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Webinars
Past Webinars
October 2022
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Date
Time
Monday 9:00 AM – 9:50 AM Pacific Time
Location
Online via Zoom
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The 2022-2023 academic year will be my twenty-fifth year of teaching online. What started as an attempt to help Education and Health Science colleagues address a perceived need for adult
Session Description
The 2022-2023 academic year will be my twenty-fifth year of teaching online. What started as an attempt to help Education and Health Science colleagues address a perceived need for adult learners has resulted in what is now my primary mode of instruction and main area of research.
During this time, I have collaborated with colleagues to apply online learning and adult learning theories to the design, facilitation, and instruction of online and blended courses. We have attempted to create and teach classes that promote social presence by experimenting with a mixture of synchronous and asynchronous interactions to maximize opportunities for student voice. Inquiry-based instructional models have been implemented to increase cognitive presence in online learning spaces.
This work seemed pretty straightforward, with gradual improvements until the last three years. But then the “blinders” started to come off, and shortcomings that were always there revealed flaws in our work.
First, we finally realized that our faculty and students from marginalized communities face discrimination and implicit bias in how learning management systems and other digital tools are designed and implemented.
Second, we learned about true challenges of scale when all faculty were forced to modify course modalities, not for greater flexibility or improved learning outcomes, but because of a global pandemic. Third, digital equity became a priority when inflation and other economic challenges, caused not just by COVID but also by the Russian invasion of Ukraine, impacted our ability to provide equitable online learning opportunities for all students.
This presentation will share successes and failures of online courses and programs I have participated in during the past twenty-five years. There will be opportunities for members of the NWeLearn community of inquiry to share expertise and insights as we examine where we have been, where we are, and what may be next.
Speakers
Dr. David Wicks
Associate Professor of Curriculum and Instruction, School of Education, Seattle Pacific University
Dr. David A. Wicks is an Associate Professor of Curriculum and Instruction and Chair of the Digital Education Leadership program in the School of Education at Seattle Pacific University. He has served within the educational technology community in numerous positions throughout his career including high school technology teacher, university computer science lecturer, school district technology facilitator, multimedia author and project manager for an educational technology company, and director of instructional technology for SPU.
His research interests include global education, electronic portfolios, online and blended learning, learning spaces, and active learning. He is particularly interested in exploring how students and instructors perceive their experiences in digital learning environments.
Dr. Wicks participates in the Northwest eLearning Community (NWeLearn), the Northwest Academic Computing Consortium (NWACC), the Online Learning Consortium (OLC), and the International Society of Technology in Education (ISTE). He serves as the Higher Education Representative on the Board of Directors for the Northwest Council on Computers in Education (NCCE), on the editorial board for the Teaching Online Pedagogical Repository (TOPR), and as the editor-in-chief for the International Dialogues on Education (IDE) Journal.
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Date
Time
Monday 10:00 AM – 10:50 AM Pacific Time
Location
Online via Zoom
Cost
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Good design leads to good teaching and a “wellness check-up” for your online course ensures all of the course elements (assessments, instructional materials, learning activities, and technology) work together in
Session Description
Good design leads to good teaching and a “wellness check-up” for your online course ensures all of the course elements (assessments, instructional materials, learning activities, and technology) work together in alignment with the learning outcomes. During this presentation, you will use an alignment mapping tool to give one course module a “wellness check-up,” which you can then apply to the rest of your course.
Whether you are creating a new course from scratch or revamping an existing course, come learn how alignment creates “instructionally sound” courses where students focus on the necessary knowledge and skill to achieve desired outcomes.
Speakers
Mark Cooper
Instructional Designer, Idaho State University
Mark Cooper is an Instructional Designer who works with faculty to create new online courses and improve upon existing online courses. He has over 14 years of professional work experience as an instructional designer, eLearning developer, and organizational development consultant in the corporate sector and a deep passion for learning and development and principles of instructional design.
Mark’s education includes a B.S. in Marketing and an M.B.A. with a focus in Information Technology and Organizational Development from Point Park University in Pittsburgh, Pennsylvania. Mark is a Certified Peer Reviewer through Quality Matters.
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Date
Time
Monday 11:00 AM – 11:50 AM Pacific Time
Location
Online via Zoom
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In this session, I will describe lessons learned in delivering online courses to remote participants with limited internet and device constraints. I will talk about the program design and components
Session Description
In this session, I will describe lessons learned in delivering online courses to remote participants with limited internet and device constraints. I will talk about the program design and components that are scalable and cost efficient for building social presence and teaching presence at scale to remote learners. I will cover outcomes from the program and recommendations for others that are also looking to design effective online programs with the limitations of hardware, internet connectivity, and rural populations.
Speakers
Dr. Kristin Palmer
Team Lead, Winrock International
Dr. Kristin Palmer is the Team Lead for the Nedamco Ethiopian Cloud Initiative (NECI) which will train and employ 100,000 cloud engineers in eastern Africa over the next ten years. In her previous role, she was the Director of Online Learning Programs for the University of Virginia. In this role, she was responsible for online learning across the University and she started the African Scholarship Program which provided over 37,000 scholarships to learners across Africa providing online courses delivered in a program using the Community of Inquiry framework to support social, teaching, and cognitive presence.
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Date
Time
Monday 2:00 PM – 2:50 PM Pacific Time
Location
Online via Zoom
Cost
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Session MaterialsSession Description
A new format we have been using at UW Bothell to make faculty development more effective, interactive and flexible, is our fully-online 20×5 (20min/day for 5 days) Canvas courses. In
Session Description
A new format we have been using at UW Bothell to make faculty development more effective, interactive and flexible, is our fully-online 20×5 (20min/day for 5 days) Canvas courses. In this session, we’ll demonstrate our short course on Accessibility.
Speakers
Ana Thompson
Learning & Access Designer, University of Washington Bothell
Ana Thompson has worked in higher education for the last 20 years in the areas of IT, accessibility training, digital/online learning, strategic planning, instructional design, cybersecurity and as affiliate faculty. As the Learning & Access Designer at UW Bothell IT Digital Learning and Engagement, Thompson supports and collaborates with faculty members, administration and staff to streamline the use of technology tools, pedagogies, promote digital fluency and accessibility. Thompson has an AS in Computer Science, a BS in Business Information Systems with Management Emphasis and a MS in Information Systems; is an Adobe PDF Accessibility Trainer and IAAP Certified Professional in Accessibility Core Competencies.
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Date
Time
Tuesday 9:00 AM – 9:50 AM Pacific Time
Location
Online via Zoom
Cost
Recording
Session RecordingMaterials
Session MaterialsSession Description
For many online formal and informal learning opportunities in their design stages, little consideration is given to ensuring that the content to be presented, the activities being planned, and the
Session Description
For many online formal and informal learning opportunities in their design stages, little consideration is given to ensuring that the content to be presented, the activities being planned, and the technology to be used to underpin the offerings would be fully accessible to and inclusive of participants with disabilities.
This presentation will share tips for delivering an online offering that is accessible to and inclusive of all presentations, including those with disabilities; discuss stakeholder roles and implementation issues; and refer to resources. This topic is of special importance because of the conversion of thousands of on-site programs to an online format in response to the pandemic, of legal mandates to make an organization’s offering accessible to participants with disabilities, and of growing numbers of diversity, equity, and inclusion initiatives.
Speakers
Dr. Sheryl Burgstahler
Director, Accessible Technology Services and Associate Professor, University of Washington
Dr. Sheryl Burgstahler founded and directs Accessible Technology Services – which includes the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center and the IT Accessibility Team (ITAT) – at the University of Washington. These dynamic groups promote (1) the development of self determination skills, use of mainstream and assistive technology, and other interventions to support the success of students with disabilities in postsecondary education and careers and (2) the universal design (UD) of learning opportunities; facilities; websites, media, documents and other IT; and services to ensure that they are accessible to, usable by, and inclusive of individuals with disabilities. Dr. Burgstahler has delivered hundreds of presentations and has more than 100 publications that include the books Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit (2020) and Universal Design in Higher Education: From Principles to Practice (2015), both published by Harvard Education Press.
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Date
Time
Tuesday 11:00 AM – 11:50 AM Pacific Time
Location
Online via Zoom
Cost
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This session will focus on the practical application of centering equity in an online course from a design and/or teaching perspective. These practices are centered around backward design that takes
Session Description
This session will focus on the practical application of centering equity in an online course from a design and/or teaching perspective. These practices are centered around backward design that takes into account the following approaches: trauma-informed pedagogy, Universal Design for Learning, and Culturally Relevant Pedagogy. Strategies and practices will be shared as well as opportunities to collaborate and share knowledge.
Speakers
Dr. Kam Moi Lee
Instructor Support Specialist, Portland State University
Dr. Kam Moi Lee (she/her/hers) is an Instructor Support Specialist who designs and builds courses within the Office of Academic Innovation at Portland State University where she also teaches part-time for the School of Business. Dr. Lee specializes in online course design with a focus on researching best practices to better support students and faculty in the online environment. Raised in the PNW, Dr. Lee enjoys a great book, the outdoors, and good food with friends and family.
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Date
Time
Tuesday 1:00 PM – 1:50 PM Pacific Time
Location
Online via Zoom
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Join us as virtual explorers for a fun and interactive experience as we introduce you to Mozilla Hubs. Together we will explore virtual spaces where students and faculty can meet
Session Description
Join us as virtual explorers for a fun and interactive experience as we introduce you to Mozilla Hubs. Together we will explore virtual spaces where students and faculty can meet and collaborate using a computer, smartphone or VR Headset. Share your computer screen, interact with 3D models, draw on a whiteboard, and communicate with others using voice and chat.
Speakers
Sage Freeman
Media Specialist, Chemeketa Community College
HELLO! I am an Instructional Media Specialist working at Chemeketa Community College in Salem, Oregon. I work in the Center for Academic Innovation on a faculty support team. I specialize in instructional media and work with faculty on content creation, use of technology and media, best practices and pedagogical use of media, media enabled classroom technology, and more.
Monica Marlo M-G
Immedgineer, Portland Community College
Hi, I’m Monica Marlo, an Immedgineer, or Immersive Education Engineer at Portland Community College who helps faculty effectively utilize a wide kit of media tools (including xr technologies) to meet their measurable instructional objectives. As the coordinator of the Oregon Community Colleges Distance Learning Associationʻs Emergent Technology work group, I also help support statewide collaborative discovery, exploration, implementation and evaluation of new media technologies and their applicable intersection with universally accessible and inclusive ways of learning.
Bruce Wolcott
Instructional Designer/XR Lab Faculty Lead, Bellevue College
Hi everyone, I’m Bruce Wolcott and I serve several roles at Bellevue College in Bellevue, Washington – as a Communication Studies instructor, eLearning Center faculty advisor, and faculty lead for the XR Lab. Since the XR Lab was created five years ago, we’ve been exploring the equitable use of XR technologies for teaching and learning with faculty and students. One of my main areas of interest is how we can best create a network of shared information about XR that is available on an open source basis amongst educational institutions. It’s a pleasure to share this workshop with Monica and Sage who are both committed to that same goal.
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Date
Time
Tuesday 2:00 PM – 2:50 PM Pacific Time
Location
Online via Zoom
Cost
Recording
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Session MaterialsSession Description
Pandemic needs for working and teaching in different settings has taught us important lessons on improving online connections. Collaboration and Classroom Technology Services at the University of Idaho was charged
Session Description
Pandemic needs for working and teaching in different settings has taught us important lessons on improving online connections. Collaboration and Classroom Technology Services at the University of Idaho was charged with coming up with alternative methods for meeting delivery and participation needs through hardware to improve perceived immediacy for all teams across OIT.
Though these technologies were initially tested in OIT, they are now being suggested for solutions on multiple campuses for various departments. This testing prompted changes in reducing classroom equipment to remove multiple options for achieving the same outcome, simplify the system, improve cluttered lectern space, and push innovation forward.
This session will share hardware ideas and our trial and error in testing in hopes to prompt a discussion about what hardware can bring to the video conferencing experience with manageable costs.
Speakers
Cass Hall
Manager of Collaboration & Classroom Technology Services, University of Idaho
Cass Hall is the Manager of Collaboration & Classroom Technology Services at the University of Idaho. Previously, Hall served as the Director for the Doceo Center of Innovation + Learning and was an Associate Clinical Professor of Learning Technologies in the College of Education, Health and Human Sciences. She dedicated fifteen years to working in K-12 public education in Pennsylvania as a teacher, library media specialist, instructional coach, and technology coach, prior to relocating to Idaho to pursue a career in higher education. Her educational background includes an Ed.S. in Curriculum & Instruction from the University of Idaho, a Masters of Education in School Library and Information Technologies from Mansfield University, and a Bachelor of Science in Broadcast Journalism from West Virginia University.
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Date
Time
Wednesday 10:00 AM – 10:50 AM Pacific Time
Location
Online via Zoom
Cost
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Session MaterialsSession Description
As we have gone through the last few years of uncertainty, anxiety, and resulting exhaustion, the need for creating learning experiences that are more humanized and inclusive has become ever-critical.
Session Description
As we have gone through the last few years of uncertainty, anxiety, and resulting exhaustion, the need for creating learning experiences that are more humanized and inclusive has become ever-critical. Many faculty, staff, and students are at or near the breaking point, particularly through prolonged toggling of situations and modalities. We may or may not be settling into a new normal by the time of this conference.
The current debate among administrators and faculty across much of higher education is focused on modality of instruction from a technical or platform perspective. There is often debate – still – about whether online education can be effective or which format is best. While we can undoubtedly cite ample evidence that online can be equal-or-better than on-ground, the real focus comes down to making the teaching and learning experience a humanized one. Creating a more humanizing experience for students establishes a sense of care and community that will inspire and enable more to be successful – without lowering outcomes.
This interactive session will provide participants with multiple ideas, examples, and open access resources to easily create more effective online learning experiences for students. Each presenter will provide their experience working to create more humanized learning experiences for students from their respective positions. This includes aspects such as effectively welcoming, appropriate tone, creating a sense of belonging, learner connectedness, and inclusivity.
Speakers
Dr. Kim Vincent-Layton
Educational Developer, Cal Poly Humboldt
Educational developer in the Cal Poly Humboldt, Center for Teaching and Learning (CTL) and Academic Technology. Twenty-four years of experience in higher education with a focus on research and practice in teaching, learning, technology, and faculty development across modalities. Research emphasis on creating inclusive and equitable learning environments that center community and belonging through the interplay of pedagogy, technology, humans and social learning. Serves as the Humboldt Campus Quality Learning & Teaching (QLT) Coordinator for online/blended learning and teaching for the last 11 years, co-launched two CTLs, created a wide variety of professional development opportunities, including system-wide, and beyond. Launched and led the first California Canvas Common Interest Group (CIG), and currently a co-PI on a California Education Learning Lab grant (and a newly awarded Scale-up grant) focused on humanizing online learning in STEM across all three California public higher education systems HumanizeOL.org. Loves to travel, write, cycle, backpack…
Dr. Brett Christie
VP, Learning Design & Inclusivity
Brett has twenty-five years experience with higher education teaching and leadership efforts at the campus, system, and national levels. Responsible for training thousands of faculty and their course redesign efforts to improve instructional quality and student outcomes. Dedicated to ensuring success by the greatest number and diversity of students possible. Extensive expertise with Universal Design for Learning and other inclusive teaching-learning practices. These efforts have been across all modalities of course design and delivery and have resulted in greater student success and closing of equity gaps. Related resources have been developed and shared extensively through Creative Commons licensing to enable others in the educational community to benefit themselves and the students they serve.
Alissa Sells
Program Administrator, Washington State Board for Community & Technical Colleges
Alissa Sells is a Program Administrator in the Office of Educational Resources & Innovation at the Washington State Board for Community & Technical Colleges (SBCTC). She is an experienced online educator, instructional designer, and instructional technologist. Her current role includes faculty professional development for instructional technology and teaching online, development of the WA Course Design Checklist, and providing instructional design support for large system-wide projects.
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Date
Time
Wednesday 11:00 AM – 11:50 AM Pacific Time
Location
Online via Zoom
Cost
Recording
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Session MaterialsSession Description
COVID-19 created many challenges that colleges have not previously faced. One of those challenges was how to onboard students from a distance. In April 2020, Linn-Benton Community College (LBCC) transitioned from
Session Description
COVID-19 created many challenges that colleges have not previously faced. One of those challenges was how to onboard students from a distance.
In April 2020, Linn-Benton Community College (LBCC) transitioned from an in-person New Student Orientation to a program delivered fully online. This change created an opportunity to rethink orientation and how we onboard new students.
In this session, the co-creators of LBCC’s New Student Orientation will use the orientation and the series of changes it has undergone as a case study to discuss how effective new student programs can support onboarding, retention, and student success.
We will discuss the challenges and questions faced during the shift from in-person to online to hybrid, share what has been gained and lost along the way, and provide recommendations that educators and administrators can use to rethink their own new student programs.
Speakers
Amy Spielmaker
Web Developer & Instructional Designer
Amy Spielmaker is a freelance website designer, frontend developer, and instructional designer. She works with universities, community colleges, small businesses, and non-profit groups throughout Oregon to develop and maintain websites, create marketing materials, and assist with developing curriculum and engaging online classes. Amy earned an MSEd in Information Technology and Instructional Design from Western Oregon University, where coursework focused on user experience, information design, visual communication theory, and technology-centered learning.
Diana Boro-Boswell
Academic Advisor, Linn-Benton Community College
Diana Boro-Boswell is an academic advisor and the former coordinator of First-Year Experience (FYE) at LBCC. In her role as FYE coordinator, she developed course curriculum, orientation content, and resource guides for first-year students. She works with all areas of the college to improve the student experience and positively affect retention rates for new students. With a master’s in social work and bachelor’s degree in journalism, Diana values student-centered design and open access to information.
Date
Time
Wednesday 1:00 PM – 1:50 PM Pacific Time
Location
Online via Zoom
Cost
Materials
Session MaterialsSession Description
In this session we’ll investigate the common accessibility issues and needs in an asynchronous Canvas LMS course. Two tools – Canvas’s built-in accessibility checker and Ally – are compared to
Session Description
In this session we’ll investigate the common accessibility issues and needs in an asynchronous Canvas LMS course. Two tools – Canvas’s built-in accessibility checker and Ally – are compared to show which issues are detected and how to use these tools to improve the accessibility of your course’s content and files.
Speakers
Sean Quallen
Instructional Designer, University of Idaho
Sean is the newest member of University of Idaho’s CETL instructional design team. He taught engineering courses for 5 years at the UI before joining CETL to aid in the University’s transition to a new LMS and move toward online learning. He is a strong proponent of active-learning and currently looking for ways to work a flipped classroom into an online environment.
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Date
Time
Wednesday 2:00 PM – 2:50 PM Pacific Time
Location
Online via Zoom
Cost
Recording
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Session MaterialsSession Description
Seamless learning experiences are vital to student success in web-enhanced courses. This session will use a workshop format to show examples of seamless learning experiences, review course design opportunities, and
Session Description
Seamless learning experiences are vital to student success in web-enhanced courses. This session will use a workshop format to show examples of seamless learning experiences, review course design opportunities, and outline strategies to identify OER resources to refine their design to create seamless learning experiences. Participants should be prepared with a class that they would like to revise with OER materials to create a seamless learning experience for their students.
Speakers
Dr. Todd Waters
Instructional Designer, Whatcom Community College
Todd Waters is Instructional Designer and Faculty at Whatcom Community College in Bellingham, WA. He holds a Ph.D. in higher education assessment and a master’s degree in communication studies.
Andrew Blick
Director of Instructional Design and Curriculum Services, Western Washington University
Andrew Blick is Director of Instructional Design and Curriculum Services in Outreach and Continuing Education at Western Washington University in Bellingham, WA. He is a doctoral candidate in Technical Communication and Rhetoric at Texas Tech University.
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Date
Time
Thursday 9:00 AM – 9:50 AM Pacific Time
Location
Online via Zoom
Cost
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Session MaterialsSession Description
There is power in seeing course design from the perspective of a student. The student experience and connection to course design empower instructors to choose best practices when creating courses.
Session Description
There is power in seeing course design from the perspective of a student. The student experience and connection to course design empower instructors to choose best practices when creating courses. This session looks at course design from the student perspective and demonstrates the student’s point of view in a new faculty orientation setting. Come to experience what students notice in their courses and how you can use faculty training to communicate their perspectives.
Speakers
Dr. Bethany Schultz
Director & Assistant Professor of Instructional Design & Technology, Northwest Nazarene University
Dr. Bethany Schultz is the Director of the Center for Instructional Design & Technology at Northwest Nazarene University and an Assistant Professor in Instructional Design & Technology. Dr. Schultz holds a Doctorate of Education in Leadership and Professional Practice. Her areas of expertise include online teaching and administration, leadership practices, and educational technology research. For over a decade, Dr. Schultz has been committed to innovation in higher education through the effective use of technology.
Date
Time
Thursday 10:00 AM – 10:50 AM Pacific Time
Location
Online via Zoom
Cost
Session Description
If you’re finding ‘think, pair, share’ is getting a little tired and are looking for new ways to maximize participation with MINIMUM PREP., come and explore this collection of ready-made
Session Description
If you’re finding ‘think, pair, share’ is getting a little tired and are looking for new ways to maximize participation with MINIMUM PREP., come and explore this collection of ready-made active learning strategies and templates. Whether your ‘classroom’ is now online, F2F, or hyflex, these activities will give you quick ways to activate attention and interest, provide a focus for discussion, or help consolidate learning – both individually and collaboratively. Some templates we’ll play with include: hexagonal thinking, RAFT, Thin Slides (from EduProtocols), booksnaps, and CitationReps.
This is a hands-on session for which you’ll need a Google account (with the Drive and Slides apps updated if you’re on a tablet). Although we’ll be using Google apps, this collection can be easily adapted for a Microsoft environment.
Speakers
Sue Hellman
Instructor, Columbia College Calgary
I’m a retired high school and adult education teacher who in January, at 70, decided to take a part time contract teaching grade 12 math in a fully remote setting. I’m living proof that (1) what doesn’t kill you does indeed make you stronger, and that (2) old dogs certainly can learn new tricks and have fun with them as well. (Credentials: B.Ed., Diploma Adult Ed., M.Sc. in Instructional Media, Certificate in University Teaching)
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Date
Time
Thursday 11:00 AM – 11:50 AM Pacific Time
Location
Online via Zoom
Cost
Recording
Session RecordingSession Description
Students often complain that it takes too much time to find what they need to do, rather than doing what needs to get done. In this interactive workshop, participants will
Session Description
Students often complain that it takes too much time to find what they need to do, rather than doing what needs to get done. In this interactive workshop, participants will explore design ideas to make it easier for students to navigate content and activities. We will look at examples of courses that utilize intentional navigation strategies and consider how to add these best practices to our own courses. We will also discuss ways to gather and apply real-time student feedback to improve the user’s experience.
Speakers
Dr. Betsy Zahrt Geib
Instructor and Instructional Designer, Bellevue College
I am a certificated Instructional Designer with a passion for combining design and pedagogy to support equitable and accessible student learning in online and web-enhanced courses. I support faculty with Canvas issues, course builds, accessibility and UDL questions, enhanced page design, Cidi Labs, and ed tech tools. I have a PhD in Economics with a focus on gender issues in the field of labor economics. I teach in the Economics Department at Bellevue College.
Deborah Leblang
Instructor and Instructional Designer, Bellevue College
Deborah Leblang joined the Instructional design team with thirteen years of interdisciplinary collegiate teaching experience. She has two masters degrees from Columbia University: Master of Arts in Art History and Archaeology as well as Master of Science in Architectural History and Conservation. Her research is currently on women in arts education. Deborah teaches in both the Art and Interior Design Departments at Bellevue College.
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Date
Time
Thursday 1:00 PM – 1:50 PM Pacific Time
Location
Online via Zoom
Cost
Recording
Session RecordingMaterials
Session MaterialsSession Description
Instructors organize their assessments based on what they think is best and easiest for instructors to administer and students to take. Despite their best intentions, many instructors do not realize
Session Description
Instructors organize their assessments based on what they think is best and easiest for instructors to administer and students to take. Despite their best intentions, many instructors do not realize or are not made aware that their assessments did not provide an accurate representation of how well the students learned, how much stress or anxiety impacted student performance, and retained the material taught in the course. This presentation will provide alternative assessment ideas the Academic Services Team at WSU Vancouver have recommended to faculty that teach online and/or in-person courses in order to alleviate student stress.
These alternative assessment ideas will benefit both students and instructors in future courses by providing students choice on how they can demonstrate their knowledge of the material covered in the course. Secondly, these assessment strategies are impactful for current and future course and lesson plan designing as instructors can situate their assessments based on real world applications. Lastly, attendees will generate assessment ideas applicable to their own courses that they can implement when they return home. They will also be able to review suggestions from others and offer others their suggestions.
Speakers
Jessica McKee
IT Support Technician, Washington State University Vancouver
Jessica holds a Master of Arts degree in Spanish from Portland State University and a Master’s in teaching from Washington State University Vancouver. She taught first, second, and third year Spanish conversation courses at WSU Vancouver for eleven years and now works full time in the WSU Vancouver Information Technology Department as a Level 2 IT Support Technician on the Academic Services Team.
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Date
Time
Thursday 2:00 PM – 2:50 PM Pacific Time
Location
Online via Zoom
Cost
Recording
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Session SlidesSession Description
“Ungrading” is a provocative concept that encompasses a wide spectrum of assessment and classroom policy design decisions. As Jesse Stommel put it, “‘Ungrading’ means raising an eyebrow at grades as
Session Description
“Ungrading” is a provocative concept that encompasses a wide spectrum of assessment and classroom policy design decisions. As Jesse Stommel put it, “‘Ungrading’ means raising an eyebrow at grades as a systemic practice, distinct from simply ‘not grading.’” In this session we’ll explore how grading policies relate to student equity, inclusion, and success. Then we’ll unpack some ungrading theory, practices, and techniques. We’ll also discuss how your LMS can support ungrading, and share a bibliography of additional resources to help you dive more deeply into this emerging topic.
Speakers
Caleb Hutchins
Instructional Designer, Community Colleges of Spokane
Caleb Hutchins has been an Instructional Designer for seven years, currently at the Community Colleges of Spokane. He earned his Master of Science in Education, Instruction, and Learning at Montana State University-Northern, where he continues to adjunct-teach online. He is passionate about design, student equity, and uncovering the hidden curriculum of higher education. He lives in Spokane, Washington with his wife, two sons, and three cats. He is casual about cycling, serious about boardgaming, and aspires to be a coffee snob.
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Date
Time
Thursday 3:00 PM – 3:50 PM Pacific Time
Location
Online via Zoom
Cost
Recording
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Session MaterialsSession Description
Although some programs consider the accessibility of their offerings for students with disabilities, few focus on the program’s accessibility and inclusivity for those who teach courses, including those in K-12,
Session Description
Although some programs consider the accessibility of their offerings for students with disabilities, few focus on the program’s accessibility and inclusivity for those who teach courses, including those in K-12, postsecondary, and informal learning domains.
Considerations should include recruitment and hiring processes, access to technology tools and electronic documents, and the accessible design of online meetings. This presentation will share lessons learned through the AccessADVANCE project, funded by the National Science Foundation to make academic positions more welcoming and inclusive of individuals with disabilities. A useful checklist for designing inclusive programs and institutions will be shared along with other useful resources.
Speakers
Dr. Sheryl Burgstahler
Director, Accessible Technology Services and Associate Professor, University of Washington
Dr. Sheryl Burgstahler founded and directs Accessible Technology Services – which includes the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center and the IT Accessibility Team (ITAT) – at the University of Washington. These dynamic groups promote (1) the development of self determination skills, use of mainstream and assistive technology, and other interventions to support the success of students with disabilities in postsecondary education and careers and (2) the universal design (UD) of learning opportunities; facilities; websites, media, documents and other IT; and services to ensure that they are accessible to, usable by, and inclusive of individuals with disabilities. Dr. Burgstahler has delivered hundreds of presentations and has more than 100 publications that include the books Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit (2020) and Universal Design in Higher Education: From Principles to Practice (2015), both published by Harvard Education Press.
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Date
Time
Friday 9:00 AM – 9:50 AM Pacific Time
Location
Online via Zoom
Cost
Recording
Session RecordingMaterials
Session MaterialsSession Description
When the pandemic hit, the Chemeketa Community College ESOL faculty had a crazy term in spring 2020 teaching on Zoom using Blackboard. Suddenly, instructors had to figure out remote teaching
Session Description
When the pandemic hit, the Chemeketa Community College ESOL faculty had a crazy term in spring 2020 teaching on Zoom using Blackboard. Suddenly, instructors had to figure out remote teaching on their own. This led to a student learning experience that was disjointed and difficult to navigate, especially for those who had low digital literacy skills. Students reported that teachers having different Blackboard setups was confusing. Faced with remote teaching and the college moving to Canvas that fall, we took the opportunity to make an ESOL Program template for our classes which had a uniform look and feel. In addition, we implemented numerous trainings for students and instructors and provided multiple forms of ongoing support. Currently, as we return to face-to-face classes, our main focus is ensuring students and instructors continue to develop their digital literacy skills.
Speakers
Tim VanSlyke
ESOL Instructor, Chemeketa Community College
Tim VanSlyke has taught English to Speakers of Other Languages for over 25 years, serving the last eighteen years as an instructor at Chemeketa Community College where he has taught all skills and levels. He spent several years on the Oregon Teachers of English to Speakers of Other Languages (ORTESOL) board, as well as a member of the Oregon adult learning standards committee. In 2018 Tim was awarded a Fulbright scholarship to teach at Plovdiv University in Bulgaria for a year. In addition to his TESOL credentials, Tim has an MSEd in Instructional Technology from Western Oregon University and has specialized in integrating technology in ESOL instruction for most of his career.
Liatris Myers
ESOL Instructor, Chemeketa Community College
Liatris Myers has an MA in Language Teaching from the University of Oregon, and is an ESOL Instructor at Chemeketa Community College in Salem, Oregon. In addition, she serves as an Oregon adult education state learning standards trainer, and is the Oregon adult education state learning standards local lead at Chemeketa. She has also taught ESOL at INTO Oregon State University, and abroad at a private school in Envigado, Colombia, and a university in Yokohama, Japan. She has always emphasized digital literacy instruction in her classes, and was part of the team that developed a Canvas template for the Chemeketa ESOL Program to aid student learning during remote instruction necessitated by the COVID-19 pandemic.
Mary Hughes
ESOL Instructor, Chemeketa Community College
Mary has been teaching ESOL for over 20 years in both the USA and abroad. Some of her passions include helping students discover their learning strategies and building community in the classroom. She is empathetic towards learners who struggle with technology.
Melody Abarca-Millan
ESOL Instructor, Chemeketa Community College
Melody has been teaching English to speakers of other languages since 2011. She loves inspiring students to reach their dreams. In addition to teaching English, she has participated in creating and giving multiple trainings on technology for ESOL students and teachers and participated in various state learning standards projects.
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Friday 10:00 AM – 10:50 AM Pacific Time
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With the increase in the number of online courses being offered, it is important for faculty to be prepared to teach online. In this presentation, we share best practices
Session Description
With the increase in the number of online courses being offered, it is important for faculty to be prepared to teach online. In this presentation, we share best practices for their preparedness to teach online based on the rules and procedures of micro-credentials and quality assurance in online courses. Faculty interested in teaching online or developing classes in the online environment are expected to be both credentialed and have their courses go through an approval process.
This session will walk you through evidence-based practices for online teaching and learning. This session has implications for faculty who teach online, for instructional designers who offer professional development for online teaching, and for administrators who support online learning at higher education institutions.
Speakers
Henry Moon, PhD
Assistant Professor, Augusta University Dr. Henry Moon earned a Ph.D. in educational psychology with an emphasis in instructional technology at Texas Tech University. He holds a M.S. in Special Education and Teaching from St. Cloud State University. His primary interests center around diverse instructional strategies and technology integration into the classroom that support the learning of complex phenomena in online environments. As part of this work, he has designed and developed various college-level programs and courses to improve the quality of distance education.Candy Pugh, MACI
Quality Assurance Specialist, Northern New Mexico College Mrs. Candy Pugh is a former K-12 teacher and principal and has been active in higher education for the past 12 years as an instructor and distance education staff, and is currently working as a Quality Assurance Specialist at Northern New Mexico College. Candy holds a Master’s degree in Curriculum & Instruction, with an emphasis in technology, from Colorado Christian University and a Bachelor of Science degree in Education from The University of Texas at Tyler. Candy’s career has emphasized coaching for quality instruction in both primary/secondary education and higher education.Kenneth Dvorak, PhD
Director of Distance Education, Northern New Mexico College (Retired) Dr. Kenneth Dvorak is a former director of the Center for Distance Education at Northern New Mexico College based in Espanola, New Mexico. He has extensive experience building distance education programs working for institutions in Michigan, Texas, and Indiana. He holds a PhD in American Cultural Studies from Bowling Green State University, Bowling Green, Ohio.Registration
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Friday 11:00 AM – 11:50 AM Pacific Time
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Mental Health Matters Washington (mentalhealthmatterswa.com) is a grant-based initiative to promote mental health education and awareness in South Snohomish County. Our team put together online training using the LearnDash platform
Session Description
Mental Health Matters Washington (mentalhealthmatterswa.com) is a grant-based initiative to promote mental health education and awareness in South Snohomish County. Our team put together online training using the LearnDash platform with a variety of content types including text, images, videos, flash cards, quick checks and assessments as well as weekly live sessions and other community events to train Peer Mental Health Navigators (PMHNs), agents to help and support community members. Two cohorts have been offered so far, one in English and the other in Spanish. In this session, we will cover our plan, team responsibilities, schedules, marketing/messaging, preview the interface and share participant feedback.
Speakers
Ana Thompson
Learning & Access Designer, University of Washington Bothell
Ana Thompson has worked in higher education for the last 20 years in the areas of IT, accessibility training, digital/online learning, strategic planning, instructional design, cybersecurity and as affiliate faculty. As the Learning & Access Designer at UW Bothell IT Digital Learning and Engagement, Thompson supports and collaborates with faculty members, administration and staff to streamline the use of technology tools, pedagogies, promote digital fluency and accessibility. Thompson has an AS in Computer Science, a BS in Business Information Systems with Management Emphasis and a MS in Information Systems; is an Adobe PDF Accessibility Trainer and IAAP Certified Professional in Accessibility Core Competencies.
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Friday 1:00 PM – 1:50 PM Pacific Time
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This session focuses on developing creative discussion board prompts so that students can avoid the “ugh” reaction to logging in and posting each week. Gone are the “boring” or “repetitive”
Session Description
This session focuses on developing creative discussion board prompts so that students can avoid the “ugh” reaction to logging in and posting each week. Gone are the “boring” or “repetitive” weekly discussion forums that students dislike and sometimes skip. Our focus in this session is on showing ways that instructors can be more innovative and imaginative with their prompts… and inspire students to want to come back to participate.
Speakers
Kim Carter-Cram
Faculty, Boise State University
Kim Carter-Cram teaches literature (literature in translation, women’s literature, as well as Gender Studies and Humanities at Boise State University. She holds a PhD in French literature from UCLA and BA and MA in French language and literatures from Washington State University. She works as a Faculty Associate with BSU’s eCampus and helps develop and facilitate professional development for online instructors. Kim loves taekwondo, and serves as the captain of the nation’s only Demonstration Team composed entirely of mothers. She also loves to cook and travel.
Jennifer Black
Faculty, Boise State University
Jennifer Black is a lecturer in English literature and University Foundations at Boise State University. She has a BA and MA from Brigham Young University and a PhD from Boston University. She teaches courses in British Renaissance Literature, World Literature, Humanities, English Composition, and General Education. She is a Quality Matters Master Reviewer and works with Boise State eCampus as a Faculty Associate to help instructors across campus with their online teaching. When she’s not teaching, Jen loves to sing with community choirs and go on long walks with her miniature schnauzer.
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Friday 2:00 PM – 2:50 PM Pacific Time
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What do you remember most about your favorite teacher growing up? Is it the way he or she made you feel as you learned that subject matter – the sense
Session Description
What do you remember most about your favorite teacher growing up? Is it the way he or she made you feel as you learned that subject matter – the sense of excitement or discovery you felt, or the safety to take chances and make mistakes, or the confidence that you were valued as a human being? Few factors in education have a greater impact on a student’s educational experience than a caring relationship with their teacher. This workshop covers how a teaching philosophy based on a pedagogy of care and kindness can affect the learning environment for students and improve academic outcomes for learners.
Speakers
Dr. Carolyn Raynor
Sr. Online Learning Specialist / Sr. Instructional Designer, University of Idaho
Dr. Carolyn Raynor is currently the Sr. Online Learning Specialist/Lead Instructional Designer at the University of Idaho. Her professional career has been informed by 18 years of professional experience teaching adults in higher education settings, with 12 years in the online classroom. She holds a Ph.D. in Curriculum and Instruction and a Graduate Certificate in Online Teaching and Learning. On a personal level, she is a mother of four young adult children. In her free time, she likes to be in nature, read, and travel the globe.
September 2021
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Tuesday 10:00 AM – 11:00 AM Pacific Time
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There are unique challenges teaching in an all online environment in higher education. Often overlooked are the needs of online faculty in the area of self care. Online faculty
Session Description
There are unique challenges teaching in an all online environment in higher education. Often overlooked are the needs of online faculty in the area of self care. Online faculty are called to find work-life balance in a classroom with no fixed hours, traverse institutional policies and processes from a distance, all while meeting unique student needs. These challenges require online faculty to consider ways to ensure they practice proactive self care.
This webinar will look at the major issues facing online faculty, what support systems they rely on, and ultimately make recommendations for the role of care in our online teaching.
Speakers
Dr. Debby Espinor
Associate Professor, George Fox University
Debby Espinor is an Associate Professor of Education at George Fox University. She teaches in the College of Education and College of Business in the Undergraduate and Graduate programs including the DBA. She has worked in faculty development with Digital Learning and continues to mentor faculty in strong online teaching skills. Dr. Espinor plays keyboards in a blues band, is a stained glass artist, serves as a chaplain for first responders and loves to travel as much as she can. Debby serves on the NWeLearn board.Dr. Tyler Watts
Assistant Professor, Southern Wesleyan University
Tyler Watts is an Assistant Professor of Education at Southern Wesleyan University. He serves as the program coordinator for the M.Ed. in Instructional Design and eLearning and SWU’s microcredential in instructional design. He has worked in the areas of online learning, educational technology, and faculty development for over 10 years. Dr. Watts is passionate about promoting authentic learning experiences in online and blended environments.August 2021
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Tuesday 10:00 AM – 11:00 AM Pacific Time
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This conversation will involve the rationale for creating and maintaining a living portfolio or resume. There will be examples of portfolios from students, faculty, and staff. The participants will
Session Description
This conversation will involve the rationale for creating and maintaining a living portfolio or resume. There will be examples of portfolios from students, faculty, and staff. The participants will examine the challenges and professional opportunities of creating one and leave the session with all the resources needed to create one on their own.
Speakers
Todd Conaway
Instructional Designer
Todd has spent about 25 years swimming near the confluence of classrooms, hardware, and the internet. As a high school teacher he recognized the power of sharing stories and allowing students to direct their learning. Later, at the college level, Todd realized the opportunities that exist for student learning and sharing and the challenge faced by the complexities of digital spaces. He works hard to help faculty find joy in meeting those challenges!
July 2021
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Wednesday 2:00 PM – 3:00 PM Pacific Time
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While it has been demonstrated that the use of Open Educational Resources (OER) can improve educational outcomes for students, it can often be difficult to implement due to a
Session Description
While it has been demonstrated that the use of Open Educational Resources (OER) can improve educational outcomes for students, it can often be difficult to implement due to a variety of technical barriers (including the accessibility of editing original files and sharing curated materials).
This session will introduce participants to Pressbooks, an innovative and easy to use online tool for creating OER textbooks, and the process of using it to create a play anthology for an online theater history course using materials from the public domain. Through a discussion of a grant funded project that leveraged staff and faculty collaboration, presenters will share the process they used to collaborate on creating this OER textbook. Participants will consider how they could use this technology in their own contexts and identify methods and processes for implementing public domain content in the development of OER and ensuring its accessibility.
Speakers
Teresa Folcarile
Interim Administrative Director, Center for Teaching and Learning, Boise State University
Teresa has taught at the college level for 16 years, the past ten for Boise State, and the previous six for the University of Connecticut. Her scholarly work has focused on best practices for supporting adjunct faculty. At the CTL, she supports a variety of CTL and University-wide efforts, including Program Assessment Reporting, adjunct faculty programs, and the Course Design Institute.Monica Brown
Assistant Program Manager, Rebus Community
Monica Brown (she/her/hers) is a former composition faculty and writing center consultant who is passionate about helping folks share their knowledge and experiences through all genres of writing. She graduated from Boise State University with a Masters of Arts in English. Her work in Open Education explores the intersections of social justice and critical digital pedagogies.June 2021
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Thursday 10:00 AM – 11:00 AM Pacific Time
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While much of learning and training has been online over the last year, the power of virtual instructor-led training (VILT) remains. This session will concentrate on research-based and best
Session Description
While much of learning and training has been online over the last year, the power of virtual instructor-led training (VILT) remains. This session will concentrate on research-based and best practice strategies on accessibility, learner engagement, and replicability of instructional strategies in an online learning environment.
Webinar attendees will be able to:
- Adopt UDL concepts and strategies to create equitable and accessible learning opportunities in virtual spaces.
- Recognize how data and data collection tools can positively enhance and influence learning offerings and ROI.
- Understand how the systemic implementation of andragogical best practices in VILT can drive more impactful and engaging learning experiences.
Speakers
Cindy Etherton
Corporate Trainer and Online Instructor, Oregon State University
Cindy Etherton has been in the education field for over 20 years providing online and classroom-based training. In her current role, Cindy leverages research-based strategies to train employees and business owners on a variety of topics including communication skills, business ethics, problem-solving, and more. In addition to this work, Cindy is an online instructor at Oregon State University instructional design principles and strategies. Cindy has curated best practice implementation resources and trainings for educational technology tools for K16 educators, administrators, and IT professionals throughout Oregon and the US.
Kelsey Pike
Corporate Trainer
Kelsey Pike has been an HR professional for a decade; 6 of those being in Corporate Training and Development as an eLearning instructional designer and classroom instructor. She has a Master’s in Education with a specialization in Human Resource Development from Seattle University. Kelsey’s passion for helping others achieve their goals through personal and professional development spans beyond the corporate sphere as she coaches athletes at the high school level.
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Wednesday 10:00 AM – 11:00 AM Pacific Time
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Online via Zoom
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Tired of the same old, same old discussion board assignment? This session will rethink the traditional structure of online discussion boards and demonstrate the learning potential of online discussions.
Session Description
Tired of the same old, same old discussion board assignment? This session will rethink the traditional structure of online discussion boards and demonstrate the learning potential of online discussions. Using student voices, this session explores innovative approaches to discussion boards.
Discussion boards have become the bread and butter of online instruction in an attempt to replicate in-class discussions. Despite using best practices, being flexible in structure and formatting, and eliminating them altogether, one institution was craving the same interaction and depth as face-to-face course discussions.
After a series of student interviews on traditional undergraduate student experiences with remote learning due to COVID-19 closures, the presenters came up with alternative ways to format online discussions that make the experience more authentic to its in-person counterpart.
This session explores the current best practices for online discussions, student voices about discussions, and explores new ways of approaching discussion boards. Participants will be exposed to innovative approaches to online discussions and come away with a redesigned discussion assignment.
Speakers
Dr. Bethany Schultz
Director of Instructional Design & Technology and Assistant Professor, Northwest Nazarene University
Dr. Bethany Schultz serves as the Director of the Center for Instructional Design and Technology at Northwest Nazarene University in Nampa, Idaho. She is an experienced grant administrator and educator in blended and online learning in Higher Education and K-12 settings. She has helped build an online general education experience for students at NNU through the development of NNU Online. Previously at NNU, she served as a project manager for a grant-funded center for innovation called the Doceō Center. Overall, Bethany has secured and been a post-award grant administrator of $15 million of projects and initiatives to spur innovation in higher ed and K-12 education through the effective use of technology.Crystal Nielsen
Instructional Designer & Technologist and Assistant Professor, Northwest Nazarene University
Crystal is NNU’s instructional designer and technologist, collaborating with faculty and adjuncts to teach with learning platforms effectively. Her areas of expertise include designing online courses and making content digitally accessible. In the field since 2003, Crystal earned her MA in educational technology at San Diego State University. For 12 years prior, she was a writer and editor in newspapers and publishing.Dr. Christa Sandidge
Director of the Center for Professional Development, Northwest Nazarene University
Dr. Christa Sandidge is both the Director of the Center for Professional Development at Northwest Nazarene University and an Assistant Professor in the area of Leadership and Professional Studies. Christa holds an Ed.D in Leadership and Professional Practice. Her primary areas of focus and expertise include online course development, leadership development, and team development. She is strongly committed to improving leaders and teams through professional and leadership development.October 2020
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Tuesday 10:00 AM – 11:00 AM Pacific Time
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Professional learning opportunities and requirements for higher education faculty and staff vary greatly from institution to institution. Funding and support for professional learning also vary by institution as well
Session Description
Professional learning opportunities and requirements for higher education faculty and staff vary greatly from institution to institution. Funding and support for professional learning also vary by institution as well as by employee classification (full time faculty, part time faculty, staff, etc.).
The Oregon Education Association (OEA) is a union that represents about 44,000 educators working in pre-kindergarten through community college. About 3,700 of these members are community college staff and faculty who represent 10 different institutions in the state of Oregon. The mission of OEA is to unite the public education profession and advocate for those professionals to ensure quality public education for students in Oregon. One branch of OEA’s work is providing free professional learning for members based on their needs and interests.
By examining data from a needs assessment survey of community college members, educational technology and online teaching professional development were identified as two areas of member needs. In response, the 8-week online course, “Instructional Technology and Online Course Design for Community College Educators” was designed, developed, and taught by two community college members during the summer of 2020. Creating a technology-based course for individuals at various institutions presents some unique benefits and challenges.
After engaging in this session, participants will be able to describe the unique challenges and benefits of developing, implementing and leading free professional learning for association members at different institutions; consider the varying levels of required and optional online teaching and course design support provided at different community colleges, and discuss and provide feedback on the content and format of the course.
Speakers
Colin Stapp, Chemeketa Community College
Colin has been in higher education for over 25 years and has been involved in educational technology throughout his career. His experience includes online teaching, faculty development, and integrating technology with instruction. He has a Master of Educational Technology & Graduate Certificate in Online Teaching from Boise State University. He is also a graduate of Mt. Hood Community College and Pacific University.
Kim Read, Oregon Education Association
Kim Read is a Professional Learning System Specialist at Oregon Education Association (OEA). She develops and implements professional learning opportunities for OEA’s 43,000 member educators. Kim is excited about learning design, open access to information, creating equitable opportunities for success, and instructor development. Before joining OEA, Kim worked in higher education in Oregon and Washington for 10 years, most recently as Dean of Libraries and Associate Professor. She received her Master of Education from the University of Illinois Urbana-Champaign, her Master of Library Science from Emporia State University, and her Bachelors of Anthropology from Colorado College, where she also studied piano performance. In her free time, she enjoys writing and recording music, reading, and spending time in nature.
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In this workshop-demonstration, we will introduce the latest version of our open-source web tool, A National Virtual Language Lab (ANVILL). Now available as a mobile app as well as
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In this workshop-demonstration, we will introduce the latest version of our open-source web tool, A National Virtual Language Lab (ANVILL). Now available as a mobile app as well as an LTI-compatible desktop app, ANVILL is designed to serve language teachers wishing to design interactive speech-based exercises and students looking for an easy way to record and get feedback on their oral-aural progress.
Our goal for this presentation is to both introduce the many new features of the tool but also to use feedback from a discerning audience like NW eLearners to gauge how well we’re meeting expectations for a next generation, language-focused tool. Collectively we should all leave with a better understanding of what language faculty are looking for in modern speech-based software, and how developers and instructional designers can best respond to their needs.
Speakers
Jeff Magoto, University of Oregon
Jeff Magoto is the director of the Yamada Language Center at the University of Oregon. He supervises a Less Commonly Taught Language Program, teaches in the MA in Language Studies Program and is the project manager for ANVILL, a widely used speech tool for language learning.
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Wednesday 2:00 PM – 3:00 PM Pacific Time
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Online courses can be difficult for some students, and online discussions do not always turn out as planned. In a case study of an emotional intelligence course in a
Session Description
Online courses can be difficult for some students, and online discussions do not always turn out as planned. In a case study of an emotional intelligence course in a community college setting, students quickly became engaged in discussions with their classmates. The course also included a private journal between the student and instructor. In both the discussions and journals, students openly shared their concerns. Is it the topic or modality that leads to such engagement? What are some of the sociological theories explaining such student socialization and behaviors? And what should we know about sociological theories to improve our online teaching and maximize our online communication effectiveness?
Attendees will learn:
- Briefly about emotional intelligence and why it is an important workplace skills
- Criteria for well-designed discussion boards
- Importance of confidentiality between instructor and student
- Factors to engage students to participation in discussions
- Psychological factors behind student engagement, or lack thereof
- Dynamics of social presence online
- Sociological theories behind online discussions, socializations, and student behaviors.
Speakers
Dr. Velda Arnaud, Blue Mountain Community College
Dr. Velda Arnaud has a long history as a dedicated undergraduate instructor within 2-year, 4-year, and career/technical programs. Her foci are leadership, education, and service. She is committed to replacing expensive textbooks with open educational resources in order to save students money and improve learning. For online courses, Velda seeks to engage students in discussion forums and group activities. Velda is actively involved with student clubs and in the community; she is the 2020 Pendleton Chamber of Commerce President.
Dr. Yongsheng Sun, Columbia Basin Community College
Dr. Yongsheng Sun received his Ph.D. from Washington State University, and has been a full-time faculty at Columbia Basin College for over 25 years. He has also taught as an adjunct professor in the graduate program of Teaching and Learning at Washington State University. He has had book and journal publications both in the US and abroad. Dr. Yongsheng Sun has presented at many conferences, including AERA, NAFSA and TESOL. He has taught Sociology, Intercultural Studies, among other courses both online and face-to-face in the past years at Columbia Basin College. Dr. Sun also worked as a cultural consultant for the Washington State Board for Community and Technical Colleges, and the Pacific Northwest National Lab by Battelle.
September 2020
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A new online Introduction to Literature course developed with an open education textbook provided the opportunity for students to engage closely with digital literary texts. I designed two types
Session Description
A new online Introduction to Literature course developed with an open education textbook provided the opportunity for students to engage closely with digital literary texts. I designed two types of assignments for literary analysis to foster student-to-student interaction and student-to-content interaction: 1) online discussions in Canvas, and 2) online annotations in Perusall. Both types of assignments required students to respond to question prompts, engage in close reading of literary texts, and interact with their peers.
Based on analytics provided through Canvas (using the Threadz LTI) and Perusall, as well as an informal survey of students, I will compare online student engagement with their peers and with digital texts in these different types of assignments.
Student survey responses suggest that student-to-student interaction is better facilitated through online discussions, while student-to-content interaction is better facilitated through online annotations. Analytics provide alternative ways to evaluate levels of student engagement through number of postings, word count, number/direction of interactions, and active reading time. Audience members will have the opportunity to discuss best practices for creating and facilitating online assignments that foster student engagement.
Speakers
Dr. Christopher Schedler, Central Washington University
Christopher Schedler is Professor of English at Central Washington University, where he teaches a wide variety of courses in American and Multicultural Literatures, Latino and Latin American Studies, and American Indian Studies. He has developed and taught multiple online/hybrid courses and offered numerous faculty workshops on the use of instructional technologies. He served as Faculty Director and Executive Director of Multimodal Learning from 2012-18. In this position, he supported online learning, distance education, and use of instructional technologies across the university. He also implemented a suite of faculty development programs, including faculty fellows, faculty learning communities, faculty institute for online teaching, and master online teacher certification.
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Tuesday 2:00 PM – 3:00 PM Pacific Time
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Does the Quality Matters rubric not quite suit your institutional needs? Are you sometimes daunted by the mechanics of peer reviews in online courses? Are you looking for a
Session Description
Does the Quality Matters rubric not quite suit your institutional needs? Are you sometimes daunted by the mechanics of peer reviews in online courses? Are you looking for a way to customize your rubric? This session provides solutions by demonstrating the custom review system (MyCR) in Quality Matters, including the advantages and challenges.
Speakers
Beth Hale, Chemeketa Community College
Beth Hale is a Learning Technologies Facilitator at Chemeketa Community College, and supports faculty with education technology, instructional design and other aspects of elearning. She’s worked in distance education for over twenty years, and with Chemeketa Online the past decade. Her professional experience also includes strategic planning and ESOL instruction. She received her MA in Educational Technology from the University of Washington.
Dr. Zip Krummel, Columbia Gorge Community College
Dr. Zip Krummel, Psychology Instructor and Social Sciences Department Chair. I’ve been an adjunct in Psychology for 24 years and am now full-time at Columbia Gorge Community College. I am also a QM Master Reviewer for Higher Ed online coursework, Higher Ed. Publications, K-12 online coursework, and K-12 Publications. Besides Instructional duties at CGCC, I am part of the QM Review Team that went through the change process to meet our internal course needs.
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Tuesday 10:00 AM – 11:00 AM Pacific Time
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Join us for an overview of the Project Based Learning (PBL) conceptual design and integration into online course design at the university level. Seven design elements will be discussed
Session Description
Join us for an overview of the Project Based Learning (PBL) conceptual design and integration into online course design at the university level. Seven design elements will be discussed with appropriate handouts and will focus on how PBL builds toward future competency-based education (CBE). In addition, there will be discussion on Portfolios use as a tool in Project Based Learning.
Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. This session will address content curation and essential questions that are major components of Project Based Learning. PBL has been popular in K-12 classrooms for over 30 years, yet has still not gained traction in higher education.
Session Objectives:
- Participants will identify the 7 design elements that make up Project Based Learning.
- Participants will apply elements of PBL into their own course design.
- Participants will discuss content curation for university students.
- Participants will collaborate with colleagues in attendance to create potential essential questions for courses using Project Based Learning concepts.
Speakers
Dr. Debby Espinor, George Fox University
Debby Espinor joined George Fox in 2010. She is an associate professor of education and teaches courses in both the College of Education and the College of Business. She has been Chair of the Elementary Education program and Director of the ELED program. Debby currently is Co-Director of the Digital Fluency Institute and teaches hybrid and online courses throughout both colleges.
Gloria Doherty, George Fox University
Gloria Doherty, Director of Digital Learning and Assistant Professor, has partnered with faculty and administrators in Higher Education throughout her career with the goal of collaboratively developing digital fluency and innovative course design. Gloria has worked within institutions and across consortia to design online learning programs and practices. Gloria works under the co-directors of the Digital Fluency Institute (DFI) to train new faculty in exploring pedagogies, authoring effective learning outcomes, and selecting technologies that can transform learning. Her work in directing Digital Learning supports faculty in reviewing learning theories and models and developing frameworks that adopt constructivist theory that uses backward design and project-based learning to strengthen both online and traditional delivery systems as they evolve toward the emerging lifelong learning landscape.
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Sometimes, online learning can be impersonal and simply a list of things to accomplish. Whether you are doing remote learning for the first time or this is a full-time
Session Description
Sometimes, online learning can be impersonal and simply a list of things to accomplish. Whether you are doing remote learning for the first time or this is a full-time venture that you have been doing for a while, there are simple approaches that can help to humanize our work and what is being asked of our students whether they are young learners, teens, or adults.
Understanding that our goals as educators are often to provide authentic learning opportunities and to deepen their understanding of the content being shared, how do we do this while adding the human element back into our classes? In this webinar, we will explore 10 practical ways that you can humanize online learning as an instructor and content curator.
Speakers
Cindy Etherton, Oregon State University
As an instructional designer and change agent for over 20 years in K12, higher education, and in the private sector, my interests range from technology integration to entrepreneurship. My first experience with computers and online learning was playing video games when I went to nickel arcades as often as my allowance would allow. This learning was expanded as I began to formally teach students of all ages within face-to-face, blended, and online environments. Currently, I build and teach online courses and deliver face-to-face training for school districts, colleges, universities, and organizations to help them meet their strategic initiatives. I have always been inspired by the idea of “What if…”. This question helps me to push the boundaries of possibilities and to believe strongly in collaboration and empowerment. As a result, I will meet you where you are as you work to develop and achieve your instructional design goals.
Chelsey Williams, Oregon State University
Chelsey is passionate about online teaching! She began her teaching career at OSU as a teaching assistant in the communication department in Shepard Hall in 2016. For the past two years she has taught interpersonal communication, speech, and intercultural communication courses at Linn-Benton, Chemeketa and Linfield College. In addition to teaching, Chelsey works full-time as the manager of Professional Development for Educators at OSU College of Education, where she supports other online instructors to share their knowledge and experience with teachers, trainers and educators of all kinds! Connect with Chelsey on Linkedin.
August 2020
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Date
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Tuesday 10:00 AM – 11:00 AM Pacific Time
Location
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How we design our courses and our content makes all the difference in the world to our students. There are some practical ways we can ensure that the great
Session Description
How we design our courses and our content makes all the difference in the world to our students. There are some practical ways we can ensure that the great content we create is accessible to all (or most) of our learners. In this session, we will share tips for dramatically improving the accessibility of your courses.
Speakers
Ana Thompson, University of Washington Bothell
Ana Thompson has worked in higher education for the last 19 years in the areas of IT, digital/online learning, strategic planning, accessibility, instructional design, and as affiliate faculty. Currently, she is the lead of the Universal Design for Active Learning (UDAL) campus initiative, chairs the Campus Accessibility Plan efforts, represents Bothell in the UW IT Accessibility Tri-Campus Task Force, and is a member of the Learning Spaces Design Team. She has made a great number of interactive presentations and workshops at NW/MET, NWeLearn, CCUMC, AHG, ATHEN, Next Generation Learning Spaces, and other venues.
Amy Spielmaker, Western Oregon University
Amy Spielmaker works in the College of Education at Western Oregon University where she teaches instructional design, develops marketing materials, oversees digital media production, develops and maintains all college websites, and assists faculty with curriculum development and creating engaging online classes. Amy also does freelance web and instructional design.
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Wednesday 10:00 AM – 11:00 AM Pacific Time
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How is your institution managing NC-SARA C-RAC compliance? Come and share your insights with your peers. During this session, a template will be distributed with the C-RAC guidelines and
Session Description
How is your institution managing NC-SARA C-RAC compliance? Come and share your insights with your peers. During this session, a template will be distributed with the C-RAC guidelines and the session presenter will facilitate discussion and sharing. For each of the nine guidelines, the University of Virginia has plans and processes in place.
Some of these plans don’t use the cleanest data or the most streamlined processes. Can you help? What have you learned at your institution for establishing and maintaining NC-SARA compliant online course quality, professional development and student services? Processes and guidelines in place at the University of Virginia will be shared with attendees.
Speakers
Dr. Kristin Palmer, University of Virginia
Dr. Kristin Palmer is the Director of Online Learning Programs at the University of Virginia (UVA). In this role, she is responsible for massive open online courses (MOOCs), facilitating pan-university e-learning needs assessment and fulfillment, and conducting research. She represents UVA on the Networked Learning Collaborative of Virginia (NLCVa), is a member of the Accessibility Task Force, Online Education Advisory Committee, Teaching and Learning with Technologies Committee, Bicentennial Committee, and the President’s Strategic Planning Steering Committee (2012-2014). She co-created the Innovation in Pedagogy Summit at UVA. Prior to UVA, Dr. Palmer worked in both education and business on complex technology projects. She has worked at Hewlett-Packard (HP), eBay, Disney, Intuit, and the Children’s Health Council.
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Wednesday 2:00 PM – 3:00 PM Pacific Time
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The Aromatherapy Program Chair and Director of Library Services and Instruction at the American College of Healthcare Sciences (ACHS) will share the benefits of Coursetune, a highly visual learner-centered
Session Description
The Aromatherapy Program Chair and Director of Library Services and Instruction at the American College of Healthcare Sciences (ACHS) will share the benefits of Coursetune, a highly visual learner-centered instructional design tool for curriculum mapping, to the faculty and curriculum design team at ACHS.
Specifically, the presenters will expound upon the benefits of having a single platform for all outcome and assessment documents, that may also be used to train faculty on assessment implementation and curriculum design.
At the conclusion of the session, learners will be able to:
- Understand the connection between curriculum design and student outcomes specifically as it pertains to student retention processes.
- Explain to others the benefits of mapping curriculum to identify gaps.
- Identify new ways to see how programs align to industry standards.
- Reflect meaningfully on how their institution conducts course and program reviews.
Speakers
Ashley Ehmig, American College of Healthcare Sciences
Ashley is the Director of Library Services and Instruction at the American College of Healthcare Sciences. She received her Master of Library Science from Emporia State University and her Bachelor of Science in General Science from the University of Oregon. She has worked in libraries for seven years, including positions in academic libraries, continuing medical education, and medical archives. Ashley is passionate about providing information literacy through different technology platforms and has an interest in instructional design and distance education. She loves working as a librarian and sharing her knowledge with others.
Amanda Lattin, American College of Healthcare Sciences
Amanda Lattin is a Professor and Aromatherapy and Spa Management Program Chair at the American College of Healthcare Sciences. Amanda has nearly 20 years of experience as an educator and subject-specific consultant with institutions such as the National University of Natural Medicine Traditional Roots Institute. Amanda has designed and taught curricula on chemistry, biochemistry, case study and research writing, aromatherapy, and medical herbalism for both online and face to face platforms ranging from undergraduate to post-doctoral continuing education levels. Amanda’s current projects and publications focus around holism in science and medicine, and online research skill development tools.
Dr. Hill Taylor, American College of Healthcare Sciences
Hill Taylor is Chief Academic Officer (Academic Dean) at the American College of Healthcare Sciences. Prior to working at ACHS, Hill served as Director of the Office of Learning Support at Oregon Health & Science University, and led OHSU WRITEs, a core OHSU Interprofessional Initiative. Dr. Taylor’s research and publications focus on issues of environmental consciousness and place-making. These themes appear in his recent book chapter “Ecotopia Revisited in Image: The Imagined (and Enacted) Promise and Peril of Portland” published in Climate Consciousness and Environmental Activism in Composition. Dr. Taylor earned a Ph.D. as well as a Masters degree from the University of North Carolina at Chapel Hill; an MBA from the University of North Carolina at Wilmington; and a Bachelor’s degree at North Carolina State University.
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Training for online faculty comes in many shapes and sizes. If a formal training model doesn’t seem to fit your faculty, it may be time to explore informal training.
Session Description
Training for online faculty comes in many shapes and sizes. If a formal training model doesn’t seem to fit your faculty, it may be time to explore informal training. Learn how and why one OL department leveraged a blog to facilitate just-in-time learning in the hopes of increased success… and whether the payoff was worth the shift.
Objective: Attendees will leave the session ready to contextualize training practices at their institution.
Speakers
Eric Prochaska, Mt. Hood Community College
Eric Prochaska taught college English for over ten years, including teaching online for a variety of schools, both local and national. His experience and passion for designing successful learning environments led him to pursue a career in instructional design. Eric is currently an Instructional Designer for Online Learning at Mt. Hood Community College in Oregon, where he also manages the Faculty Resources WordPress blog.
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Tuesday 2:00 PM – 3:00 PM Pacific Time
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In this session, participants will explore the untapped potential of writing in online courses to improve learners’ academic writing skills. The session will illustrate the opportunities for writing practice
Session Description
In this session, participants will explore the untapped potential of writing in online courses to improve learners’ academic writing skills. The session will illustrate the opportunities for writing practice present in the types of writing-based, low-stakes learning activities that typically appear in online courses (e.g., discussion boards, blog posts).
Participants will learn strategies for integrating writing instruction and feedback into assignments, and will have the opportunity to apply this knowledge to an assignment from one of their courses.
By the end of this session, participants will be able to:
- Explain the importance of low-stakes writing practice in the development of writing skills.
- Identify learning activities that are practice opportunities for various writing skills.
- Revise learning activities to include writing instruction and feedback.
Speakers
Zoe Speidel, Oregon Health & Science University
Zoe Speidel supports OHSU’s School of Nursing by designing undergraduate and graduate online courses and providing faculty development opportunities. She also teaches academic foundations courses for a master’s program, Food Systems and Society. Prior to coming to OHSU, Speidel taught and tutored high school, college, and adult literacy for five years at Central New Mexico Community College and the University of New Mexico, where she received her master’s degree in rhetoric and composition. Her research interests include the literacy practices of graduate learners, writing-to-learn in the STEM classroom, and universal design for learning.
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Wednesday 2:00 PM – 3:00 PM Pacific Time
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Caring is key to being respectful and inclusive of diverse students in all learning environments, whether in person or online. During the current COVID-19 crisis, we have found ourselves
Session Description
Caring is key to being respectful and inclusive of diverse students in all learning environments, whether in person or online. During the current COVID-19 crisis, we have found ourselves having to move courses that have always been delivered in person to online platforms. To continue our respectful practices as we quickly move into online platforms, we need to take into account the new challenges faced by both faculty and students.
We will share our experience during the Spring 2020 with the Interprofessional Foundations course, which is a course at OHSU with over 700 students and facilitated by over 100 faculty. We will reflect on diversity and inclusive principles and the concept of caring in education as well as look at specific actions we took to ensure we demonstrated care and compassion for our 700 students.
Objectives:
- Apply Maslow’s Hierarchy of Needs to guide actions in online education.
- Explain the concept of caring and how it applies to online education.
- Create a personal plan to show diverse students we care.
Speakers
Graciela Vidal, Oregon Health & Science University
Graciela Vidal manages different educational projects at OHSU, such as the coordination of IPE Foundations, which is a 700-student required course. Graciela has degrees in Foreign Language teaching, Linguistics, and Instructional Technology. She has more than 20 years of teaching experience in higher education institutions across the USA, including courses on service learning and civic engagement. She also has ample experience in curriculum development and course design. Graciela received her M.S. in Linguistics from the Universidad Nacional de Cuyo in Mendoza, Argentina, and her M.Ed. from North Carolina State University. Graciela enjoys milanesas, empanadas, coffee, and classical music.
Dr. Tobie Jones, Oregon Health & Science University
Tobie A. Jones is an Assistant Professor in the Department of Restorative Dentistry and the Director for Interprofessional Education at OHSU School of Dentistry. After graduating from OHSU School of Dentistry in 2011, Tobie spent four years in the Navy as a general dentist at the Naval Air Station in Lemoore, California. In 2016, she joined OHSU as full-time faculty, and is currently the course director for both the first and second year pre-doctoral Comprehensive Care courses. Tobie received her Masters of Science in Education, in the area of curriculum and instruction last summer and has a passion for improving the educational environment. Her research interests include alternate testing methodology, faculty and student self-efficacy, student-led learning, and interprofessional education.
July 2020
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Wednesday 10:00 AM – 11:00 AM Pacific Time
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Explore ways that you can create a new course or retrofit an old one to make it more accessible to a broader range of students, including those with disabilities.
Session Description
Explore ways that you can create a new course or retrofit an old one to make it more accessible to a broader range of students, including those with disabilities. What practices block students from participation? How can knowing the capabilities of assistive technologies students might be using and employing universal design principles help you employ inclusive practices?
Speakers
Dr. Sheryl Burgstahler, University of Washington
Dr. Sheryl Burgstahler is an affiliate professor in the College of Education at the University of Washington. She has degrees in mathematics, education, and administration of higher education. She has taught precollege and postsecondary mathematics, computer programming, assistive and accessible technology, and pre-service and in-service courses for teachers on mathematics instruction and the use of technology in education.
In addition to her teaching, Dr. Burgstahler founded and directs the DO-IT Center and Accessible Technology Services at the University of Washington.
These organizations use mainstream and assistive technology to support the success of students with disabilities in postsecondary education and their careers. They promote the universal design of onsite and online courses to make learning and technology welcoming and accessible for everyone.
Dr. Burgstahler has published articles and delivered presentations at national and international conferences that focus on applications of universal design to all aspects of postsecondary education. She is the author or co-author of eight books and lead editor of the book Universal Design in Higher Education: From Principles to Practice.Related Sessions
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Date
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Tuesday 11:00 AM – 12:00 PM Pacific Time
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Lake Washington Institute of Technology has successfully implemented open pedagogy in a variety of specific academic programs over the past several years and student-created materials are regularly used in
Session Description
Lake Washington Institute of Technology has successfully implemented open pedagogy in a variety of specific academic programs over the past several years and student-created materials are regularly used in curricula.
The college is beginning to explore and develop institutional research, including launching its first annual student research symposium in spring 2020. How do open licenses impact scholarship and institutional research within an academic community? What is the responsibility of the college in linking open education and the publication of student works? What are the implications of adding open licenses to work created by students in the college?
This session is designed to brainstorm benefits and concerns regarding the intersection of open pedagogy and institutional research. Emphasis will be placed on how to share published works with specific licenses and systems for storing works on institutional and consortia levels. Attendees should bring their ideas, experiences, and questions to discuss avenues for creativity and collaboration between students and educators.
Speakers
Katherine Kelley, Lake Washington Institute of Technology
Katherine Kelley has worked in a variety of library settings from a county bookmobile to an art museum library. In all of these settings she enjoyed working with people and helping them access the information they needed. She earned master’s degrees in Library and Information Studies and Art History from University of Wisconsin-Madison in 2013 and comes to LWTech most recently from New Mexico.
Greg Bem, Lake Washington Institute of Technology
Greg Bem received his MLIS in 2013 and traveled across the country and around the globe before finding his place as a faculty librarian and library coordinator at LWTech. Prior to LWTech, he supported libraries at North Seattle College, Open Development Cambodia, and the Wildlife Conservation Society. Greg is a strong advocate for equity, diversity, and inclusion, and strives to support minoritized groups and respond to historic, systemic marginalization and oppression. Currently, Greg is the Vice President of AFT 3533, the Local Faculty Union at LWTech. He is also the current chair of College Librarians Across Washington State (CLAWS), a section of the Academic Libraries Division of the Washington Library Association. Greg is also involved with Library Workers Against Racism (LWAR).
22Jul11:00 AM12:00 PMMini Sessions3 Topics11:00 AM – 12:00 PM Pacific Time
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Wednesday 11:00 AM – 12:00 PM Pacific Time
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11:00 – 11:15 a.m. Global Outreach in Africa through MOOCs (Dr. Kristin Palmer) At the University of Virginia, we have been doing a research study with the Community of Inquiry
Session Description
11:00 – 11:15 a.m. Global Outreach in Africa through MOOCs (Dr. Kristin Palmer)
At the University of Virginia, we have been doing a research study with the Community of Inquiry (CoI) framework in MOOCs. In this study, we have looked at the relationship to the learner’s perceived presence with retention and how different learner characteristics effect social, cognitive and teaching presence.
Data from the last four years will be summarized including:
- Data from learners evaluating each presence.
- Ethnicity, age and education affecting presence.
- How customizing content might lead to higher improved presence.
11:15 – 11:30 a.m. Create Your Own Open Source, Scalable, Affordable Podcast Hosting (Benjamin Kahn)
Podcasting is arguably the most transformative new storytelling and informational medium of the 21st century, with listenership and revenues on the rise year after year.
As educators and IDs explore podcasting, we often are able to successfully produce and edit recordings…but then what? How do we get our stories out into the world of Apple Podcasts, Google, Spotify, and “wherever you get your podcasts?” Free options for hosting and distribution are seriously limited, and the monthly cost for premium options adds up fast.
This session will showcase a very affordable, robust, scalable podcast solution built with cheap cloud hosting and powerful Open Source software that anyone with a little bit of technical knowledge (or an adventurous spirit) can run.
11:30 – 11:45 a.m. Synchronous Zoom Classes: The Good, The Bad, and The Ugly (Stephen Shwiff and Todd Meislahn)
Sometimes synchronous classes are like spaghetti westerns, with themes of cunning, irony, and heroism. Come find out how the good guys win in the end.
Speakers
Benjamin Kahn, University of Portland
Ben works as a learning systems administrator, systems architect, instructional designer, and technologist at the University of Portland, managing Open Source tools for learning, including enterprise Moodle and WordPress installs.
Dr. Kristin Palmer, University of Virginia
Dr. Kristin Palmer is the Director of Online Learning Programs at the University of Virginia (UVA). In this role, she is responsible for massive open online courses (MOOCs), facilitating pan-university eLearning needs assessments, and conducting research. She represents UVA on the Networked Learning Collaborative of Virginia (NLCVa), is a member of the Accessibility Task Force, Online Education Advisory Committee, Teaching and Learning with Technologies Committee, Bicentennial Committee, and the President’s Strategic Planning Steering Committee (2012-2014). She co-created the annual the Innovation in Pedagogy Summit at UVA. Prior to UVA, Dr. Palmer worked in both education and business on complex technology projects. She has worked at Hewlett-Packard (HP), eBay, Disney, Intuit, and the Children’s Health Council.
Stephen Shwiff, Columbia Gorge Community College
Stephen Shwiff has recently retired as Dean of General Education at Columbia Gorge Community College. As a long time Business and History instructor, Stephen moved into the administrative role working on the college’s Business program. After consulting with students about barriers in their education goals, he decided to offer every Business course at the college synchronously on Zoom beginning in 2018. Without any guidance or examples to follow, the Business instructors learned many lessons from the process: good, bad and ugly.
Todd Meislahn, Columbia Gorge Community College
Todd Meislahn joined the Business & Entrepreneurship program in 2019 and is now a full time instructor in the program. Todd has over 40 years experience in entrepreneurial enterprises and serves as a counselor for the Small Business Development Center. Todd jumped into synchronous teaching in his first class with CGCC and has now taught over 20 classes with Zoom with great innovations and progress.
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Wednesday 10:00 AM – 11:00 AM Pacific Time
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This presentation shares results of an interview-based study of 33 faculty who have taught online for 10 years or more at a large comprehensive R1 institution. Data were collected
Session Description
This presentation shares results of an interview-based study of 33 faculty who have taught online for 10 years or more at a large comprehensive R1 institution.
Data were collected in two stages. The first stage was a pre-survey that asked for basic demographic information and online teaching history. The next stage was a series of three, one-hour virtual interviews in which instructors were asked to reflect on their experiences as an online educator and how their perspectives have changed over time.
The session focuses on qualitative analyses of the responses to the following interview questions:
- What skills do you think are most valuable for online instructors to have?
- What skills do students need to be able to succeed in online classrooms?
- What do you think is the future of online learning?
Attendees will learn about the study methodology and key skills for online instructors and students. Finally, attendees will discuss ideas about the future of online education.
Speakers
Dr. Mary Ellen Dello Stritto, Oregon State University
Dr. Mary Ellen Dello Stritto is the Director of Research for Oregon State University Ecampus, where she designs and conducts research studies on online teaching and learning, provides support for faculty research on online education, and produces tools to promote research literacy. Her background is in psychology with a specialization in quantitative methodologies, survey design, and statistical analysis.
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Wednesday 2:00 PM – 3:00 PM Pacific Time
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Oregon State University Ecampus Research Unit is pleased to present a panel discussing their research fellows program and the role of instructional designers as participants. Over the past three
Session Description
Oregon State University Ecampus Research Unit is pleased to present a panel discussing their research fellows program and the role of instructional designers as participants.
Over the past three years, an Ecampus instructional designer was accepted into the research cohort and partnered with a faculty member to support their online teaching research project.
Three panelists will reflect upon their participation, sharing their experience and insights. The panel moderator will provide an introduction and overview to the fellows program and describe how their own research findings led them to include instructional designers in the program.
Conference participants who attend this session will be able to:
- Reflect on whether the structure of OSU Ecampus’ fellows program and inclusion of instructional designers in research might benefit their own institutional research endeavors.
- Evaluate the benefits of including the perspectives, training, and pedagogical knowledge of instructional designers in online teaching research.
- Form an opinion about whether the contributions, outcomes, goals and lessons learned by the panelists would enhance online teaching research in general and specifically at their own institution.
- Ask questions and interact with the panelists and moderator.
Speakers
Dr. Mary Ellen Dello Stritto, Oregon State University
Dr. Mary Ellen Dello Stritto is the Director of Research for Oregon State University Ecampus, where she designs and conducts research studies on online teaching and learning, provides support for faculty research on online education, and produces tools to promote research literacy. Her background is in psychology with a specialization in quantitative methodologies, survey design, and statistical analysis.
Susan Fein, Oregon State University
Susan Fein is an instructional designer at Oregon State University’s Ecampus. She has worked in higher education for 12 years, plus brings more than 20 years experience in project management, training, and curriculum design for adult learners in the corporate sector. Susan holds a B.S. in business administration with a minor in marketing, an M.A. in organizational management, and an Ed.M. in educational psychology. She is a passionate advocate for online learning to provide access to all who desire a quality education, regardless of personal circumstances or life constraints. Susan’s research interests focus on active, adaptive, and blended learning to increase student persistence and success in STEM disciplines.
Tianhong Shi, Oregon State University
Tianhong Shi is an instructional designer at OSU Ecampus, where she collaborates with instructors. to design engaging online learning experiences. Tianhong had taught English at Zhejiang University for a few years before coming to the United States, received a M.S. in Instructional Technology from Utah State University and has been working as an online instructional designer since 2006.
Heather Garcia, Oregon State University
Heather Garcia is an instructional design specialist with OSU Ecampus and a doctoral student in the Language, Equity, and Educational Policy program in the College of Education at Oregon State University. She holds a Master of Science degree in Instructional Science and Technology from California State University, Monterey Bay and has over a decade of experience collaborating with faculty and other experts on the design and development of online, hybrid, and in-person courses and training programs.
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