. This method, along with others, will be explained, all designed to help instructors plan for additional or alternative assessments to diversify their instruction and assessment. Attendees are encouraged to come with a course in mind that they want to use for this interactive session.
Using technology for instruction can be frustrating. Applying various educational concepts and models — e.g., situated cognition, SAMR (substitution, augmentation, modification and redefinition) and/or TPACK (technological, pedagogical and content knowledge) — can guide decisions on proper tech tool integration. These and other theoretical frameworks enhance tech-based instructional decisions to transform learning. Participants will explore these ideas, select the proper tech tool for instruction, and be able to design a technology-integrated assignment. Several tech tools will be suggested. An example of a technology-integrated plan also will be provided.
This Lightning Talk focuses on an interinstitutional collaboration between seven universities, offering large format (250+ students) virtual interprofessional education (vIPE) experiences to their students in the health professions. Guidance on offering meaningful and highly collaborative online IPE will be shared along with assessment data and some truly remarkable student outcomes.
In response to the pandemic, countless courses moved from a traditional to remote, blended, or online format. Possibly lost in the transition is the many federal, state, and accreditation regulations that are applied differently when using a digital format. A new “Policy Playbook” from Every Learner Everywhere and WCET helps college administrators and faculty navigate the rules around digital instruction.
Grab your coffee and join us for a special welcome from our Equity & Inclusion (E & I) committee. In this informal meet-up, members of the OLC Community will share some exciting updates on new initiatives around equity and inclusion in our field.
Learn more about OLC's Equity and Inclusion efforts for OLC Accelerate 2020.
In response to the ongoing dialog in the online community about where online programming “lives” in an institution of higher education, CORAL research collaborative launched a study to investigate the intersection of organizational structure and academic functions of colleges and universities throughout the United States. All the results are in!
For years, distance learning professionals encouraged academicians to try innovative methodologies and digital pedagogy. Today, the choice to join the digital movement is no longer a choice but more so a mandate. Learn about how Texas A&M University-Corpus Christi is leveraging this new digital transition to help enhance the university wide digital transformation being pushed forward by the Department of Information Technology.
The COVID-19 pandemic required rapidly moving a large number of faculty and courses online. We developed a framework, accessible to all skill levels, that incorporates best practices and strategies while collaborating with faculty and utilizing existing campus resources. Participants will actively collaborate in adapting the framework to their needs.
Designing quality assessments involves understanding a complicated web of factors which is further complicated by the recent rapid shift to online teaching. In this workshop, participants will rethink their current assessment strategies to improve their understanding and use of online teaching strategies and assessments in small and large classes.
This proposal explores alternative pedagogy that leverages online writing classrooms as training sites for future remote employees. We propose using non-traditional strategies, such as cognitive modeling and collective feedback, to align the ways we teach the writing process to that which students will engage with as the future remote workforce.
When integrating external resources in a course conversion, it will come with successes and struggles. In this session, we will work to reframe the pitfalls into best practice ideas that can be faced when working along with a vendor or stakeholder outside of your organization.
Make the most out of your Accelerate experience by joining OLC Live! hosts Jenae Cohn and Nate Angell in a kickoff discussion with conference, program and engagement chairs about how they developed this year's rich mixture of online and face-to-face activities.
How do you keep up with course quality and revisions after the initial development? Learn how a team of instructional designers developed and implemented an asynchronous Redesign Cohort to assist and educate instructors on how to redesign their course so that students continue to get a high quality learning environment.
Purposeful learning design is at the core of effective learning experiences. Join this session to learn how the faculty at this college partnered with designers to bridge the gap between learning design and teaching.
Interprofessional collaboration (IPC) is remarked as essential to achieving the Quadruple Aim. Can distance education programs provide online activities that effectively promote IPC? The goal of this project was to create an online non-technical simulation that students could experience online or F-2-F that promoted reflection on readiness for IPC.
As the world quickly transitioned to online learning, leaders are relying on simplified assumptions preventing them from optimizing the new environment. The workshop explores Bolman and Deal’s four-frame leadership model to provide participants with advance understanding of the leadership needed to move online learning forward in the “new normal”.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. The Respondus team will be on hand to address our most frequently asked questions about online testing, remote proctoring, Respondus Monitor, and more. Join us to join the conversation!
Over a 3 week period, 1,000 institutions began using LockDown Browser and Respondus Monitor to protect the integrity of their online exams. Learn the rapid rollout methods they used.
The transition to online education has been chaotic for schools and teachers across the nation. The lack of funding and subsequent lack of support has put the otus on teachers to provide an online learning environment that maintains the rigor and support previously provided. This presentation will discuss tips, strategies and tools that teachers can use and implement right away to ensure a meaningful learning experience for students.
The primary aim of the session is to provide a clear step-by-step path for course instructors, designers, and administrators who are interested in adding a quantitative social science research study to the online courses they teach, design, or manage.
This discovery session will move the field forward by offering specific actionable items that are supported by empirical research to help develop online relationships within the virtual classroom. The content will be produced in a tutorial manner thus providing easy to follow step by step instructions for how to conduct the activity while also highlighting the theoretical and pedagogical underpinnings to help substantiate the viewer’s understanding of the key concepts included in the activity.
Tyton Partners and Digital Promise surveyed faculty and students on the transition to remote learning. Student insights from the spring highlight challenges they faced and practices they responded to. Faculty responses from the spring and summer showcase how institutions responded with training and resources in preparation for the academic year.
Learn how a two-person team successfully redesigned hybrid and onsite courses for online delivery in the span of two weeks. We will share our project management tips as well as how we simply tracked student engagement using Federal Education Guidelines as a rubric.
Service learning projects are an innovative and effective way to provide experiential-learning for students to develop socially responsive, service leadership skills and to become engaged practitioners in their specific fields of practice and their communities. This session will introduce participants to ideas for service learning projects through the YouTube platform.
This discovery session will introduce attendees to the potential for using artificial intelligence (AI) in online learning. Participants will be exposed to innovative platforms and specific methods that provide faculty and instructional designers the opportunity to incorporate aspects of AI into their coursework.
As the world quickly transitioned to online learning, leaders are relying on simplified assumptions preventing them from optimizing the new environment. The workshop explores Bolman and Deal’s four-frame leadership model to provide participants with advance understanding of the leadership needed to move online learning forward in the “new normal”.
Participants will learn how our blended faculty development Academy was established, the Canvas attributes used in developing the modules for the Academy, how we constructed field experiences centered on Canvas modules, and how the field experiences assisted Academy Fellows in designing their e-Learning case study for students.
Student engagement is a vital component of the learning process and is analogous to employee engagement in the business setting. Contemporary business thought leaders recognize that putting people first drives engagement, performance, and outcomes. The same principle applies in the classroom setting.
The COVID-19 pandemic required rapidly moving a large number of faculty and courses online. We developed a framework, accessible to all skill levels, that incorporates best practices and strategies while collaborating with faculty and utilizing existing campus resources. Participants will actively collaborate in adapting the framework to their needs.
Designing quality assessments involves understanding a complicated web of factors which is further complicated by the recent rapid shift to online teaching. In this workshop, participants will rethink their current assessment strategies to improve their understanding and use of online teaching strategies and assessments in small and large classes.
It takes a campus community to promote student success. This presentation addresses competency-based degree plans and application-based capstone courses for undergraduate university students. Examples of competency-based degree plan, use of open educational resources, and capstone courses will be discussed. Included in the discussion will be prior learning assessment courses and the role of faculty as mentors. Testimonials from learners are provided along with a model for designing an effective capstone course for undergraduate adult learners.
Preparing for and teaching online for the first time is hard, but these uncomfortable feelings will not last forever. Instructors can acknowledge this to be a terrible first time (TFT). This session will walk the audience through their ABCs to embrace this TFT in ways that lead to rewarding outcomes.
Educators strive to provide high-quality experiences to their students – ones that lead to positive outcomes. Balancing the demands associated with a dynamic educational landscape with stakeholder questions about value can be challenging. This paper describes an online course auditing process to assess quality in a graduate professional program.
Faculty make assumptions related to students, curriculum and teaching styles. Assumptions can cause both student and faculty frustration, ultimately resulting in dissatisfaction. This session will focus on how to overcome problematic beliefs/assumptions related to students, such as: this is a 100/200/300 level course, all students should know APA, etc.
Recent events required rapid deployment of online educational programs and spotlighted the need for online student services. Participants will use a scorecard that allows for conducting internal self-evaluation or the OLC badging process to evaluate services. The scorecard services as a springboard for discussions to improve online student support.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
As the world quickly transitioned to online learning, leaders are relying on simplified assumptions preventing them from optimizing the new environment. The workshop explores Bolman and Deal’s four-frame leadership model to provide participants with advance understanding of the leadership needed to move online learning forward in the “new normal”.
Participants will learn how our blended faculty development Academy was established, the Canvas attributes used in developing the modules for the Academy, how we constructed field experiences centered on Canvas modules, and how the field experiences assisted Academy Fellows in designing their e-Learning case study for students.
Join Carolina Distance Learning and Liberty University as we discuss ideas and develop strategies to engage your students in online science labs to aid in student retention. The tables will be turned, you are the student. Experience what works and what doesn’t in engaging online students. Then, be ready to share your most effective approach to engagement.
The Online Learning Consortium (OLC) provides an array of professional development offerings focused on leadership development in the digital teaching and learning space. Current and emerging leaders can take advantage of both online and blended programs that are designed to enhance the skills and knowledge administrators need in the ever-changing higher education landscape. Come meet with Jennifer Paloma Rafferty, Director of the Institute for Professional Development, and Elisabeth Stucklen, Instructional Designer at OLC, to learn about which OLC program is right for you at this stage of your professional trajectory. Jennifer and Elisabeth will provide attendees with an overview of the Institute for Emerging Leaders in Online Learning Program (IELOL) as well as the Leadership in Online Learning Mastery Series.
The Online Learning Consortium provides an array of professional development opportunities focused on instructional/learning design in the digital teaching and learning space. Instructional designers, learning designers, LX designers, and faculty developers can take advantage of both online and face-to-face programs that are designed to advance the skills and knowledge of those professionals who collaborate with faculty and support digital learning initiatives. Come meet with Elisabeth Stucklen, Instructional Designer at OLC, to learn about which OLC program is right for you at this stage of your professional trajectory. Elisabeth will provide attendees with an overview of the Instructional Designer Certificate Program, the Advanced Instructional Designer Badge Series as well as face-to-face instructional design events taking place in 2021.
At Clovis, faculty are required to complete a certificate course in online teaching before becoming eligible to teach online. Faculty engage in backward design both in going through the course and in designing their own online courses. This highlights the importance of creating unit objectives and aligning assessments with them.
Were students’ needs met during the COVID-19 transition to remote learning? Were they able to complete their courses, despite multiple challenges? This interactive panel session helps us learn about the student experience as researched at two different public and private higher education institutions.
With a framework of disruption innovation, this session addresses a study of the COVID-19 remote teaching experience of faculty at a mid-sized, private university. With over a 25% response rate, these faculty members’ stories of struggle, vulnerability, and innovation invite discussions of how to best support faculty in the future.
This session will discuss the fundamentals of visual design that will help you create and present online content that is engaging to the learner and will increase the usability and comprehension of your course. We will showcase simple design principles and demonstrate how to apply them to course sites.
While natural disasters are often in short-term academic continuity plans, COVID-19 can be devastatingly disruptive to campus communities. Beyond remote instruction and toward a deliberate preparation for online teaching, Planning Instructional Variety for Online Teaching consists of five daily webinars, focusing on course design, engagement, active learning, assessment, and accessibility.
Join us to learn how to develop a series of narrative prompts and rubrics that will guide students through the inquiry cycle of experiential learning and effectively reflect on their learning. Participants will leave with a copy of a workbook and strategies for assessing engagement experiences.
Engaging freshman students in a relevant authentic learning opportunity utilizing technology and resources to develop critical thinking and problem solving skills is useful throughout a student’s college career and increases the likelihood of graduation. We developed a seminar building student confidence and preparing them for the demands of college rigor.
Learn to use Rise 360, cloud-based software, to engage students with active learning. Excellent for an accelerated pivot to an online environment. Interact with our responsive material on your own device, and learn to create and export engaging content for student use with a free trial of Rise 360.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
It is important to be confident in the integrity of your online exams and ProctorU provides data that proves that your online proctoring solution is working. Join us for a demonstration of reporting capabilities available to administrators and faculty.
Moving your courses to an online format? You may find yourself wondering what online proctoring option is right for your exam. ProctorU offers four service levels for your online proctoring needs. This session will provide you with a description of each service line and the applicable use cases for each.
Did you know that the student satisfaction rate of a first time student vs. a repeat student is significantly lower? Join us in this session to learn how to bridge the gap by being able to provide students with important information to improve their online proctoring experience.
This lecture will give an overview of the Faculty Online Training course, a faculty driven initiative. Designed and presented by faculty, the course offers support for faculty designing online resources with oversight from faculty mentors, while providing best practices resources and creating a community of online educators.
Virtual learning has and will continue to be in demand given the current world health climate. Join us for a strategy-rich, mini-workshop sharing successful approaches to online math discussion forums that include authentic real-world situations, teamwork and plagiarism-reduced, quality content-specific conversations.
Building an online doctoral program through the implementation of our own best theories and practices (and a bit of luck) is both a challenging and rewarding endeavor. This interactive presentation provides insights to the Baylor University online Ed.D. program’s design and development process that incorporated equal parts strategy (theories and practices) and serendipity (risk-taking and innovation).
Interested in supporting a diverse student population? The student population of our online program reflects considerably more racial, generational, and professional diversity than our university’s broader demographics. We will share the systems we developed to support the diverse student body in an online setting, including mentorship from program staff and individualized writing support from a departmental writing center.
Finish your EdD in 3 years? Including the Dissertation? Yes! Join us to learn more about how we have organized a rigorous research process in the scope and sequence of the program and the on-campus immersion experiences, all leading to an EdD, not ABD.
Would you like to learn how to create an online program with real community? Join our session to learn more about how the Ed.D.-LOC program is committed to community building as a central value proposition of the program. The recruitment and retention of students through innovative teaching strategies and rigorous academic and professional development preparation are buoyed by a program vision and faculty mission to engage all learners in a community in order to foster retention, aid in reciprocal mentoring, support students, and provide a network to foster student success in every stage of our program.
Building an online doctoral program through the implementation of our own best theories and practices (and a bit of luck) is both a challenging and rewarding endeavor. This interactive presentation provides insights to the Baylor University online Ed.D. program’s design and development process that incorporated equal parts strategy (theories and practices) and serendipity (risk-taking and innovation).
Interested in supporting a diverse student population? The student population of our online program reflects considerably more racial, generational, and professional diversity than our university’s broader demographics. We will share the systems we developed to support the diverse student body in an online setting, including mentorship from program staff and individualized writing support from a departmental writing center.
Finish your EdD in 3 years? Including the Dissertation? Yes! Join us to learn more about how we have organized a rigorous research process in the scope and sequence of the program and the on-campus immersion experiences, all leading to an EdD, not ABD.
This mixed methods multiple case study analyzes students' perceptions of their in-person flipped class experience that transitioned abruptly to an online-only experience during the spring semester of 2020, due to COVID-19. Each of the four cases presented will highlight students' sense of course satisfaction, course engagement, and cognitive learning.
Would you like to learn how to create an online program with real community? Join our session to learn more about how the Ed.D.-LOC program is committed to community building as a central value proposition of the program. The recruitment and retention of students through innovative teaching strategies and rigorous academic and professional development preparation are buoyed by a program vision and faculty mission to engage all learners in a community in order to foster retention, aid in reciprocal mentoring, support students, and provide a network to foster student success in every stage of our program.
Distance learning, an appealing option for many students who need flexibility, lacks face-to-face interaction, feedback, and hands-on learning opportunities. HyFlex course opportunities give students the flexibility to attend on-campus, online, or asynchronously. The present case study explores the feasibility of HyFlex course design and students’ experiences with the course.
This session will examine research methods and continuous improvement strategies institutions are using right now, particularly as it relates to improving student engagement and increasing academic success through innovative teaching and learning strategies. Join Megan Tesene, PhD and Julie Neisler, PhD as they review the current landscape of digital learning research methodology and continuous improvement, the work that they are doing through APLU and Digital Promise for the Every Learner Everywhere Network, and how you too can implement these research methods and strategies in your own work.
This session will share our university’s intentional approach during the COVID-19 crisis to promote quality online learning by preparing for remote instruction while simultaneously preparing for more online teaching. Presenters will discuss and compare approaches with participants while sharing data and lessons learned from our experience in 2020.
Originally published in 2015, Leading the eLearning Transformation of Higher Education (2020) showcases original and new chapter authors discussing diverse perspectives on leadership in the current digital higher education landscape. Join these e-learning leaders in a rich conversation about significant developments, challenges, and opportunities that will shape our e-learning future.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. The Respondus team will be on hand to address our most frequently asked questions about online testing, remote proctoring, Respondus Monitor, and more. Join us to join the conversation!
Over a 3 week period, 1,000 institutions began using LockDown Browser and Respondus Monitor to protect the integrity of their online exams. Learn the rapid rollout methods they used.
Understanding students’ self-perception is imperative when creating meaningful online and face-to-face instruction. How can faculty tend to students’ social-emotional deficits while maintaining rigorous academic instruction? This workshop will delve into strategies for increasing students’ self-perception and discuss approaches for academic and motivational support at the course, faculty, and university levels.
The pandemic has presented unprecedented challenges – but it has also spurred innovation and creative thinking as institutions and providers seek to support students in a rapidly changing landscape. In this session, team members from the country’s leading online test security company will discuss lessons learned from six months of collaboration.
Service learning projects are an innovative and effective way to provide experiential-learning for students to develop socially responsive, service leadership skills and to become engaged practitioners in their specific fields of practice and their communities. This session will introduce participants to ideas for service learning projects through the YouTube platform.
This discovery session will introduce attendees to the potential for using artificial intelligence (AI) in online learning. Participants will be exposed to innovative platforms and specific methods that provide faculty and instructional designers the opportunity to incorporate aspects of AI into their coursework.
Virtual Reality (VR) holds great promise and potential in higher education. We have a VR space on campus that was used heavily until the pandemic hit. So how do we have VR sessions when we are all in online classes? There are lots of online resources available that allow you to share VR content with your students even in an online environment. No VR glasses or special equipment needed! Join this session to learn how you can harness the power of VR for your online courses. An Internet Enabled device is required for this session.
Book Creator is an app/online tool that allows students to create digital presentations. Book Creator scores high for accessibility and is a rare tool that can be used with any age- from very young children to adult learners. Come learn how to use this tool to increase student engagement/participation.
Book Creator can be used to publish materials to an authentic audience, engage reluctant writers, demonstrate understanding and promote collaboration among students. This free, online, accessible tool has a simple interface for navigation. Participants will learn how using this tool is beneficial for their classroom practices and for their students. Discussion of best practices for implementation, use and assessment will also occur during this session. Participants should have an Internet Enabled device like a laptop or desktop available so they can create books.
When someone hears the word “Assistive Technology”, they may think of motorized wheelchairs or specialized computer programs. While these are examples of Assistive Technology tools, Assistive Technology(AT) tools are everywhere. These tools can range from free, inexpensive to expensive. These specific tools can help students with disabilities learn, communicate and navigate the world around them. Come to this session to learn the different levels of AT and the different kinds of AT available. During this session, you will be exposed to different types of AT and learn how they can benefit students. Participants will also discuss best practices for use and implementation with their students. Participants will also learn where they can locate AT resources and tools. Use of an Internet Enabled device is required for this session.
Presenters will provide data from research at their college revealing a confidence gap in language abilities between multilingual and monolingual students. Since confidence is an affective challenge in online learning for multilinguals, presenters will share a survey that instructors can use to make one of their courses more linguistically inclusive.
In this educational session, two instructional designers are hoping to build awareness of how to incorporate open pedagogy when designing reusable assignments. During the presentation, we will be examining how to apply the 5-step course curation strategy when creating reusable assignments. Moreover, it is important to ensure all course materials and content are accessible and meet diverse learning needs.
The impact of COVID-19 on higher education has been devastating. Universities across the United States were forced to make a difficult decision: close or move fully online almost overnight. Two administrators will share the story of how their University dealt with instructional continuity using online learning during a global pandemic.
As COVOD-19 hit New Orleans hard in March, our workshop was almost ready to pilot. We quickly altered it to facilitate faculty course development for rapid transition from face-to-face delivery to online. Come hear our experiences from several perspectives: online faculty professional development, course development and delivery, and quality metrics.
University of Phoenix has developed a system and process for delivering high quality, accessible video to online learners through a variety of platforms, for a rich experience. By utilizing Vimeo, BlackBoard Ultra, Rev.com, and WordPress, online students view video embedded directly into their course with closed captions. An extended experience allows interaction with transcripts, all within a robust and low-cost delivery network. We'll show you how it works.
Learn about a new partnership between OLC, QM, UPCEA and WCET. This panel session will talk about the work we are doing and special initiatives this group will tackle. Come prepared to talk about what online learning issues are important to you and help us identify areas of focus.
Interprofessional collaboration (IPC) is remarked as essential to achieving the Quadruple Aim. Can distance education programs provide online activities that effectively promote IPC? The goal of this project was to create an online non-technical simulation that students could experience online or F-2-F that promoted reflection on readiness for IPC.
Many educators struggled with the rapid online transition with uncertainty and reluctance, but urgency necessitated change. We developed a faculty-to-faculty and student-to-faculty support and training system to help instructors transition online. Hear how faculty benefited from instructional design students’ and faculty peers’ help with the redesign of courses throughout COVID.
Tommy Gardner, HP’s CTO and Security Expert discusses the challenges of using home and unsecured networks, internet connected peripherals and poor security practices and hygiene. There has never been more bad actors, more risk and never more important, as millions of Educators and Students are forced to learn, share and access sensitive information through-out this and potentially the next school year.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. In this session, Marie Vans will take you on her Journey as she developed a course and curriculum model that allows students to build out their own Social Learning Experiences using the power of immersion in Virtual Reality to enhance learning through engagement. Marie will help us all understand that we don’t have to be a technical wizard to get this type of class started and will share her outline, process, and key insights with all attendees. A must for anyone looking to start VR Learning programs for their Students and/or Faculty.
This research study investigated how students were learning from each other (shared metacognition) in a blended course. Practical results will be discussed for redesigning courses to help students develop their capacity for shared metacognition using the community of inquiry framework and digital technologies.
Enjoy a hands-on learning experience of PlayPosit's platform while learning about the powerful instructional design tool’s full suite of applications and some of the most popular partner use cases over the years.
Universal Design for Learning (UDL) was created to remove barriers to learning. The emergence of instructional technological tools coupled with the principles of UDL has opened up new opportunities to reimagine the traditional approach to hands-on education (courses with studio or lab activities), within a virtual environment. Such a transition offers solutions to common problems with this mode of education, as well as creating an inclusive and diverse learning environment. Come to this interactive presentation to learn some best practices and discuss ideas to support your own teaching.
Best practices for online discussion recommend thoughtful assignments, detailed grading rubrics, and deadlines to allow instructor feedback. These seemingly sound pedagogical recommendations ignore the social context of discussions (i.e., peer-to-peer) and the role time plays in producing them. We present data from Yellowdig partners suggesting that many existing best practices are a major contributor to, as opposed to a remedy for, poor discussion outcomes.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Hear from OLC members who use Yellowdig to build communities for their students to collaborate and enhance peer learning. Learn first hand the capabilities of our platform by joining our OLC Accelerate Yellowdig community to continue collaborating with your peers throughout the conference and beyond.
Hear from OLC members who use Yellowdig to build communities for their students to collaborate and enhance peer learning. Learn first hand the capabilities of our platform by joining our OLC Accelerate Yellowdig community to continue collaborating with your peers throughout the conference and beyond.
Adaptive and blended learning can be used together to fully leverage the strength of the online portion of classes to be personalized, mastery-based, and flexible. Face-to-face sessions can be informed by adaptive learning analytics to focus on problem-solving, analysis, and collaborative learning best done synchronously.
Adaptive learning systems require continual assessment to predict student knowledge and create pathways. Sufficiently varied questions are needed in order to measure learning beyond memorization and to promote academic integrity. This workshop will provide strategies to generate a large number of possible questions with efficiency through banks and variables.
Engage, Explore, Explain, Elaborate, and Evaluate are words that appear simplistic for designing science lessons, but they actually help instructors and designers utilize Conceptual Change Theory to uncover learner preconceptions and misconceptions, which are very difficult to change. The 5Es provide the conditions to modify them to more scientific ideas.
While institutions continually increase the amount of large-scale learning data that they collect, many faculty still do not use it to inform course-level interventions and design. Learning analytics dashboards are a common way to present this information and this session explores how institutions could grow the usage of these tools.
In Spring 2020 institutions across the world had to face the disruption of on-campus lessons and move to remote teaching. The presenters will discuss the strategies to move more than 4,000 courses to a remote teaching environment driven by one goal: quality and accessible education for all students.
Did you only have a few weeks or days to turn your whole school online? Let's talk about how quickly your institution is prepared for the next big crisis because it will come sooner or later. Do you have a team yet?
How prepared was your institution when COVID-19 struck? Even the most advanced online school still struggled with organizing and responding rapidly to going online. This workshop will helo institutions to create a plan to bring together a group of remarkable people to quickly address a crisis.
Many educators struggled with the rapid online transition with uncertainty and reluctance, but urgency necessitated change. We developed a faculty-to-faculty and student-to-faculty support and training system to help instructors transition online. Hear how faculty benefited from instructional design students’ and faculty peers’ help with the redesign of courses throughout COVID.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Mark Pedrelli and Danielle Walker of Examity to discuss how can we create useful and consumable experiences for novice online learners? How do we address an audience as vast as the global learning environment itself? Join us to discuss design considerations for an audience that ranges from the reluctant remote learner to the experienced lifelong learner.
Faculty in today’s world have the need to find new, alternative, online resources to teach their classes. Knowing what resources are available for use without violating copyright law is difficult. This session will give attendees a primer on copyright law and options and strategies to find alternatives to copyrighted materials.
For institutions with a strong reliance on campus-based full-time faculty, there are likely several policies and procedures that may hinder morale, motivation, and engagement for remote faculty that must be addressed including; technology and equipment, faculty and student expectations, time and geography, and training and performance management.
The theory of andragogy provides a framework for assessing the needs of adult learners so that academic programs can be tailored to serve this growing demographic within higher education. This presentation is designed to demonstrate how online courses can be designed and managed using an andragogical approach to support the adult learning environment.
Presenters will share an innovative process developed by an online nonprofit college to create an interdisciplinary suite of courses to be taken by all incoming graduate students across seven academic degree programs. Attendees will have an opportunity to apply the process to create a vision and framework for an interdisciplinary course.
Drastic times call for drastic measures. In the sudden shift to “remote learning”, higher education was struck with a drastic change in instruction using blended learning through videoconferencing. Throughout this presentation, we will challenge participants to thoughtfully consider how to best measure learning through Blended Learning assessment.
Join Jason Webb, Syracuse University’s Instructional Analyst, and PlayPosit Co-Founder Sue Germer for an inside look at how their instructional design partnership has led to a powerful HyFlex approach, innovation, and data-driven impact.
Adaptive and blended learning can be used together to fully leverage the strength of the online portion of classes to be personalized, mastery-based, and flexible. Face-to-face sessions can be informed by adaptive learning analytics to focus on problem-solving, analysis, and collaborative learning best done synchronously.
Blended learning has been increasingly explored by institutions in response to the recent challenges brought on by COVID-19. This presentation will focus on how blended learning can address the challenges faced by higher education beyond the pandemic. Models of blended instruction that promote student success and retention will be provided.
In this session, participants will reflect on research in an experiential context by answering the following questions - how we might as a community surface and collect themes that emerge from our collaborations? Focusing on OLC Accelerate as our research setting and context, how might we as a community produce a tangible artifact representing the scholarship, thought leadership, and opportunities arising from our work?
Competency-based educational programs have made a beneficial addition to higher education. CBE programs stemmed from a desire for lower-cost options for compressed timeframes for completion as well as attention to real-world competencies. The presentation will highlight similarities and differences in forms, functions, and possibilities of CBE.
Faculty researchers share preliminary results of their study investigating transformational aspects of teaching during the recent pandemic. The study explores how transitioning to online teaching opened an opportunity for faculty to rethink their ideas about teaching and negotiate new ethical challenges. Results and experiences will be discussed with the audience.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Led by Cathy Wheeler of Carolina Distance Learning, come join your peers to share your experiences using lab kits to teach your online science courses. Share what you have found to be successful as well as pitfalls to watch out for.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Wiley Education Services to learn about the services we offer to support your college or university's online learning efforts. We would appreciate the opportunity to explore your goals and ways we can architect solutions to meet your needs.
This presentation will outline the importance of aligning competencies with courses and course assignments. Presenters will detail strategies of how to align competencies through detailing experiences of a two-year competency alignment project. Session participants will develop a draft competency alignment map of their own program or courses.
To increase enrollment, a program revision and course alignment were completed. Linking industry competencies to course activities provide students with increased job opportunities upon graduation. This presentation describes the integration of the competencies as well as the successes, challenges, and opportunities from developing a competency-linked online graduate program.
Were students’ needs met during the COVID-19 transition to remote learning? Were they able to complete their courses, despite multiple challenges? This interactive panel session helps us learn about the student experience as researched at two different public and private higher education institutions.
With a framework of disruption innovation, this session addresses a study of the COVID-19 remote teaching experience of faculty at a mid-sized, private university. With over a 25% response rate, these faculty members’ stories of struggle, vulnerability, and innovation invite discussions of how to best support faculty in the future.
How do you design and develop quality online courses at your institution? Are you satisfied with your process? What would you change? We’ll answer these questions and more as we give the lowdown on our current process and its evolution. Newbie or seasoned veteran? We’ve got ideas that benefit all.
Since March 2020, Strada Center for Consumer Insights has been listening to Americans as they’ve shared how COVID-19 is impacting their lives, work, and education. Based on feedback from more than 20,000 adults, this session will explore American sentiment toward online education—including past experiences, preferences, future plans, and value in the job market.
Amid a pandemic and difficult conversations about race and equity, we face a pivotal moment in higher education. By amplifying voices of Black, Latinx, and Indigenous students, poverty-affected students, and first-generation students, we can improve faculty practices and improve student outcomes. Join Every Learner Everywhere Director, Jessica Rowland Williams, PhD, and a panel of students who are a part of the GlobalMindED 2020 Leadership Class and the Equity Project, for a discussion on how advances in digital courseware paired with evidence-based, equity-first, innovative teaching can better serve today's students.
Student panelists:
Now more than ever it is important to demonstrate the value for the cost of online learning. For six years the National Council for State Authorization Reciprocity Agreements (NC-SARA) has been active in protecting students as consumers of online learning and making it less bureaucratic for states and institutions to authorize distance education across state lines. It is also much less costly than when institutions seek authorization to enroll distance leaders across states. Learn about the results of a recent study on the return on investment that NC-SARA provides to states and institutions, including the estimated savings by state, regional compact, and the entirety of the over 2,100 institutions that participate in SARA. Participants will be able to take back to their upper-level administration data about the estimated cost savings to their institutions based on the number of states in which they enroll students and the number of programs offered at a distance.
Peer mentoring, an effective and established practice for higher education faculty, became crucial to our community college’s successful COVID-19 response. This session describes the interplay of data, planning, and collegiality as we leveraged peer mentoring, not just to facilitate Emergency Remote Teaching (ERT), but to foster long-term quality online teaching.
The session will focus on three objectives related to online course delivery. Those objectives are 1) engagement tools and techniques, 2) how to foster a transformative faculty to student relationship, and 3) strategies to create an engaging online learning community.
A personal reflection on the rapid transition from traditional classroom teaching to the COVID19 pandemic pivot that was required in March 2020. With my 10 years of online teaching experience the transition was full of lessons.
Due to COVID-19, nursing and lab-based courses, which were previously taught on campus, were moved online within several weeks. Participate in an engaging discussion on strategies to train faculty to teach online, develop resources to accommodate online lectures and labs, and examine the impact on courses traditionally offered online.
Join the Presenter Services Co-Chairs and Jillian Wiseman, representing our sponsor Examity, at A Very Happy Happy Hour! For this happy hour we ask those joining to spread happiness with some fun activities. Participants can share a visual image and story that makes you happy, share your happy place, or share a Zoom background that brings you happiness. Grab your favorite beverage and snacks and join us in spreading happiness and listening to live tunes. Along the way you will learn how to leverage some of the basic functionalities of Zoom for more effective online engagement (including how to change your name, how to change your virtual background, share content in the chat, turn cameras off and on, and how to change your profile photo).
This Lightning Talk focuses on an interinstitutional collaboration between seven universities, offering large format (250+ students) virtual interprofessional education (vIPE) experiences to their students in the health professions. Guidance on offering meaningful and highly collaborative online IPE will be shared along with assessment data and some truly remarkable student outcomes.
Explore findings from a multi-institution (N = 4) and multi-program (N = 10) study examining the psychological factors that influence online graduate faculty perceptions (N = 187) of their own connectedness. Implications for online graduate program design, ongoing faculty development and contingent faculty support will be discussed.
The Coronavirus affected the closing of college campuses to safeguard its faculty, staff and students. Transitioning to fully online courses became the solution to a gripping challenge. This presentation will explore how graduate students at HBCUs experienced this transition as its “new normal” and psychosocial issues.
This presentation will explore how a faculty member of a fully online course develops culturally responsive instructional design of asynchronous and synchronous content within the context of a multicultural counseling class. Implications for engaging pre-service counseling students at an Historically Black College and/or University (HBCU) will be delineated.
This study explored how life events impact time and energy available for education (interviewing 49 online students at a large public urban US university). Surprisingly, 89% of reported external stressors differed from factors students indicated impacting course outcomes. Join our discussion of these complex environmental factors possibly underreported in research.
While instructional designers are not accustomed to being the subject matter experts in a conversation about programs, reframing centers of instructional design as places with academic and professional expertise reveals in-demand skills and knowledge. Learn how to identify innovative programming opportunities for your institution while supporting instructional designers’ professional development.
Learn how a two-person team successfully redesigned hybrid and onsite courses for online delivery in the span of two weeks. We will share our project management tips as well as how we simply tracked student engagement using Federal Education Guidelines as a rubric.
Medical school is complex enough for students without adding the possibility of virtual courses. But an Ohio school led the way among its peers during the initial spring shutdown and found the perfect formula for a flipped hybrid fall: a rotating schedule for on-site and online students and an essential mix of streaming video and collaborative conference technologies.
Make the most out of your Accelerate experience by joining OLC Live! hosts Jenae Cohn and Nate Angell in a kickoff discussion with conference, program and engagement chairs about how they developed this year's rich mixture of online and face-to-face activities.
Now more than ever it is important to demonstrate the value for the cost of online learning. For six years the National Council for State Authorization Reciprocity Agreements (NC-SARA) has been active in protecting students as consumers of online learning and making it less bureaucratic for states and institutions to authorize distance education across state lines. It is also much less costly than when institutions seek authorization to enroll distance leaders across states. Learn about the results of a recent study on the return on investment that NC-SARA provides to states and institutions, including the estimated savings by state, regional compact, and the entirety of the over 2,100 institutions that participate in SARA. Participants will be able to take back to their upper-level administration data about the estimated cost savings to their institutions based on the number of states in which they enroll students and the number of programs offered at a distance.
We will explore Honorlock’s student-centric approach to remote exam proctoring and our exclusive features designed to protect academic integrity, including Mobile Phone Detection, Search and Destroy, and Live Proctor Pop In.
Take a break from the rich idea sharing in the sessions with a virtual coffee talk. Grab a hot beverage and join us for an informal discussion and light networking as a connection between sessions. Join Honorlock’s experts, Dee Bohne and Estelita Young, along with your fellow peers in discovering what were some of the biggest hurdles to overcome in Spring semester and what lies on the road ahead for online learning.
Note: Honorlock will be providing a $5 virtual Starbucks gift card to anyone that drops in and participates in our coffee networking session. Come join us!
Join us to see what it looks like to have a set of tools that help achieve new levels of efficiency in creating large volumes of highly engaging and accessible Canvas courses -- in less time and without advanced technical skills.
The purpose of this Discovery Session is to better understand if and how academic service-learning components were reconfigured to online formats in response to the COVID-19 crisis. From this information, we intend to explore various models of service-learning and best practices for implementation within the hybrid and online course formats.
Research confirms: students are more engaged, learn more and have more equitable outcomes when faculty teach with evidence-based teaching practices. Pour a cup of coffee and join ACUE for an inside look into ACUE’s course in “Effective Online Teaching Practices.” You’ll come away with several practical online teaching approaches that can immediately be put to use in your own online course design and delivery.
The theory of andragogy provides a framework for assessing the needs of adult learners so that academic programs can be tailored to serve this growing demographic within higher education. This presentation is designed to demonstrate how online courses can be designed and managed using an andragogical approach to support the adult learning environment.
Presenters will share an innovative process developed by an online nonprofit college to create an interdisciplinary suite of courses to be taken by all incoming graduate students across seven academic degree programs. Attendees will have an opportunity to apply the process to create a vision and framework for an interdisciplinary course.
This presentation examines faculty best-practices in epistemic trust-building in online college courses. The presenters will share a theoretical framework to guide faculty approaches, administrative oversight, and professional development. Perspectives revealed by student and faculty interviews will be used to highlight the true importance of the trust relationship in online teaching.
A virus has become the most significant driving force of medical education transformation. It has blended learning in medicine at an unprecedented speed. In this panel, the educators from different medical schools discuss the changes, challenges, lessons learned; and thus shed some light for optimal blending in the future.
When institutions closed their buildings mid-semester to help slow the spread of COVID-19, faculty had to quickly shift to emergency remote teaching. Join me as we examine how using video can help support students when teaching online, whether due to a crisis or by design.
Have you ever wondered what goes into creating the Technology Test Kitchen? What kind of work fills the buckets of two nerds that enjoy breaking, poking, and using technology in learning? And what does a kitchen have to do with ANY of this? Join us for an insightful, we hope, look into the inner workings of the 2020 Accelerate Tech Test Kitchen and the chefs that create the delectable learning experiences in it!
Come join the TTK Chefs for an hour of games, technology, and chef-nanigans. Bring your liquid of choice and a whole lot of patience for things to go sideways. (Is my mic still on?) We’ll play a few games, chat about a few of our favorite technology “fantastic freebies” and have more laughs than should be allowed in any one Zoom call.
This Lightning Talk focuses on an interinstitutional collaboration between seven universities, offering large format (250+ students) virtual interprofessional education (vIPE) experiences to their students in the health professions. Guidance on offering meaningful and highly collaborative online IPE will be shared along with assessment data and some truly remarkable student outcomes.
Distance learning, an appealing option for many students who need flexibility, lacks face-to-face interaction, feedback, and hands-on learning opportunities. HyFlex course opportunities give students the flexibility to attend on-campus, online, or asynchronously. The present case study explores the feasibility of HyFlex course design and students’ experiences with the course.
Social network analysis of public data from an online social media based citizen science forum provides insight into the nature of interactions between technology artifacts, student participants, and community experts with the goal of supporting the integration of citizen science initiatives to scaffold student science practice within the K-12 classroom.