2015 Sessions

 Schedule at a Glance

Thursday, 10/22
7:30 AM 8:30 AM Registration & Breakfast (on your own)
8:30 AM 9:30 AM Breakout #1 (60 min)
9:45 AM 10:30 AM Birds of a Feather
10:45 AM 11:45 AM Breakout #2 (60 min)
11:45 AM 1:45 PM Lunch, Welcome, Keynote Address
2:00 PM 3:00 PM Breakout #3 (60 min)
3:15 PM 4:15 PM Breakout #4 (60 min)
4:30 PM 6:30 PM Reception
Friday, 10/23
7:30 AM 8:00 AM Registration
8:00 AM 9:45 AM Breakfast, Lightning Rounds, & Cable Green
9:45 AM 10:00 AM About NWeLearn
10:15 AM 11:15 PM Breakout #5 (60 min)
11:30 AM 12:30 PM Breakout #6 (60 min)
12:30 PM 1:45 PM Lunch & Keynote
2:00 PM 3:00 PM Breakout #7 (60 min)
3:15 PM 4::00 PM Keynotes Joint Session/Closing

Conference Sessions

Title

Abstract

Presenter(s)

Time in the Federated Wiki: Portfolio Potential From The Happenings What would a student’s portfolio look like if you combined principles of collaborative research and open education resources? What if there was a way to create a portfolio of student artifacts outside of a learning management system? What if students could create a cross-disciplinary portfolio that they could take with them once they graduate? This is not a list of Big Questions about the future of online education: this is the potential of the federated wiki. Alyson Indrunas
Middlebury College
What The Adjunct Can Afford: Free Professional Learning Using a Personal Learning Networks (PLNs) As a part-time faculty member, do you feel a bit left out of the professional development loop? Are you in a leadership position at your institution and you’re looking for creative solutions to support your adjuncts? Despite being the lions’ share of the faculty labor force, adjuncts receive little, if any, professional development. It’s time you take matters into your own hands! Learn how to create your own Personal Learning Network (PLN) filled with people and resources that will expand your professional horizons to leaders in your field, resources you can immediately put to use with your students and colleagues, and a renewed sense of engagement with like-minded colleagues across the state and around the world. Alyson Indrunas
Middlebury College

Lisa Chamberlin
Walla Walla Community College
Enterprise Surveys for End of Course Evaluations: Increasing Returns and Reducing Frustrations CityU’s end of course evaluations have historically suffered from low response rates and inconsistent availability to students. Results of EOCE’s were also difficult to share in real-time with instructors and administrative decision makers. Presenters will take you through CityU’s process of researching, piloting, and adopting the Enterprise Survey Tool in Blackboard for our End of Course Evaluations, which improved our return rates by over 50%. Along the way we’ll answer questions such as how do enterprise surveys work? What do they look like? What are some common problems and FAQ’s? How can we troubleshoot them? Can we use this tool university wide with so many different end dates of courses? Is there a way to automate this process? How can we increase our response rates? Whitney Boswell
Erin Noseworthy
City University of Seattle
Using Canvas to Conduct Online Science Labs The Canvas quiz feature can be used to guide online students through a hands-on experiment at home. With some video guidance and the built-in feedback offered through the Canvas quiz environment, students stay on track and get the hands-on lab experience they need. Stephanie Diemel
Shoreline Community College
The Dynamic Duo: When Faculty and IDs Design! The Quality Matters (QM) Rubric provides a useful framework for guiding online course design. Implementation of the rubric standards is maximized when faculty members work in conjunction with instructional designers (IDs) or similar personnel. In-house training for QM, accessibility, course customization, faculty buy-in, and quality assurance issues will be discussed from both a faculty and an instructional designer perspective. Ian Tippets
Angela Meek
Lewis-Clark State College
Code in a PreK-8 Classroom In this workshop we will discuss the relative merits of different coding instruction websites like Hopscotch, CodeHS, Scratch, Scratch Jr, code.org, and Khan Academy and how they will fit with your existing resources. You will use them to teach yourself the basics, and then leverage these programs to introduce children (as young as four) to the creative, collaborative world of computer programming. We will also strategize ways to use programming experience and interest to build a maker space to enable your students to explore and create with robotics, programmable electronics, sensors, and software, such as Arduino, Digital Sandbox, and Makey Makey. Liane Rae
Cathedral School
Team-Centered, Student-Organized Learning Environments Explore the use of student-proctored LMS communities to facilitate student-organized learning environments that create cross-sectional and cross-disciplinary learning opportunities. Mark Gaither
Lower Columbia College
Digital Badging and Micro-courses for Professional Development The Virtual Learning Center at the University of Portland is an innovative learning environment that enables participants to earn badges for their efforts and receive a record of achievement. The VLC is built with open source tools WordPress and Credly. Lessons are designed to take approximately 45 minutes to complete and can be combined in a series to denote a higher level of learning for badge earners. Many departments and organizations on campus create learning series’ in the VLC environment to provide training, orientation, and development opportunities.

This presentation will cover the architecture of the Virtual Learning Center, the design and format of micro-courses, and a start-to-finish look at building a VLC environment from scratch.

Sam Williams
Maria Erb
Ben Kahn
University of Portland
Teach ‘Em to Fish: Creating an online instructor resource course for faculty self-training Recognizing an ongoing need for faculty training on existing and new technologies, we decided to create an online one-stop shop for instructor resources that includes all learning technologies available on campus. Our biggest priority was to create a space that empowered instructors to easily teach themselves in a collaborative, interactive environment, while showcasing available campus-wide technologies. In this discussion, we will talk about our final product, design process and the plan for gaining faculty buy-in and feedback. Delayna Breckon
Chad Schone
Central Washington University
Leveraging LMS Assessment Tools in a Comprehensive Approach to Student Outcome Assessment CityU has developed a method for learning outcome assessment, which leverages existing faculty processes and teaching technologies to collect data on student learning at the introductory, practicing, and mastery level. By working with existing processes and technologies the institution has seen rapid adoption of learning outcome assessment activities as well as institutional learning and improvement from the resulting data. Erin Noseworthy
Whitney Boswell
City University of Seattle
If You Can be Replaced by an LMS or a Robot, You Should Be Consider these tough questions: What would happen if you stopped logging into your online course? Would students really notice? Would the quizzes still grade themselves? Would the discussion still get one response and two I agrees? In other words, would the completion rates be the same whether you logged in 30 times or three? It’s time to take your online class by the modules and learn how to make sure your presence is not only noticed by your students, but is vital to student engagement and success in your online courses. Lisa Chamberlin
Walla Walla Community College
The Productivity Paradox Presenters share 20 technology tools along with tips and best practices for increasing productivity while minimizing cognitive overload and expense. The twenty tools and tips will form a foundation for an interactive discussion where audience members speak, tweet, and share their own solutions to the #productivityparadox. Elayne Kuletz
Gregory Zobel
Western Oregon University
eLearning Super Heroes Tweet Conferences: Learn How To Earn Your Cape Twitter is a great way to create your personal learning network (PLN). With Twitter you can connect with others, take notes, share resources, and build an archive of a conference. Come to this hands-on session where you will learn how to sign up for an account, how to follow interesting eLearning leaders, how to understand those hashtags, and get more from NWeLearn this year! Lisa Chamberlin
Walla Walla Community CollegeAlyson Indrunas
Middlebury College
E-Learning Accessibility: What Does an Instructor Need to Know? Learn what actions instructors in online courses can take to ensure that their courses are welcoming to, accessible to and usable by all students, including those who have disabilities, who wish to engage in online learning offerings. Sheryl Burgstahler
University of Washington
The many faces of social presence: How context and power shapes experiences of presence in the online classroom Social presence is a critical aspect of effective online courses. Research has shown social presence is related to student satisfaction, developing communities of learners, and even perceived learning. Too often though educators over simplify social presence. In practice, a host of factors influence perceptions of social presence. In this session, we will share some of these factors and engage the audience in a discussion on ways to successfully integrate social presence in the online classroom. Colin Stapp
Chemeketa Community CollegePatrick Lowenthal
Boise State University
Reframing Classroom Observations as an Opportunity for Personalized Professional Development Increased demands for accountability require colleges to regularly evaluate instructors to ensure they are supporting student success in the classroom. Despite a growing need, there has been limited development of integrated, electronic processes that support instructors and engage them in the faculty evaluation process. This workshop demonstrates how Edmonds Community College is using CANVAS to reframe the evaluation process as a professional development opportunity that better supports the needs of individual faculty. Carey Schroyer
Edmonds Community College
Using Intstagram Across Culture and Country to Promote Ecoliteracy and Multimodal Composition Skills The Multimodal Ecoliteracy Composition Archive Project (MECAP) is a collaboration between instructors in the English Department at Chemeketa Community College in Salem, Oregon, the Communications Department at Truman College in Chicago, and industry professionals and visual artists from the Chicago Green Weddings Alliance. The goal of the project is to bridge the sustainability education and workforce gap and to foster technological, visual, and ecoliteracy in community college writing students across cultural and geographical divides. Kevin Smith
Chemeketa Community College
Accessibility 911! Are you overwhelmed at the idea of making your online course content accessible? Are you having trouble knowing where to begin and deciding what is important? Join us for this session to help ease your fears and get you started on the path to accessible online content. Please bring a device so you can work on your own content. Amy Rovner
Shoreline Community College
Creating Cross-Disciplinary Dialogue about Developing Online and Blended Courses in Faculty Development Workshops In this presentation, participants will be introduced to Western Washington University’s faculty development workshops, specifically the “Blended/Online Course Development and Design Workshop,” and learn how the facilitators and participants create a learning community by bringing together faculty from various disciplines to discuss and analyze critical issues in online and blended course development and design. Participants will share their ideas related to faculty development and engage in dialogue with professionals from across institutions. Andrew Blick
Justina Brown
Western Washington University
The Sounds of Grading Ditch the red pens, and press the red button: record! That’s right. It’s a faster, more personal, incredibly qualitative method for grading, and students like it. So, you don’t like the sound of your own voice? You’ll get used to it once you hear your students say how much it means to them to hear the care, concern, and compassion in your voice as you grade their work. (Just press pause when you’re feeling frustrated). I’ll share strategies, trial and error experiences, some other voice recorded things I’ve captured, and how my students have responded to the sounds of grading. Amber Lemiere
Lower Columbia College
Hacker Librarian meets Curious Faculty: Building Workflows in a Multi-discipline Open Education Project Workflows are necessary to account for the time and energy it takes for faculty to adopt and integrate open textbooks. This presentation demonstrates a librarian’s work to hack around connectivity issues, student familiarity with technology, and build workflows that support faculty through the process of adopting open educational resources at a rural community college. Presentation will showcase four projects: Art Appreciation/History; Non-western World Literature; Pre-calculus; and Transitional Mathematics. Leah Hannaford
Centralia College
Gamifying Canvas: How to engage Gen Z online students with gamified instructional design What if our online courses were unfolding stories and the students were active participants in those stories? By using best design practices through the lens of gamification, our courses can engage a student’s interests in gaming and promote the “flow” of gamified learning. We will go through various design options that can be used in Canvas to gamify any course. Jeff Iannone
Everett Community College
Accessibility Standards in Course Design In this session we will explore an actual course with examples of alternative formats that meet accessibility standards. We’ll also discuss Chemeketa’s collaborative institutional approach to achieving web accessibility. Sage Freeman
Teresa Prange
Chemeketa Community College
Microsoft Office is Accessible! Do you or your students need to use screen readers? Is the keyboard difficult to use? Can’t use the mouse? Learn how to create fully accessible files in Microsoft Office so that documents, spreadsheets, and presentations can be seen, heard, and used easily. We’ll cover accessibility checker, keyboard shortcuts, customizing the Ribbon, adding alt text to pictures, styles, tables, and other great tips. Debra Padden
Shannon Hight
Tacoma Community College
Culturally Responsive Technology and Teaching Highline boasts the most diverse student population in Washington, with over 70% students of color and 100 languages spoken on campus. We know from our work and research that students from different cultures experience college in very different ways. Highline’s Culturally Responsive Educators initiative is helping instructors create more effective curriculum. This presentation will explore some of our efforts to teach with technology in a culturally responsive way. Marc Lentini
Highline CollegeAmy Rovner
Shoreline Community College
Introduction to Federated Wiki Workshop Last year Mike Caulfield said he’d never attempt teaching a federated wiki workshop on conference wi-fi. It’s hard to say what has changed, but this year he’s giving it a go. A soup-to-nuts presentation of how to get started in fedwiki and what to do once you’re there. Bring a laptop and an open mind. Michael Caulfield
Washington State University
Collecting Fragments: New Narrative Forms and Interdisciplinary Teaching Approaches The synthesis of an interdisciplinary teaching approach and advancing technology allows teachers to access narrative forms that students engage in their daily lives and these new forms can supplement traditional learning materials (like books) to enhance student interest in and understanding of reading and writing. Teaching students to read symbols, space, and modern forms modernizes the communication classroom and allows students to draw immediate connections between their learning and their understanding of the world. Katherine Olson
University of Phoenix
More Than a Bandage: K-12 Health & Science Information Resources for Librarians, Teachers, Staff, Students & Parents This session will introduce the free and authoritative resources for K-12 professionals as provided by the National Library of Medicine (NLM). These resources provide information on public health for administration, health information for the school nurse, science curricula information for teachers, science homework for students and parents. Become aware of the various NLM science resources to incorporate in your school’s curriculum and the health resources to keep your school community a healthy one. Carolyn Martin
National Network of Libraries of Medicine Pacific Northwest Region (NN/LM PNR)
Providing Streaming Video for Online Students with Challenges and Solutions Roundtable attendees will join a discussion about how educational institutions are providing access to streaming video. Topics could include interpretations of copyright law, vendor agreements, technical access issues, and end-user expectations (faculty and students). Participants will leave with ideas for solutions for making streaming video accessible to online students and faculty. This session will be led by librarians, and will be of interest to other librarians, discipline faculty, and e-learning specialists. Laurie Shuster
Rachel Goon
Pierce College
Size Just Doesn’t Matter: Micro-level Strategies that Have a Big Impact Traditional faculty development models often focus on broad impacts: how many people you reached, how many sessions you taught, how many people are using the LMS, etc. Successful micro-level strategies can often provide useful skills and engage faculty in more meaningful ways. We’ll present strategies we used to help faculty improve their use of technology both in the classroom and personally. Deborah Moore
Highline College
Putting Your Money Where Your Mouth Is: Supporting Faculty Innovation in Ed Tech A campus Tech Hub is staffed to support instructional technology use, but we also want to encourage autonomous faculty innovation. To meet this challenge, a mini-grant program was developed to fund exploration of innovative technologies and the implementation of those technologies. The program is funded by Distance Education, and designed and driven by faculty. Grant funds cover time and/or materials. Though grant amounts are small, some projects have been the catalyst for campus-wide change. Beth Hale
Annie Shaw
Mark Rediske
Kellie Shellenberg
Chemeketa Community College
Captioning Workflows, version 0.5a Captioning instructional videos yields great benefits, and not just for students with hearing loss. However, it’s challenging to implement. Self-captioning is time-consuming; automatic captioning services are funky chicken gluten quality. Outsourcing is fast and high quality, but costly._x000D_
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Two colleges will describe their current strategies for captioning, sharing the mix of plans, collaborations and contracts, war stories, quirks, and outright hacks that represent their current approach to meeting this vital student need.
Marc Lentini
Highline CollegeAmy Rovner
Shoreline Community College
This is how we video it: Creating, finding, and implementing videos in f2f, online, and hybrid classes Do you use videos in your online, hybrid, or f2f classes? Do you make your own videos? Do you use videos that others make? Don’t use or make videos but interested in learning from others? Let’s discuss what’s out there, what we’re using to create or find videos, and how we’re using videos. We’ll learn from each other in this Roundtable Discussion. No experience required. Kim Read
Concordia University Portland
OER and Information Access: Breaking Barriers and Engaging Students in the Information Conversation Every barrier broken in an e-learning environment increases the chance to engage students and better meet their educational needs. By building an online English composition course using OER and challenging students to think about information ownership, use, and access, I aim to reduce student costs, incite creativity, and encourage analysis as they use, adapt, enhance, and share open-source texts. This presentation details the process of selecting appropriate “free” texts and building engaging assignments around them. Cayce Van Horn
Auburn University Libraries
Pwning Pedagogy: Digital Teaching in a Digital Age This session will utilize a modified TPACK (technological, pedagogical content knowledge) framework as an opportunity for faculty at all technological comfort levels to further engage the digital within their classrooms. Technology in teaching is too often sold as a What or a How; Seattle Pacific University has shifted the conversation to a Why and When, providing faculty the onus of control. Grounding professional development in theory, we will explore methods and pedagogies based on the needs of the subject rather than the available gizmos. Rolin Moe
Seattle Pacific University
Engaging Students in Getting Help Including activities during the course orientation that connect students to the campus resources can help support their success. Learn what’s being done, share what you’re doing and brainstorm other ways to connect online students to feeling part of the greater campus community. GwenEllyn Anderson
Chemeketa Community College
A unique story of Canvas adoption inspired by OER Creation Traditional publishers offered to purchase Darlene Rompogren’s Grammar resources. Instead, she generously decided to release the educational materials with a Creative Commons license. She’ll share her story of adopting Canvas in phases to distribute the materials to her students. Christopher Soran will explain the pathway created to sustainably promote OER. Christie Fierro will share additional insight into Darlene’s inspirational journey, the efforts to edit for accessibility, and how to find the resources in Canvas Commons. Darlene Rompogren
Christie Fierro
Tacoma Community College
You’ve got a friend in me: collaborating to bring library resources into the online classroom Our library has a close working relationship with the lower-division writing courses on campus, and an in-person library workshop is required of ever section taught during the school year. During the summer, this course if offered online, and many of our students are unable to come into the library for a traditional workshop. So, working with the course coordinator, we’ve created a series of information literacy modules that can be imported into the online section. Mary-Michelle Moore
University of California, Irvine
OER/CC /Subject TBA TBA Cable Green
Creative Commons
Flipping the Classroom on a Budget Participants will come away with an overview of the flipped classroom philosophy that can be implemented in a way that fits their own style, content area, and teaching philosophy. In addition, they will participate in activities and see examples of out-of-class lectures, assignments,and quizzes that have been created with everyday programs and tools. The focus will be on creating materials on a limited budget. Our objective is to stimulate thinking, ideas, and methodologies that can be adapted to participants’ particular goals. Elizabeth Pearce
Richard Gibbs
Linn-Benton Community College
Go Paperless In Your eLearning We deliver and facilitate learning with all sorts of nifty digital tools, but often resort to paper handouts, assignment submissions, etc. How about we go 100%? What are the advantages and disadvantages? Paul Tannahill
Linn-Benton Community College
Using Student Video for Performance-Based Assessment This session will show examples of how Patrick McEachern, Instructional Designer at the Community Colleges of Spokane, works with faculty to create performance-based assessments in the online and hybrid classroom. Specifically, Patrick will demonstrate projects he has worked on with CCS faculty that include student-created videos for assessment of course outcomes. Patrick welcomes open dialogue about best practices for assessment in online modalities. Patrick McEachern
Community Colleges of Spokane

 

Sponsor Presentations

Title

Abstract

Presenter(s)

TurnItIn

Revolutionizing the Experience of Writing to Learn: Turnitin

Turnitin not only reduces unoriginal writing (by 39% on average), but it provides instructors with leading-edge tools that empower learners to improve their writing and critical thinking skills and that enable instructors to provide engaging and detailed feedback. How equipped is your institution for fostering writing and critical thinking skills? Are instructors engaging students with effective feedback that promotes better outcomes? If you are already using Turnitin, are your instructors using your investment to its fullest potential?

Hear how instructors are using Turnitin to streamline their workflow, improve student learning, and enrich their assessments using drag-and-drop and voice comments, rubrics that link to instructor feedback, and class stats to track learners’ progress.

Tony Russell
Central Oregon Community College
ProctorU

Online Proctoring and FERPA: Safeguarding Student Data and Privacy

This presentation outlines the importance of FERPA guidelines with respect to contractor obligations to protect Personally Identifiable Information (PII) and academic records in online proctoring. Dave Dutra, Partnership Representative
ProctorU
Respondus

LockDown Browser & Respondus Monitor: Protect the Integrity of Online Exams

This session discusses key challenges with online testing and presents a cost-effective way to deter cheating during online exams. Learn how LockDown Browser prevents printing, copying, and access to other applications during proctored examinations. Then see how Respondus Monitor’s webcam and video technology protects the integrity of online exams in non-proctored settings. We’ll also share best practices from several of the 900 institutions that use these applications. Steve Furusho, Senior Account Manager Respondus
Lumen Learning


Extreme Course Makeover

Bring us your course, but leave the textbook at home! Begin the process during this session of redesigning a general education course using open educational resources (OER) to replace expensive commercial textbooks. Imagine every student having access to course materials from the first day of class! Participants leave with a new mindset about how easy it is to use high-quality OER. Bring a computer to the session for the full hands-on experience using your course’s learning outcomes, leave with a plan to implement OER into your course. Kim Thanos, CEO
Lumen LearningAlyson Indrunas
Middlebury College
Schoology

The Evolving LMS Paradigm: Moving from the Course Management System Model to the Education Cloud.  What? Why? How?

Which is more effective? Maintaining a growing infrastructure of increasingly disparate solutions or managing a single digital environment where all your tools work together as a whole?

Join us for this highly informative session where we’ll discuss how the Education Cloud is allowing institutions like yours to:

  • Choose all-inclusive solutions that eliminate fractured technology environments
  • Identify and cut the hidden costs of managing multiple systems
  • Use a common digital environment to align student, faculty, and administrative goals
  • Cleverly implement the SMAC stack model: social, mobile, analytics, and cloud
  • Drive student and faculty adoption of learning technologies
Robert Tousignant, Senior Director
Schoology Higher Education
Instructure

Customizing Canvas: Adapting your LMS to Fit the Unique Needs of your Institution

Through its openness, customizability, and pedagogical flexibility, Canvas is built to grow with your institution. In this session we will showcase Lower Columbia College and Shoreline Community College and how they have adapted Canvas to meet the unique needs of their institutions and to increase student success.

LCC thought it would be awesome to utilize Canvas for advising. Then they took it one step further and developed a windows app that will sort and assign hundreds of students based on their intent code to an available advisor with the push of a button.  Now students and advisors can easily identify and message each other through Canvas.

When faced with how to increase online student success and persistence rates, SCC looked to Canvas as a technology tool to help orient students on how to be successful online learners.  SCC created open and closed Canvas classrooms that integrate SmarterMeasure (a survey students take to help gauge their readiness for online learning); house interactive spaces to build community among online students; as well as connect students to wrap-around services, including e-advising, online coaching, and eLearning peer mentoring.

Eddie Sampson
Instructure
Ann Garnsey
Shoreline Community College
Erin Wilson
Shoreline Community College
Sarah Griffith
Lower Columbia College
Eli Hayes
Lower Columbia College
Shalaina Joiner
Lower Columbia College