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How (the MOOC) and Other Online Innovations are Transforming Learning

Audience
All Audiences
Session Description
Over the past few years, we’ve seen many new approaches in the online dimensions of teaching and learning. Phenomena like the MOOC, learning analytics, and new concepts such as personalized and adaptive learning are generating not only tactical innovations, but also entirely new models for teaching and learning in higher education. Some of these are transformative, with implications for blended and face-to-face learning environments.

Join this tour of cases from the EDUCAUSE Learning Initiative’s focus session on transformative online innovations to include learner analytics readiness, service blueprinting, adaptive learning, and new research findings that support enhanced online learning. We’ll discuss each method or process, the outcomes they’ve produced, and consider how it might apply to local contexts.

Presenter(s)
  • Veronica Diaz, EDUCAUSE, ELI, USA

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The Role of the Academic Department in Online Faculty Development

Audience
All Audiences
Session Description
Online faculty and staff who are geographically separated typically feel isolated. (Dolan, 2011; Fouche, 2006; Ng, 2006) A study by Dolan indicated that these faculty members would like increased interaction with administration, more appreciation of their contributions to the university, and professional development opportunities. (Dolan, 2011) Accordingly, presenters explore how the academic department can support online adjunct faculty to improve morale, faculty and student retention, and teaching skills. Mentoring adjunct faculty, recognizing their work, creating professional development resources for their use, and best practices in using technology will be discussed. Both asynchronous and synchronous methodology will be broached. Professional development resources include guidelines on academic issues such as creating syllabi and rubrics and also how to improve teaching skills such as critical thinking. Participants will benefit from the presentation by learning about a variety of ways that universities can offer help to and appreciate geographically separated faculty. Participants may apply knowledge learned by making suggestions to academic departments dealing with these issues.
Dolan, V. (2011). The isolation of online adjunct faculty and its impact on their performance. The International Review of Research in Open and Distance Learning, 12(2) retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/793/1691
Fouche, I. (2006). A multi-island situation without the ocean: tutors’ perceptions about working in isolation from colleagues. The International Review of Research in Open and Distance Learning 7(2) retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/295/640
Ng, C. (2006). Academics telecommuting in open and distance universities: Issues, challenges, and opportunities. The International Review of Research in Open and Distance Learning 7(2) retrieved from http://www.irrodl.org/index.php/irrodl/article/view/300/632

Interactivity
The presentation will be accompanied by PowerPoint slides. Audience participation will be highly encouraged through polling and discussions in the text messaging area. Audience members will be offered the opportunity to connect with each other for mentoring and offered the opportunity to share personal knowledge and information about practices at their own universities. Questions for thought and interaction will be asked of the audience at various points in the presentation.

Presenter(s)
Cathy Taylor, Park University, Fort Lauderdale, Florida, USA
Cathy TaylorCathy Taylor, JD, is an Associate Professor at Park University. Her undergraduate work was in English Literature from Wesleyan College, and her JD is from the University of Georgia.
Jutta Pegues, Park University, Ohio, USA
Bio coming soon!
Henry Roehrich, Park University, North Dakota, USA
Henry RoehrichDr. Henry Roehrich is an Assistant Professor of Marketing and Management at Park University. He also serves as an Online Instructor Evaluator for Park Distance Learning. Dr. Roehrich has developed and instructed courses in management, marketing, retailing, international business, entrepreneurship and economics. The courses that he has developed and delivered as an instructor include online delivery, classroom delivery and blended courses. He has twenty years of management experience and seven years of administrative experience in higher education. He received his Ph.D. from the University of North Dakota and an MSA from Central Michigan University.
Michael Becraft, Park University, Georgia, USA
Michael BecraftDr. Michael Becraft serves as assistant dean for the Park University School of Business and is an assistant professor of management with a primary location of El Paso / Fort Bliss, Texas. Prior to joining Park, Becraft worked in both industry and higher education with roles such as developing standardized tests, serving as a corporate trainer, leading a multinational support team and academic work as both a faculty member and senior administrator. He was previously the assistant vice president for academic affairs at Austin Peay State University in Clarksville, Tennessee.

Becraft has held a teaching license in secondary social sciences and holds certifications from the Federal Emegency Management Agency/Emergency Management Institute in disaster and emergency management. His recent presentations cover a range of timely topics, including business ethics, emergency management, internationalization, global microlending, managerial economics, and student ethical development. He recently completed a biography of Bill Gates, to be released this summer.

Becraft holds a Bachelor of Arts degree in economics from St. Mary’s College of Maryland, a Master of Arts degree in financial economics for public policy from The American University, Washington, D.C., and a Doctor of Management from the University of Maryland University College.

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Creating a Community of Acceptance

Audience
All Audiences
Session Description
Asperger Syndrome is one of the most common developmental disabilities and is characterized in three developmental areas; communication, socialization and emotional/behavior difficulties (Dillon, 2007). Students with learning disabilities caused from Asperger Syndrome face many challenges in reaching educational and career goals. These challenges can derive from difficulties pertaining to social interaction in the classroom and collaboration when working in a group environment. Despite demonstrated capabilities and gifts, idiosyncratic communication, socialization, and behavior can lead to significant problems and failure for students (Dillon, 2007). Technology is available to aid instructors in creating a learning environment that provides opportunities for students with Asperger Syndrome. Instructors can incorporate this technology so that students with Asperger’s disorder can utilize their skills and interact in the classroom with peers as they work to reach their potential. By creating a community of acceptance for students with Asperger Syndrome, classmates can also demonstrate their ability to work with someone that has a learning disability. The presentation will provide a strategy as to what technology can be used and what indicators may signal the need for additional instructor intervention. The technology that will be addressed during the presentation can provide a positive learning environment for all students and enable the instructor to encourage communication and collaboration similar to what can be expected in their career field.
Dillon, M. (2007). Creating supports for college students with Asperger Syndrome through collaboration. College Student Journal, 41 (2), 499-504

Interactivity
The presentation will include PowerPoint slides that identify a strategic approach for faculty when considering technology in the classroom in order to create a collaborative learning environment that involves all students. Participation by the audience will be promoted though activities that include polling the audience and discussions in the text messaging area. The audience will have the opportunity to submit questions during and after the presentation in addition to offering insight as to their own practices.

Presenter(s)
Henry Roehrich, Park University, Parkville, Missouri
Henry RoehrichDr. Henry Roehrich is an Assistant Professor of Marketing and Management at Park University. He also serves as an Online Instructor Evaluator for Park Distance Learning. Dr. Roehrich has developed and instructed courses in management, marketing, retailing, international business, entrepreneurship and economics. The courses that he has developed and delivered as an instructor include online delivery, classroom delivery and blended courses. He has twenty years of management experience and seven years of administrative experience in higher education. He received his Ph.D. from the University of North Dakota and an MSA from Central Michigan University.
Julie Grabanski, University of North Dakota, Grand Forks, North Dakota, USA
Julie GrabanskiJulie Grabanski is an Assistant Professor of Occupational Therapy at the University of North Dakota. Ms. Grabanski has over 20 years of experience working in acute care, rehabilitation hospitals, long term care, and outpatient pediatrics as an occupational therapist. She is working on her Ph.D. in occupational and adult education from North Dakota State University and has a Master of Science and Administration from Central Michigan University.
Donald Fischer, Northland Community and Technical College, East Grand Forks, Minnesota, USA
Donald FischerDonald Fischer is an Instructor in the Computer Networking and Unmanned Aerial Systems Maintenance Technician programs at Northland Community and Technical College, East Grand Forks and Thief River Falls, Minnesota. He received his AAS from NCTC in Computer Service Networking and his BS from Bemidji State University in Career and Technical Education. He has a 22 year old son with Asperger’s. He has been researching, advising and lecturing locally on Asperger’s since his son’s initial diagnosis 16 years ago. He currently resides in Grand Forks, North Dakota with his wife Debra and his exceptional creative son Justin.

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Connecting, Collecting, and Curating – Leveraging Social Media to Engage Students

Audience
Novice, Intermediate, Advanced, All Audiences
Session Description
In this session, participants will learn how to use three social media tools that can increase student engagement and critical thinking skills through connecting, collecting, and curating information. Twitter will be used as the connection tool, Tweetdeck the collecting tool, and Scoop.it will be the curating tool. Participants will be given suggestions for finding and following people, organizations, and hashtags in Twitter. In addition to definitions and examples, posting guidelines and ideas will be shared. The specifics for downloading and setting up Tweetdeck to collect and follow tweets and hashtags will be covered. Last, I will teach participants how to set up Scoop.it for curating information from the Web that students have identified, analyzed, and evaluated. Students utilize their critical thinking skills during the curation process and build repositories of information, accessible to them and their network.

The secondary gain from connecting, collecting, and curating with Twitter, Tweetdeck, and Scoop.it is the development of a Professional Engagement Network (PEN). Referred to as a Professional/Personal Learning Network (PLN) in many circles, the PEN emphasizes the process of engaging with and contributing to the network in addition to learning from the network.

There is a huge perk for you as an instructor as you develop your PEN by using Twitter, Tweetdeck, and Scoop.it … now you can connect to others in your field, while collecting and curating information for your own professional development and your students’ learning.

Interactivity
Participants will set up Twitter, Tweetdeck, and Scoop.it profiles, locate people to follow, practice Tweeting, organize and personalize Tweetdeck, and practice curating posts with Scoop.it.

During the presentation, participants will brainstorm ways to use these tools in their teaching. Q/A will be conducted as the last activity.

Presenter(s)
Cheri Toledo, Walden University, USA
Cheri ToledoCheri Toledo, a PhD Coordinator at Walden University, specializes in eLearning and social media in education. An educator for over 30 years, she has taught and coached on the K-12 and university levels and served as a 7-12 academic counselor and academic dean. Her research interests and publications revolve around strategic uses of current and emerging technologies to increase effective teaching and learning and issues and practices of blended and online teaching and learning environments. Cheri is active in educational networks through Twitter, LinkedIn, and her blog, Ed Tech Spin (http://drctedd.wordpress.com).

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