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Online Teaching Conference 2013 Program


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Workshops, Keynotes, and Presentations at the 2013 Online Teaching Conference, Long Beach, June 19-21 2013.

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Online Teaching Conference 2013 Program

  1. 1. Online Teaching ConferenceCatching the Wave of Online StudentSuccessConference Highlights
  2. 2. Pre-Conference• Wednesday, June 19, 2013• Long Beach City College• Pre-registration required– Workshops run concurrently– ½ Day or Full Day workshops– All workshops include lunch
  3. 3. Powerful Presentations with Prezi• With Blaine Morrow• 9 AM - Noon• Bring Your Own Laptop• $100
  4. 4. Getting Started with iPads in Education• With Sam Gliksman• 9:30 AM – 12:30 PM• $500 (includes 16 GB WiFi iPad Mini, Black)
  5. 5. Digging Deeper: iPads in Education• With Sam Gliksman• 1:30 – 4:30 PM• Bring Your Own iPad• $125• All registrants receive a copy of– iPads in Education for Dummies
  6. 6. Creating Quick and Easy InstructorWebsites with Google Sites• With Anna Stirling• 1:00 – 4:00 PM• Bring Your Own Laptop• $100
  7. 7. Creating Video for Your Course withYouTube and Screencast-o-Matic• With Donna Eyestone• 9:00 AM – 4:00 PM• $200• All participants receive 1080p HD Webcam
  8. 8. Flipping Your Classroom withCCC Confer• With Micah Orloff• 9:00 AM – 4:00 PM• $100• Participants receive Webcam and Headset
  9. 9. Introduction to Teaching & Learningwith VoiceThread• With Rica Young• 9:00 AM – 4:00 PM• $150
  10. 10. Stephen Downes:“What Constitutes Student Success?”• Thursday Keynote• 9:30 – 10:30 AMStephen Downes works for the National ResearchCouncil of Canada where he has served as a SeniorResearcher, based in Moncton, NewBrunswick, since 2001. Affiliated with the Learningand Collaborative Technologies Group, Institute forInformation Technology, Downes specializes in thefields of online learning, new media, pedagogy andphilosophy. In 2008, Downes and George Siemensdesigned and taught an online, open coursereported to be the first ever MOOC.
  11. 11. Tracey Wilen-Daugenti“Society 3.0: Technology Transformations inSociety, Work, and Higher Education”• Friday Keynote• 9:30 – 10:30 AMA leading authority on the convergence ofeducation, technology, and work, Dr. TraceyWilen-Daugenti is Vice President andManaging Director of Apollo ResearchInstitute, where she guides the Institute’sstudy of career and workforce issuescritically important toemployers, educators, and policymakers.The author of 10 books, Dr. Wilen-Daugentiis also a frequent contributor to TheHuffington Post, The Examiner, and othernational and international media outlets.
  12. 12. SB 1052 & 1053, OER, DL, MOOCs…huh?With Barbara IllowskyOpen Educational Resources (OER) is a catch-allphrase that includes some e-textbooks, someMOOCs (Massive Open Online Courses) and someonline learning. But some e- textbooks, someMOOCs and some online learning are not OER.Senate bills 1052 and 1053 require anintersegmental council of 9 UC, CSU and CCC faculty(3 each system) to oversee development of a digitallibrary of OER for the top 50-enrolled lower divisioncourses CA college students take. How do thelegislation, OER, and MOOCs affect distancelearning? Come learn how they tie … and how theydon’t.
  13. 13. They Want Me to Do WHAT –What Online Faculty Should Know About Changing RegulationsWith James Glapa-Grossklag, PatriciaJames, Andrea Henne, and Cherry Li-BuggAs online teaching and learning become more mainstream, federalregulators and regional accreditors are applying evermore scrutinyto this delivery format. Current hot-button issues include studentauthentication, regular and effective contact, and accessibility.Hear from a panel of experienced DE managers about what facultyneed to know about these and other evolving regulations.
  14. 14. Supporting Student Collaboration inthe ClassroomKara KuvakisLooking for ways to encourage collaboration in youronline classes? Developing a blended class that needs acollaborative component? From wikis toblogs, discussion boards to Google Docs, this sessionwill offer quick and easy tools you can use to help yourstudents work together. Learn how these free resourcescan be incorporated into peer reviews, labactivities, data collection and evaluation, and more!
  15. 15. Tutoring for All:A Consortial Model for Online TutoringJim JuliusIn 2012, MiraCosta College joined the Western eTutoringConsortium. This enabled MiraCosta to provide cost-effective online tutoring for all students. In this session, youwill hear about the details of participation in theconsortium, and have an opportunity to discuss how thisapproach to providing online tutoring compares to others.You will hear from various MiraCostafaculty, staff, tutors, and students about their perceptions ofthe eTutoring service. Finally, you will hear about a conciseand practical set of next steps if you are interested infurther exploring the Western eTutoring Consortium.
  16. 16. Adobe Captivate:An Online Text-to-Speech Presentation SolutionSteve LinthicumWith Adobes Captivate software, you can createPowerPoint based online presentations that providetext to speech conversion of your written lecturecontent utilizing easy to understand and pleasantcomputer generated voices. Final presentations areeasily modifiable by simply making changes to thetext and then regenerating the audio. Video contentcan be produced in either Flash or HTML5format, providing the ability for students to view thecontent on any device. Presentations can be designedto meet ADA requirements including closedcaptioning.
  17. 17. The What, Why, Who and How of Finding andAdopting High-Quality Open EducationalResourcesUna DalyWhether it’s called open educational resources (OER), opentextbooks, or open online courses it can seem like openeducation is the new green. It promises to lower studentcosts while increasing faculty creativity but the shift fromtraditional textbooks and course packs takes thoughtfulplanning. This workshop will clarify the varying definitionsand motivations for OER and give you an opportunity tosearch several OER repositories. In addition to reviewingcriteria for selecting high quality and accessible OER, youwill gain an understanding of how an open license allowsfaculty to freely reuse instructional materials. We’ll finish upwith a discussion on getting buy-in from stakeholders andhow to become an advocate for openness on your campus
  18. 18. Creating Accessible Online CoursesMarlene CevtkoAre you interested in making your course(s) accessible to allstudents by following a few simple practices. Not only isaccessibility legally mandated for public education inCalifornia, its simply the right thing to do. Its not hard andyour students will benefit. You will learn to create accessibledocuments and maximize accessibility within your course.
  19. 19. Sharing Online Student Services inNew York and CaliforniaJacky Hood and Ric GinnIn upstate New York, some colleges came together to createthe STAR-NY Consortium Thefounding members shared a license for an onlinecollaboration tool, designed online tutor training, created aschedule where each college staffed certainsubjects/hours, and implemented shared online tutoringservices. By sharing technology and academic resources, thestudents at these colleges are able to access more onlineservices than would be available by their school alone.Within two semesters, the STAR-NY membership doubled. Intheir second year, membership continues to grow as wordspreads about their success. We propose launching a similareffort in California.
  20. 20. Surfs Up - Where do We Go From Here?How to Develop a Good Orientation for your Online and HybridCoursesTori BovardEffective online instruction starts with a foundation ofan informative, engaging orientation. The orientationsets the stage for the course, and can have significanteffects on student retention and success. Thispresentation will include a discussion of essentialelements for an online orientation that may be used inboth online and hybrid courses. A round tablediscussion will follow.
  21. 21. 3 Things You Might Not Know AboutYouTubeDonna EyestoneSure, you know how to find a great YouTube video and add itto your online class, but did you know you can record and edityour own YouTube videos right through your web browser? Orthat you can easily add and search captions to get to just thespot youre interested in watching in a long video? Or curateyour own playlist, even adding your own intros to otherpeoples YouTube videos? All you need is a webcam and aYouTube account -- no software, no trials, no downloads soyou and your students can easily create videos.
  22. 22. Classroom of the FutureJohn MakevichSeveral disruptions are converging in higher education:budgets are tighter, tuition is higher, and financial aid debtis growing fast. Massively open online courses (MOOCs)are gaining momentum and destinations such as the KhanAcademy continue to amaze in their ability to reach themillions. In this session, we will challenge the assumptionsabout education as we know it. What factors should weconsider as we plan for the future of higher education?What resources will we need? Participants will “tear thewalls down” and re-envision the way students will belearning in five, ten, and 20 years.
  23. 23. Promoting the Value of Learning andKnowledge through your Facebook PageIoan Elvis SerseaEducators can use the transformative power of social media topromote learning, academic knowledge, and collaborationamong current and potential students, as well as learners fromother countries, in order to become good will ambassadors ofpositive change and help redefine the Internet. This sessionwill offer some useful tips for instructors tocreate, update, and maintain no-cost Facebook Pages to sharenews, research, activities, and encourage online participationand collaboration among current students as well asinterested learners from across the globe.
  24. 24. Using Web 2.0 Tools to Enhance the OnlineTeaching and Learning ExperienceAnna StirlingThere are many ways that Web 2.0 can be integrated into the classroomand daily tasks. In this workshop you will be introduced to two Web 2.0sites: Wordle and Animoto, and see how they can be used separately ortogether to enhance engagement and learning. Come participate in thisexciting hands-on workshop and leave with finished products! Pleasecreate a free Animoto for Educators account PRIOR to attending theworkshop. Accounts can be created at:
  25. 25. A Discussion about Discussions-Discussion Board Best PracticesDeAnna KirchenDiscussion Boards are often the best contact we havewith our online students and that they have with eachother. Please come to an open discussion that will includesharing of ideas and best practices. Topics include thepros/cons of using groups, set up of groups, categoriesof forums, how much guidance to providestudents, communicating expectations tostudents, grading discussions with or withoutrubrics, administration of logistics, timing and deadlinesfor discussions, etc. Everyone should gain new ideas anda list of best practices for using Discussion Boards.
  26. 26. Mobile Computing - How Is ThatWorking For Ya?Eric WilsonMore and more people are migrating to mobilecomputing in education. Come to this birds offeather to discuss and share how mobile computingmay or may not be working for you. We willexchange information and secrets on usinglaptops, tablets and other mobile computingdevices.
  27. 27. Online 2.0: The Future of OnlineLearningPeter CampbellWhat does Online 2.0 look like? How might 2.0classes break through to students and faculty innew ways? And how can these courses be scaledto meet the growing demands of students? Get asneak peek at Blackboards vision of thefuture, including the next version of BlackboardCollaborate.
  28. 28. Whiteboard Screencasting AppsFrancine Vasilomanolakisand Rica YoungLearn how to record and post lectures in your site or coursemanagement system using your iPad, Android and/orWindows tablet! Get familiar with WhiteboardScreencasting Apps that are inexpensive and easy-to-use.Discover the instructional benefits of tools that allow you tocreate video demonstrations and illustrate more examplesthat your students can access and replay 24/7 .
  29. 29. Increase Student Success and Retentionwith On-demand Online Academic SupportDarrell McCarronInstitutions of higher education in the United States andaround the world use on-demand online academic supportservices to help increase student achievement and improvestudent retention. Focusing on the unique needs of eachstudent, Smarthinking services provide student-centered, active learning to students at over 1,000institutions. Tutors and students work together onSmarthinking’s proprietary interactive whiteboard in anencouraging and collaborative learning environment. Afterusing the services, students get higher grades, pass theirclasses, and continue their studies. Learn more about ourdata-driven model and the results of our ResearchBased, Research Proven approach at this session.
  30. 30. Opening Up Learning withthe Community College Consortium for OpenEducational Resources (CCCOER)Dr. Cynthia Alexander, Una Daly,Katie Datko, James Glapa-GrossklagOpenness is going mainstream, whether its called openeducational resources (OER), open textbooks, or massiveopen online courses (MOOCs). Attend this panel discussionto find out how California Community Colleges areleveraging open education to lower student costs andexpand access. Topics will include adopting opentextbooks, designing open online courses at communitycolleges, and integrating openness into professionaldevelopment. You will also learn how your college canbecome involved in the open education movement andparticipate in a community of practice to share knowledgeand find partners for collaboration.
  31. 31. Creating Facebook Groups forTeaching: Build it, They Will Come!Deborah LemonCreating class community is a huge part of student -andhybrid/online course- success. But how do you get studentsto communicate freely in a virtual environment? Facebook isinherently communicative, and naturally inspires interaction.Come to this workshop and create your own FacebookGroup. Examine the extensive features. Interact with otherattendees to experience the powerful, fluid environment ofsocial media.
  32. 32. Designing a Partially Online (Hybrid)Course - What Goes Where and WhenPatricia JamesAre you thinking that you would really like to develop apartially online course from a traditional on-groundcourse, but dont know where to begin? Are you aninstructional designer who has to guide faculty through theprocess of determining what parts of their course should beonline and what should be in the FTF component? If so, thenthis session is the place to be! You will be led through aprocess to develop a hybrid course and leave the sessionwith a tool that you can use yourself or with others todesign that hybrid course of your dreams! (Really? Whodreams about hybrid courses?????)
  33. 33. Online Student Dropouts - Causes andCuresDr. Andrea HenneOne of the biggest issues facing online teaching is thefact that fully online courses usually have lowerretention and success rates than on-campus courses. Isthis an issue at your college? Together, we will exploreand discuss course design, teaching strategies, studentpreparation steps, and support services that areproving effective in retaining students and achievingonline learning success.
  34. 34. Distance Education in the CCC System2011-12 ReportLeBaron WoodyardThis workshop is a presentation of the results of thelatest Chancellors Office bi-annual report on distanceeducation in the CCC System. This is the ninth reportsince its beginning in 1997. It covers several areasderived from data from the CCC ManagementInformation System (COMIS) and surveys of the collegesand distance education students
  35. 35. The Magic of Online Teaching: ImplementingTechnologies and Researching ResultsDavid Kephart and Bailey SmithMost important questions focus on the how and why oftechnology in education. Working from a platform currentlybeing used, this presentation explains how to integrateMOOCs, direct instruction, and mobile learning – all online.Next, we explore recent and ongoing research fromCalifornia and elsewhere to see why the new techniquescontribute to student success. Finally, we offer ways to linkimplementation and research to reinforce evidence-basedschool decision-making processes and demonstrate theequivalence of online and face-to-face programs. Thepresenter is an instructor and researcher with a decade ofexperience implementing and verifying the effectiveness ofonline learning technologies.
  36. 36. EduStream - Learn how toUpload, Share and Caption Your ownVideosOsman Parada and Andrew ChangExplore San Bernardino Community College District’s digitalrepository EduStream and learn how online, hybrid and face -to-face courses can benefit from and be enriched byincorporating ADA (508)-compliant media-rich content. Thisdatabase includes over 7500 video segments and interactiveactivities that can be utilized by faculty and course developersfor student enrichment.
  37. 37. Getting To Know FACCCEvan HawkinsNow in its 60th year, FACCC has provided focusedrepresentation for the community college faculty topromote funding, academic freedom, and retirementbenefits. With members at all 112 campuses acrossCalifornia, FACCC continues to strengthen the position offaculty in the State Capitol, the State Chancellor’sOffice, and the State Teachers’ Retirement System. Comelearn about what FACCC membership can mean for youand dont miss our special incentives for joining during theconference.
  38. 38. Strategies for Teaching a SuccessfulOnline CourseManjit KaurRetention is one of the biggest issues faced by onlinecourses. This presentation will discuss how conductingperiodic course surveys can help understand the majorissues that lead to dropouts, and how instructors can assiststudents successfully complete the course. Instructors andcourse developers need to recognize the challenges thatlead to dropouts. Some of the related concerns are lack ofstudent-to-student interaction, poor teacher-studentinteraction, delayed feedback, excessive use oftechnology, ambiguity, and rigidity. Periodic course andassignment surveys can assist with these issues. Knowingthe students’ point-of-view can help create a conducivelearning atmosphere for the students.
  39. 39. The Perfect Storm - Developmental MassOpen Online Class-Creation and Launch!Ted Blake and Patricia JamesMt. San Jacinto College received a Gates Grant todevelop a basic skills English writing course, whichlaunched in May of 2013. Come hear about ourexperience and discuss the possibilities and futuredevelopment of free and open content with us! Theprocess of applying to the GatesFoundation, development and offering our"Crafting an Effective Writer" course will beshared, along with access to our materials. Leaveknowing how to use our project within your own DEand Basic Skills programs.
  40. 40. Designing Successful Faculty Trainingfor Online TeachingRolando ReginoRecent studies have shown the continual increase in thenumber of online course offerings year by year withinhigher education, including the recent introduction ofMOOCs. While technology has influenced the way inwhich education to adults is being delivered, how toteach within a Web-based format also requires a newparadigm shift in the pedagogy (or andragogy) of theteacher. This workshop will discuss the basic learningtheories which underlie current best practices andmethods of online teaching with examples, showing whyand how you should use them in order to develop asuccessful faculty training program.
  41. 41. Learn and EarnDr. Cynthia AlexanderLearn how to integrate today’s technology into yourteaching and earn college credit for possible salaryadvancement at the same time. The Cerritos CollegeEducational Technology program offers numerous onlinecollege credit courses covering the integration of mobiletechnology, creating problem-based learningprojects, creating virtual curriculum, grantwriting, creating educational media, and integratingMicrosoft Office products into your teaching. Additionaltopics such as copyright and fair use and accessibility arecovered in many of the courses. Coming soon! A newcourse in learning analytics!
  42. 42. Simple Ways to Reach More StudentsLaura PaciorekConsidering ways to reach all students and insure theirlearning is an essential aspect of high-quality online teaching.This presentation will focus on low-threshold technology andis most suitable for novice online instructors who are startingto consider how to expand course content to include morevisual, interactive, and auditory components for content andstudent assignment submissions. Specific examples fromonline courses and student feedback received about thesedifferent components in online courses will be provided.
  43. 43. Windows Speech - Learn to DictateYour DocumentsDr. Marlene CvetkoDid you know that your can dictate rather than typedocuments? Have you wanted to use speech to create adocument? This workshop will introduce you to the WindowsSpeech recognition. You will train and create a documentusing the built in Windows 7 Speech recognition feature andlearn tips to create documents using voice commands.
  44. 44. iPad? Yes iCan - Effective iPadIntegration in a College CourseMauricio CadavidThis session will provide participants with ideas andstrategies to successfully implement the iPad in theirclass setting as well as integrate interactive and engagingactivities in their lesson. Participants will learn basic iPadnavigation shortcuts, and will be presented with anarray of applications that will surely enhance theirinstruction.
  45. 45. Web Enabled SLO Assessment ToolCristian Racataian and Mark LehrThe proposed Web tool is meant to provide a consistentand unified reporting for SLO assessment. Closing the loopfor SLO create-analyze-modify, the Web tool is ideal forgathering data supporting the analysis based on uniformreporting across multiple sections and/or terms. Bothstudents and instructors can supply data for a moreinclusive assessment. The assessment data is gathered suchthat it cannot be used for instructor and/or studentevaluation: it measures strictly the SLO. Different levels ofauthentication provide for security and privacy betweenstudents, instructors, and departments. The tool iscurrently being evaluated at RCC.
  46. 46. A Hybrid Course Emphasizing CriticalThinking, Lifelong Learning, and ActiveParticipationRobert KelleyHaving recently attended a critical thinking conference (shout-out to, I restructured aPsychology hybrid course (12.5% occurs online) to furtheremphasize critical thinking, writing, peer review, studentpanels, lifelong learning, group activities, resources forlearning-on-the-go (i.e., along the lines of a flipped classroom)and broad student participation - with the help of onlinetechnologies (e.g., Google forms, presentations, & documents;and Crocodoc, Diigo, Moodle, etc.). Come get ideas for yourweb-enhanced, hybrid, and online courses - and join ourworkshop discussion.
  47. 47. Create Your Own Free DigitalTextbooks for All Your ClassesDr. Robert KnightMyMathText is a fully integrated digital textbook composed ofa Learning Management System (LMS) and CollaborativeAuthoring Tool (CAT) which is completely compatible withOpen Educational Resources (OER) available for FREE on theweb. MyMathText is completely FREE to teachers and studentsusing it. MyMathText utilizes the Socratic method of teachingby guiding the student through the course with a series ofhomework questions which come complete with learning aidscreated by the teacher for each particular question. These “realtime” learning aids may be videos produced by the teacher orothers, You Tube videos, and/or pages from OER textbooksand/or OER websites.
  48. 48. How to Use Google Documents forStudent CollaborationT. L. BrinkHaving students submit their term projects on Googledocuments has several advantages: mentoring the write up atmany stages of development, team projects involving severalstudents, peer review and rewrites. This presentation will showhow to maximize benefit and minimize instructor work. Freelearning resources will be distributed.
  49. 49. Regular and Substantive Contact: EasyIdeas for Online InstructorsMargie WhiteRegular and substantive contact is one of the hot topicsin distance education. Not only is it good practice, butits required by Federal Financial Aid Regulations. Learnways you can implement these requirements in youronline classroom, and also create the most effectivelearning environment for your students.
  50. 50. Design Educational and Training Videos forClass and Online - Camtasia & YouTubeDan DavisDo you have an area of expertise that you would like tocapture as a video, for use in class or to publish to the web?Or perhaps you want to make a training video showing staffhow to use new features on Blackboard, etc.? Curious howthe Khan Academy makes its short films? We will show youthat all of the above is much easier, and cheaper than youthink. You will be walked through some introductory basicson video recording and editing with Camtasia, use of digitalwriting tablets, and creating your own YouTube channel topublish your videos for free (and maybe even make somemoney). An example of what you can create, made by theworkshop instructor, will be videos
  51. 51. Just the Basics- How Managing your ClassWell is Essential Even in CyberspaceDr. Penny Pence SmithGood management of all class elements is especiallyimportant in on-line learning, eliminates ambiguity for thestudents and allows the instructor to focus on connectingwith the class members. That means, advanced coursepreparation, consistent and planned student engagementduring assignments, weekly maintenance and correction ofsystems, review and monitoring of grades and submissionsand follow-up for every activity or assignment.
  52. 52. How to Create Criterion-ReferencedTests and InstrumentsHeather Rideaux-HenryAssessment is an integral part of instruction because itdetermines whether or not educational goals have been met.Assessment affects decisions aboutgrades, placement, advancement, instructionalneeds, curriculum, and, in some cases, funding. Criterion-reference tests provide a way to assess learners on how wellthe knowledge gained has transferred into a real-world context.During this session, you will be introduced to commoncriterion-reference tests methods, instruments, theircharacteristics, when they should be applied, and the basicrules and principles that guide the development of each formof assessment.
  53. 53. Overcoming Challenges to AssessingLearning in Massive Open Online CoursesDavid DutraIn light of Massive Open Online Course (MOOC) providersmoving towards accreditation, it is clear that securelyassessing their students’ learning will be crucial to theirsuccess. Given the scope of MOOCs, several challenges toassessing students effectively and securely have becomeapparent. MOOCs offer unprecedented access to learnersworldwide and are being adopted by many institutions.Educators express concern about whether such a large anddispersed student population can be effectively assessed forlearning outcomes. This presentation will outline methodsthat have been proven in distance education and can beeffectively implemented with MOOCs.
  54. 54. Technology in the Classroom-the NewParadigmRobert Blanck and David E. Balch, PhD.Students entering college have an expectation to not onlyincrease their access to technology, leverage the World WideWeb as a means to access information and each other, to workon solving problems that “matter,” and to do so in collaborativeteams. This presentation discusses the results and implicationsof the collected data. The respondents (students and faculty)were asked to respond to two-dimensional answers to eachquestion; the choice to agree or disagree and at the same timeto rate the level of importance of the question as high or low.
  55. 55. Adventures in Social Media andLanguage LearningDeborah LemonSocial Media provides a dynamic, fluid environment forgroup interaction. Professor Lemon demonstrates howteaching online and hybrid Spanish language courses usingsocial media for the past three years has made the classesmore interactive and spontaneously communicative, thusincreasing success and retention rates. Actual classes willbe examined, exploring their structure and features(including security), with examples of activities andinteraction.
  56. 56. Does a Face Make a Difference? ComparingSynchronous Online Education with Other Instructional Methods at CaliforniaCommunity Colleges and the Impact on Student Retention RatesClaudia TornsauferThe main focus of this study was to investigate whether there is adifference in mean institutional retention rates among Californiacommunity college students by the following institutionalcharacteristics: 1) instructional method (on-campus, asynchronousand synchronous online courses); 2) ethnicity; gender; and agegroups. The study’s findings on student outcomes will shed light onthe impact of increased online student-teacher, student-studentand student-content interaction in synchronous online coursesand how it compares to the interaction on on-campus andasynchronous courses.
  57. 57. Fun and Engaging Technologies for theOnline or Hybrid ClassroomKimberly Vincent-Layton and Margaret ArroyoJoin this session to explore some free, innovativetechnologies that support students’ learning. We willdemonstrate how the technology is being used in acourse, show how to set it up, and provide time forparticipants to take a test drive of the tools. Forexample, we will look at Piazza as a tool that movesbeyond the traditional discussion forum and opens up awhole new collaborative world. Added benefit - bring your“list” of great technology tools to share with the group!Technology types include: community bulletinboards, Q&A platform, social networking, and wikis.
  58. 58. Mentoring/Coaching Program for OnlineInstructional Design and Facilitation SMEsDr. Carla LaneOnline faculty development has become too complicated tocover even the basics in short training courses. Traditionaltraining courses no longer meet the needs of SMEs who mustproduce media rich courses that create self-directed learnersin a facilitated environment. Clearly, there are too manytopics from course development, instructionaldesign, technology selection, media production, LMSposting, to facilitation. This new coaching/mentoringprogram was developed and successfully used for 70 coursesin less than 9 months. The method surmounted the obstaclesfor new SMEs effectively and efficiently and will guide theaudience in doing this at their institutions.
  59. 59. Quality Captioning…It’s Easier than YouThink!Dr. Lucinda Aborn and Cynthia AlexanderWe know that the law says we must add captioning to ourvideos, but there are other reasons for doing so. Thepresenters will discuss why and how to create qualitycaptioning. Information provided will include thefoundations of good captioning and who benefits fromcaptioning. A practice step-by-step demonstration will showjust how easy it is to add captions to your videos
  60. 60. Recruiting, Training, Maintaining, andRetaining Online Adjunct InstructorsDr. Henry Roehrich and Dr. Michael EskeyThe development of online adjunct instructors requires aprofessional adult learning approach that incorporates afacilitation training program, mentoring process and instructorinformational resources. The presentation will outline and discusshow this process can be effective and tailored to the needs ofinstitutions in higher education. This will include the requiredonline adjunct recruiting process, required training, onlineresources, professional development opportunities, the formal /informal mentoring process, required and optional refreshertraining. Additionally, there will be a discussion of online adjunctand online student perceptions of instructional needs andrequirements.
  61. 61. Responding to Difficult or Distressed Online Students:Mental Health Assessment and ReferralsKen EinhausOnline students face the full range of mental health issues allstudents face, yet assessing these needs and makingappropriate referrals can be complicated by virtualenvironments. Some issues elicit concern as they impedeindividual academic success, while others elicit alarm as theydisrupt classroom function. How can teachers respondsynchronously and asynchronously? How might the mentalhealth support needs of online students differ from those ofstudents in traditional classrooms? As online teaching gainsprominence among rural, international, disabled and othergroups of students, these questions will grow in salience andinterest.
  62. 62. Riding the Wave of a DevelopmentalReading Hybrid PlatformCelia Cruz-JohnsonPresentation focuses on the successful hybrid developmentalreading course with basic skills students two levels belowfreshman composition. The hybrid course meets once a week inthe class and once online and focuses on the theme “BecomingCitizens in an Interlocking World.” The exciting course contentcreates a synergy of ideas through which students are motivatedto discuss, read, and reflect. The instructor will show howcurrent themes and will discuss the creating of this innovativehybrid seven years ago, how it has evolved, and research datacollected reflected students’ success and perceptions of thehybrid experience.
  63. 63. The Importance of the Application ofCritical Thinking in the Online ClassroomMichael EskeyPresentation will address teaching critical thinking skillsto our online students. Research indicates that academicsand students have differing perceptions of what happensin university classrooms, particularly in regard to higherorder thinking, in particular, critical thinking. Highereducation is challenged with encouraging students topursue higher-order thinking and often fall shortaccording to industry standards. The current researchthat will be discussed is directed at responses from full-time and adjunct faculty teaching either face-to-face oronline mainly in the disciplines of criminal justice andpolitical science to assess their views and application ofteaching critical skills. The findings are applicable to alldisciplines and emphasize the importance of specificinstructor training to apply to the classroom in this area.
  64. 64. The Tide -- It is A-Changing!Jean RedfearnHow do you engage your students in the onlineclassroom? They Twitter, they chat, they IM, and thelist goes on and on for outside of the classroom. Sohow can we keep them focused in the classroomand, more importantly, excited to keep attendingclass? Tips to share and use when you return!
  65. 65. Using Concept Mapping to EnhanceLearning in an Online ClassroomBetsy Bannier and Johnnie BannierIn this session, connections between concept mappingexercises and student progress toward course learningobjectives in online classes will be discussed.Quantitatively, we will examine correlations between finalexam scores and concept mapping variables including thenumber of concepts identified by students, the number ofconnections established, and time elapsed betweencompleting the mapping assignment and completing the finalexam. Qualitatively, student feedback related to the conceptmapping assignment will be discussed.
  66. 66. Yo Ho The Blackboard Life For MeEric WilsonDo you have questions on using Blackboard tools? Do you needhelp with Grade Center? Come to this open lab and opendiscussion for fun way of learning or getting help on usingBlackboard. Bring questions and ideas and let’s share.