2016 Sessions


Thursday, Oct 20

9:00 – 9:45 a.m. — Breakout #1 (60 Minutes)


Lose (Some) Control to Gain Engagement
Robin Bagent, Assistant Professor/Director Business Management and Entrepreneurship at College of Southern Idaho

In this session, levels of student autonomy are explored as a way to encourage engagement in a campus-based or online course. Examples presented will include a CTE math course that reduces standard workload to allow students to explore industry-related math elements, a business course that presents work in a “chunk” format requiring students to self-schedule tasks in a semi-limited timeline, a “buffet” style computer programming course that encourages students to pick and choose topics of choice (above the main course…of course). Additional examples will be included, and discussion will be encouraged by all participants.


Connecting with Faculty – Strategies that work
Jane Wilde, Instructional Designer/Instructor at Linfield College

This will be a 60 minute interactive session. The first 35 minutes will be delivered in a case study style: background, goals, challenges, first interventions, second and third iterations, conclusions. The remaining 25 minutes will be a discussion about the possible application of conclusions at participants’ institutions. We will use Google tools to coauthor “take-a-ways” and “unresolved questions.” Anyone who has their own device may contribute directly.


The Library is not just a brick and mortar building anymore! – Library Integration with the LMS
Patricia Fellows, Instructional Designer & Technologist at University of Oregon
Karen Matson, Instructional Designer & Technologist at University of Oregon
Katy Lenn, Interim Head, Research & Instructional Services & Education Librarian at University of Oregon

Integration of many different library resources in an LMS is critical when many courses are taught online, hybrid, and flipped, and students might be 1000’s of miles away from campus.  Come see how University of Oregon Canvas Support has partnered with the UO Libraries to integrate library resources.  Instructors and students have found having these resources integrated into Canvas provides a one-stop-learning-shop for students, and enables instructors to bring many fantastic resources into their course.


Developing & Hosting an Accessible Online Conference
Gregory Zobel, Assistant Professor of Educational Technology at Western Oregon University

The presentation covers technical aspects and challenges, the importance of networking and collaboration, and share a set of takeaways for people wanting to host an accessible online conference but are unsure of how to make it happen. The presenter is a faculty member who went from knowing nothing about hosting an online conference in November 2015 to organizing and hosting one in August 2016.


K-12 Contact Log: e-Learning Student Contact Reporting App
Rebecca Swindle, e-Learning Science Teacher at Sheridan AllPrep Academy

In compliance with ODE’s requirements for e-learning student attendance reports, K-12 e-learning teachers must maintain careful records of our student contacts. After attempting a variety of bookkeeping methods, including spreadsheets, tabbed binders, separate Google docs, as well as purchased apps, I decided to create my own simple app. During this session, you can make your own student contact app using Google Forms. All you need is a Google account!

10:00 – 11:00 a.m. — Birds of a Feather

Role Room
Faculty Hansbury
Instructional Designers Ferber
Librarians Wilder
Administrators Joplin/Seeger
K12 Sousa

11:15 – 12:15 p.m. — Breakout #2 (60 Minutes)

O’Neill/Williams Ballroom

Round Table: Conducting e-Learning Research
Katie Linder, Research Director, Ecampus at Oregon State University

In this round table discussion, the facilitator will share some possible benefits to and methods for conducting e-learning research. Participants will be able to explore IRB requirements, research methodologies, data collection methods, evaluation plans for research, and potential timelines for projects. Resources to support e-learning research, as well as ideas for publishing outcomes, will also be provided.


Stop Wasting Your Feedback and Get Students to Use It
GwenEllyn Anderson, Instructor at Chemeketa Community College

Is your feedback being trashed rather than recycled? Help students learn to compost your feedback and use it to nurture and sustain their learning goals. Let’s get dirty and dig into the most effective strategies to engage students in their own learning with feedback they can use, reuse and recycle in your course and beyond. You’ll reduce the amount of wasted feedback and create a usable product for students.


Digital Fluency Initiative and Faculty Development
Linda Samek, Provost at George Fox University
Robin Ashford, Senior Librarian at George Fox University
Anna Berardi, Professor of Marriage and Family Therapy at George Fox University
Gloria Doherty, Director of Education Technology and Hybrid Learning Programs at George Fox University

The ability of faculty to engage 21st Century students requires levels of digital fluency not always found in experienced faculty members.  George Fox University is using a model of faculty development that provides a summer boot camp followed by small group learning and one-on-one mentoring throughout the academic year.  This has been highly successful with the goal that each participant will recruit others to the initiative to extend the program eventually to the full faculty.


The Magic Trifecta – eLearning, Library, & Tutoring; Breaking Down Silos and Making the Most of the Learning Commons Model
Melinda Harbaugh, Associate Dean of Learning Resources at Lower Columbia College
Sarah Griffith, Director of eLearning at Lower Columbia College
Heidi Carmody, Tutoring Coordinator at Lower Columbia College

Learn how to make the most of the Learning Commons model as we share our ever-evolving journey down a path toward true collaboration. We will discuss our efforts to break down silos and work more efficiently with fewer resources. Discover ways to provide better service through the sharing of tools, knowledge, values, training, staff, and physical space.


Personalized Learning & Courseware: This Is Really Where It Gets Interesting
Alyson Indrunas, Director of Institutional Adoption at Lumen Learning

Will the robot in the sky take my job? What is mastery learning? Can OER help create the next innovative platform for online learning? In this session, we’ll tackle these questions with an interactive session. Come with questions and leave with resources to take back to your campus. Attendees interested in professional development, OER, and educational technology from beginner to expert are welcomed!


5 Pots of Gold–Success stories from the online halls of Baker Charter Schools
Staci  Brown, Teacher at Baker Charter Schools
Tim Chase, eLearning Design & Instruction at Baker Charter Schools

The Baker Charter School success story is really a collective of our students’ success stories.  We’ve identified 5 students’ stories to tell, and we will be sharing our “secrets” of how a blended/online school can meet the needs of kids in grades K-12.  You’ll see examples of student-teacher-parent communication strategies, apps/extensions, Google Sheets for progress monitoring, personalized education plans, and more.  Five rainbow stories, but applications enough for many pots of gold.

12:30 a.m. — 2:00 p.m. — Lunch, Keynote Address

O’Neill/Williams Ballroom

Creativity in Instructional Design
Shannon Riggs, Director of Ecampus Course Development and Training at Oregon State University

Instructional designers wear many hats in online education. In this interactive keynote, we’ll discuss the complex and multi-faceted role of the instructional designer, the role of creativity in the course development process, and the question of whether creativity is a “nice-to-have” or a “must have” in online education. We’ll also discuss some strategies for finding opportunities for instructional design collaborations, even in institutions where there may not be formal instructional design positions.

2:15 – 3:15 p.m. — Breakout #3 (60 Minutes)

O’Neill/Williams Ballroom

E-Learning Accessibility: What Does an Instructor Need to Know?
Sheryl Burgstahler, Affiliate Professor at University of Washington

Some online learning programs have faced legal challenges because of the inaccessibility of their courses to individuals with disabilities. But, what does it mean for a course to be “accessible”? What can be learned from legal challenges regarding e-learning accessibility. What are relevant laws? What are some strategies for making online courses compliant with legal mandates specifically, but also, more generally, welcoming to, accessible to and usable by all students, including those with disabilities, who wish to engage in online learning offerings,? This presentation will answer these questions, provide time for discussion, and provide useful resources for further exploration of the content presented.


Not Ready for College, but Ready for College Online: Using ELearning in Developmental Education
Jennifer Kepka, Instructor at Lane Community College and Linn Benton Community College

Many colleges and community colleges shy away from offering online courses below the 100-level based on inaccurate assumptions about developmental-level learners. Take a hands-on look at 10 applicable strategies for making online learning into the supportive, intensive, learner-centered environment that DevEd students need.


From collaboration to innovation: Learner-generated web-based web design
Erin Maloney, ESL Instructor at Oregon State University
Alexis Terrell  ESL Instructor at Oregon State University

While a variety of web 2.0 tools have been evaluated for use in higher education classrooms, few (if any) have explored the use of learner-generated website design. Now that many versions of web-based web design tools are free and user-friendly, requiring no knowledge of code, our goal is to introduce several web design tools to educators for the purpose of incorporating them into post-secondary curriculum, encouraging learners to go beyond collaboration to design and innovation. We hypothesize that if learners are trained to generate their own web content, they will exhibit better academic performance, higher levels of cross-curricular competencies, and positive perceptions of their learning experience.


Online Proctoring: Anything but one size fits all!
Jon Lacivita, Proctorio

Interested in delivering online tests, but worried that your students could just search for the answers or use a friend? Proctorio is the solution for you! Proctorio is an automated proctoring solution and flexible secure browser that can make you feel secure about your students taking online tests. Come learn how to add Proctorio to your tests and discover best practices for promoting academic honesty in your courses.


This is NOT Another Chicken Joke: Developing Creative Online Classrooms for High School Students
Kathy  Austin, Teacher/Mentor at Sheridan AllPrep Academy

This workshop teaches participants how to turn their online classrooms into dynamic learning experiences for students.  We’ll look at a variety of ways in which online teachers can go beyond just cutting and pasting face to face material for their virtual students.  Strategies for encouraging students to express their innate creativity and develop strong critical thinking skills all within the rubric of Common Core Curriculum Standards will be explored as well.

3:30 – 4:30 p.m. — Breakout #4 (60 Minutes)

O’Neill/Williams Ballroom

Round Table: No Textbook, No Problem…Well, Maybe a Few
Teresa Prange, Accounting Faculty at Chemeketa Community College

Take a journey with one instructor on her mission to develop an online course using only online resources…no textbook required.  You’ll travel through the highlights of this trip and discover the potholes and roadblocks along the way.


What data from 3 million learners can tell us about effective course design
John Whitmer, Learning Analytics and Research Director at Blackboard

What if we knew how students were ACTUALLY interacting with our digital course environments?  How can data from student behavior within online learning systems help us to increase student success rates?  The tremendous potential of learning analytics has been borne out by recent research, but most of this research has been limited to a single course or a small number of courses within a single institution.

What if we were able to look at course interaction data from millions of learners enrolled in thousands of courses from hundreds of institutions?

Researchers at Blackboard are doing just that.  In this presentation, Dr. John Whitmer will review some exciting new findings and implications from a large-scale analysis of LMS activity and grade data from across 927 institutions, 70,000 courses, and 3.3 million students.  The purpose of learning analytics is not only to understand learning and predict student performance, but also to improve educational outcomes more generally. Looking at “big” educational data has the great potential to inform teaching and learning practices regardless of institutional type, discipline, or teaching style. This webinar will speak to the promise (and potential pitfalls) of large-scale learning analytics research to promote student success.


Developing effective multimedia for online biology
Melanie Kroening, Instructional Design Specialist at Oregon State University
Mike Miller, Multimedia Developer at Oregon State University

Learn about the Oregon State University Ecampus Course Development and Training team and their recent development of an online biology series, where 3-D animation has effectively put a microscope in the hands of online students. An overview of the multimedia and processes used in developing online courses will be presented.


Limitless Education: Is Open Source an Option?
Tamara Mitchell, Assistant Director Career Success Center at Oregon State University / Arkansas State University Mountain Home / Western Oregon University
Alexis Terell, Undergraduate Pathway Associate Program Manager at  Oregon State University
Brian Daigle, Center for Academic Innovation at Western Oregon University
Craig Geffre, Division of International Programs at Oregon State University

Open Source tools are reducing barriers and encouraging innovation among higher education faculty, staff, and administrators. Engage with a panel of higher education professionals to learn about the latest trends in OS, discover useful software and content available for immediate use in classrooms and campuses, and participate in a discussion that will record your voice as part of the larger OS community online.


Are Your Students Ready for Online Learning?
Ann Garnsey-Harter, Executive Director of the Virtual Campus, eLearning, & Instructional Technology at Shoreline Community College
Judy  Penn Professor of Biology at Shoreline Community College

When faced with how to increase online student retention rates, Shoreline Community College (SCC) created open and closed Canvas sites that integrate SmarterMeasure, a survey students take to help them gauge their readiness for online learning.  The Canvas sites also connect students to wrap-around services, including dedicated academic advising, student success coaching, and peer mentoring.  The sites will be demonstrated, as well as ways faculty are integrating SmarterMeasure into their online classes.


Best Practices of an Award-Winning Professional Development Program for Online Instructors
Karen Watte, Assistant Director – Ecampus Course Development and Training at Oregon State University
Shannon Riggs, Director of Ecampus Course Development and Training at Oregon State University

Oregon State University Ecampus recently received the national OLC Award for Excellence in Faculty Development for Online Teaching. From self-paced online courses to an annual full-day conference, and everything in between, this session will take you on a tour of the suite of faculty professional development opportunities that Ecampus as developed for our 600+ distance education instructors. Come away from this session with ideas you could implement to support faculty development at your own institution.

5:00 – 6:30 p.m. — Reception, O’Neill/Williams Ballroom


Friday, October 21

7:30 a.m. – 12:00 p.m. — Registration, West Conference Center Lobby

8:00 – 9:15 a.m. — Breakfast, About NWeLearn, and Lightning Rounds


  • PAC4 – Creating a Personal, Authentic and Collaborative Learning Environment for Our Students, Nichole Allmann, Technology Integration Specialist at Richland School District 2
  • Create your own 360-degree photos in seconds, Mary Bucy, Chair of Division of Teacher Education  at Western Oregon University
  • Space and Technology as Catalysts for Pedagogical Transformation, Helen Chu, Director of Academic Technology at University of Oregon
  • 6 Apps in 6 Minutes, Dawn Lesperance, Director of e-Learning Services at Lewis-Clark State College
  • No Textbook, No Problem…Well, Maybe a Few, Teresa Prange, Accounting Faculty at Chemeketa Community College
  • Digital Fluency Initiative and Faculty Development, Linda Samek, Provost at George Fox University


9:30 – 11:00 a.m. — Breakout #5 (90 minutes)


Stop Wasting Your Feedback and Get Students to Use It
GwenEllyn Anderson, Instructor at Chemeketa Community College

Student Success is more than a grade. It is about helping students know the material as well as how they learned the material and how they can approach similar material in the future. We often just tell students that they are doing well without helping them know how to improve. Getting effective feedback and knowing how to assess their own progress is essential to learning and to empowering students to become feedback seekers that value growth and learning from mistakes.
Participants will get introduced to the process of giving this type of feedback, practice it in the session and use the ‘cheat sheet’ provided to take the process back to their own students.


PD for Professional Developers
Tim Chase, eLearning Design & Instruction at Baker Charter Schools

You came to see what’s new AND BRING IT BACK to those who stayed at home.  Right?
Topics include discussion strategies, PD resources, the power of paper evaluations, bridging the divide between veteran and newbie teachers, activating private reflection time, the use of music/video, body positioning, and infusing “story” and humor into your sessions.  Go home with great technology ideas from the conference AND improved skills for sharing them with staff!


Space and Technology as Catalysts for Pedagogical Transformation
Helen Chu, Director of Academic Technology at University of Oregon
Elly Vandergrift, Educational Technology Support & LMS Manager at University of Oregon
Jeff Magoto, Director of Yamada Language Center at University of Oregon
Leona Rumbarger, Director of Teaching Engagement at University of Oregon

All too often, we remodel a space and wonder why teachers and students don’t use it “as it was intended.” Incorporating lessons learned and best practices from the University of Oregon’s faculty development and Learn Lab programs, attendees will learn the process by which we identify the transformational pedagogy and then leverage changes in space and technology to help our students achieve learning outcomes.


Copyright: Not as Scary as You Think!
Friday Valentine, Digital Assets Curator at Chemeketa Community College

Don’t let copyright scare you from using the course content you need! Join the facilitator for an overview of copyright for instructional content. We’ll discuss how to determine copyright for all formats, finding and using Open Educational Resources (including public domain/governmental resources), Fair Use, and Creative Commons licensing. Attendees are encouraged to bring examples and questions.


Student Makers & Publishers
Amber Lemiere, Instructor of English at Lower Columbia College
Mark Gaither, Instructor of Business Technology at Lower Columbia College
Nicole DiGerlando, Instructor of English & Literature at Lower Columbia College
Lucas Myers, Instructor of Biological Sciences at Lower Columbia College

We got bored accepting assignments, essays, tests, and projects for our eyes only: products of student learning that will eventually be filed away and forgotten about. So did our students! In this presentation, we share how we have started empowering students to become makers and publishers by designing and re-designing course work for a public audience, and using a variety of approaches and tools. Join us, four instructors in a variety of disciplines, to find out more about what our students are making, how we are getting them published, and what our vision is for a campus-wide, cross-discipline publishing culture. Show up with a traditional assignment, and leave with an idea for how you can engage your students by empowering them to make and publish their work, too!

11:15 a.m. – 11:45 p.m. — State Meetings

State Room
Washington Hansbury
Oregon Ferber
Idaho Wilder

12:00 p.m. – 1:15 p.m. — Lunch and Keynote Address

O’Neill/Williams Ballroom

Revisiting Presence and Community in the Online Classroom
Patrick Lowenthal, Assistant Professor at Boise State University

Online educators love to talk about social presence and community. In this talk, Patrick will review some of his recent research on social presence and community with the goal of encouraging the audience to not only revisit but challenge current assumptions held about presence and community in the online classroom.

1:30 p.m. – 2:30 p.m. — Breakout #6 (60 minutes)

O’Neill/Williams Ballroom

Round Table: Reading Between the [Pixelated] Lines
Susan Wagstaff, Reading Specialist and Elementary Teacher at Baker Charter Schools

Literacy is the foundation of education that affects all students K-12, in all environments. When students struggle, it is everyone’s business. In a knowledge share style (presenter no longer than five minutes to introduce the topic and format), educators will dive into deep discussion on what does and does not work in “best practices,” online and paper/pencil reading curriculum, strategies, interventions, etc. Educators will come together to share anything and everything pertaining to literacy. The learning outcome will be a collection of tools and strategies. Each group will have a note taker using a digital platform where all notes can be shared and accessed by all participants. Additionally, educators will have a chance to network and collaborate in this session.


Using Gamification to Increase Engagement – Myth, Magic and Reality
Erin Baker, Educational Technologist at Centralia College

Now that you understand the concepts and the possibilities of gamification and how it can increase engagement with your students, faculty or staff, learn how to actually apply those concepts to your specific needs in this hands-on workshop.


From 3-Ring Binder to Digital: Implementing ePortfolios for Students to Organize and Present their Learning
Colin Stapp, Learning Technology Facilitator at Chemeketa Community College
Robin Gilley, Study Skills Instructor at Chemeketa Community College
Debbie Hornibrook, Communications Instructor at Chemeketa Community College
Erika Lanning,  Early Childhood Education Instructor at Chemeketa Community College

ePortfolios are an organizational frameworks for students to document and present their learning and achievements. They also allow students to learn technical skills, while fostering an environment of life-learning. The recent increase of web tools creates an ideal environment for ePortfolios in education. An ePortfolio framework will be illustrated, along with implementation strategies from four Chemeketa instructors.


PAC4 – Creating a Personal, Authentic and Collaborative Learning Environment for Our Students
Nichole Allman, Technology Integration Specialist at Richland School District 2
Chuck Holland, Technology Integration Specialist at Richland School District 2
Janine Sears, Technology Integration Specialist at Richland School District 2
Pam Hanfland, Technology Integration Specialist at Richland School District 2

The Technology Integration Specialists team (TIS) in Richland School District Two in Columbia, SC, determined the next steps after a successful 1 to 1 computing implementation was to design a self-directed learning environment. PAC4, Personalized, Authentic and Collaborative, takes educators on a journey of learning how to develop a student-directed learning environment in at least one subject area. The goal is to improve student engagement in learning and 21st century skills while sustaining a high level of rigor in the state standards. PAC4 model, focusing intensely on the Content; How will the students access the information? Student work: How will the students engage with the content to master the information, and Assessment: How will the students, and the teacher, show what they have learned and know if they have mastered it?


Sharing Lumen Learning’s Toolkit For Building OER Degree Programs
Alyson Indrunas, Director of Institutional Adoption at Lumen Learning

Widespread availability of open educational resources (OER) has made it possible for higher education institutions to introduce full degree programs designed using OER. Are you exploring possibilities for an OER degree program? If so, don’t reinvent the wheel! In this presentation, we’ll discuss new developments and opportunities for improving student success and completion with full two-year degree programs designed using open educational resources. At Lumen Learning, we believe that education is sharing, so come to this session to adopt our toolkit that we have designed to help institutions plan, implement, and sustain OER-based degrees. Attendees will be encouraged to live-tweet about #OERdegrees at #comm_college based on your own institutional practices.


Increasing Completion Online: Strategies, Tips, and Tales of Cooperation
Steve Smith, Director of Media and Distance Learning at Linn Benton Community College
Jenn Kepka, Faculty, English/Writing at Linn Benton Community College
Liz Pierce, Faculty, ED/CFS and Faculty Fellow, Technology at Linn Benton Community College
Noella Grady, Faculty in Mathematics at Linn Benton Community College

This panel of experienced community college eLearning faculty and administrators will describe recent successes in ongoing projects to increase online completion rates as a model for faculty/administration cooperation. We’ll provide tips and strategies for increasing retention and completion in online courses using “good fit” strategies, analytics, interactive technologies, and interventions.

2:45 p.m. – 3:45 p.m. — Breakout #7 (60 minutes)


Creative Practices to Invigorate Teachers
Katherine Olson, Full Time Faculty at University of Phoenix

This presentation will focus on teacher wellness with a discussion of creative strategies and practices to engage teachers, encourage teacher collaboration, and remind teachers about the importance of wellness. We will use short exercises to build on teaching experiences and to focus teachers on learning and positivity.


Communicating and Collaborating on Instructional Design Projects
Andrew Blick, Lead Instructional Designer of Extended Education at Western Washington University
Tara Perry, Associate Professor, Communication Studies at Western Washington University

In this session, presenters will apply current trends and issues related to instructional design to discuss thought process and considerations for designing, revising, and improving courses.  Special emphasis will be placed on developing and transitioning courses for blended and online environments and the relationship between a content expert (faculty member) and the instructional designer.


Canvas: The LMS for the 21st Century
Eddie Sampson, Instructure
David Lyons, Instructure

The Canvas learning management system is known for enabling rapid, campus-wide LMS adoption because it gets adopted faster and deeper than other LMS and it gets used in more ways by more users. Learn how Canvas’ reliability, customizability, and easy-to-use features supports 21st century learning initiatives and makes teaching and learning easier.


Pre-service Teachers’ Experience with Technology and Flipped Classrooms, and its Impact on their Teaching
James  Rosenzweig, Assistant Professor, Education Librarian at Eastern Washington University
Shelly Schaffer, Assistant Professor of Literacy at Eastern Washington University

The presenters share findings from a case study, which investigated the technology background of pre-service, K-12 teachers and examined the impact of explicit instruction regarding flipped curriculum methods. The combination of authentic lesson plans, written and oral reflections, and survey data offers a holistic picture of how the next generation of teachers envision using technology in their instruction and how teacher education programs can impact practice in both student teaching placements and future professional work.


Group Discussion 
Patrick Lowenthal, Assistant Professor at Boise State University

In this session, Patrick will facilitate a follow-up discussion on the themes addressed during his keynote.

3:45 p.m. – 4:00 pm — Closing Session