Concurrent Sessions

The Teaching with Technology Conference represents the best thinking on issues related to teaching and learning with technology today. Concurrent sessions are peer selected in several ways. After an open call for proposals, the conference advisory board members choose selected presentations through a rigorous blind review process. Outstanding presenters from the previous conference—as evaluated by conference attendees—return as invited presenters with either an updated or reprised version of their top-scoring presentation. Finally, the advisory board determines trends or topics not addressed by the general sessions and creates content in these areas.


Invited Presenters

How to: Enhancing Online Communication Using Multiple Levels of Rich Media and Synchronous Technologies

Evie Oregon, Western Kentucky University

As instructors develop online courses, many use traditional learning strategies and conveniently transfer them into online versions (e.g., recording lectures, lecture slides, discussion boards), thereby relying completely on asynchronous communication technologies. This presentation covers how to implement mandatory synchronous communication sessions of instruction, in hopes that students feel more connected to their instructors, the degree program, and the institution as a whole. Using Media Richness Theory (MRT) as a framework, this presentation examines MRT and describes why certain mediums are chosen for communication.

Learning goals:

  • Understand the purpose, applicability and recognize the educational value of media richness
  • Examine media richness and appropriateness of the technological tools used in an online course
  • Understand how to enhance online-communication by integrating new transmedia tools
  • Explore new synchronous technologies (blogs, web meetings, social media, analytics, SEOs, dashboards and more)

Let’s Discuss Creative and Effective Online Discussion Forums

Madeline Craig and Linda Kraemer, Molloy College

Discussion forums are a primary tool used in blended and online classrooms. This session explains a simple three-step model for effective online discussions with detailed methods of implementation. In addition, we share creative ways to enhance online discussions and we will look for your input during the session and beyond.

Learning goals:

  • Utilize a three-step model for effective discussion forums
  • Explain detailed strategies within each of the three steps
  • Implement creative ideas to enhance discussion forums
  • Explore alternative options to reach their course or module learning objectives

Let’s Solve the Right Damn Problem: Intentional Teaching with Technology

Flower Darby and Wally Nolan, Northern Arizona University

We’ve all experienced failed learning activities: painful class sessions, online disasters, and group projects gone wrong. Often, we focus on surface-level issues, but how can we identify and address the real problem? To answer this question, we explore the intersection between teaching, technology, and intentional design. In this session, you acquire practical strategies to plan well-aligned in-person, blended, and online classes that effectively use technology to enhance teaching and learning.

Learning goals:

  • Explore backward design
  • Identify causes of teaching problems
  • Align technologies with learning objectives
  • Implement solutions to common teaching and learning problems

The Conversion of a Skeptical Online Instructor by a Student Engagement Taxonomy

Houston Heflin, Abilene Christian University

While higher education continues to add more online courses, some remain skeptical of their efficacy. According to one study, less than 20 percent of faculty believe online courses achieve student learning outcomes at a rate equivalent to face-to-face courses (Calderon and Jones, 2016). I was once one of those faculty, but teaching online courses with an emphasis on student engagement has influenced my perception. Students also have perceptions of online courses which includes the belief that online courses are not equivalent to face-to-face courses, but it is possible this perception relates to variables within the control of faculty course designers. When designed well, courses with quality objectives for student engagement train students with skills necessary for lifelong adult learning.

Learning goals:

  • Examine research on student perceptions and best practices in online education
  • Analyze the similarities and differences between online learning and adult lifelong learning
  • Critique the value of a new taxonomy for student engagement in online contexts


Advisory Board Presenters

A Zero-tolerance Policy for Faculty Use of Smart Devices during Meetings Will Never Work for the Same Reason It Will Not Work for Students in Our Classrooms!

Dave Yearwood, University of North Dakota

Many faculty (and students) have an issue, perhaps an addiction, with their personal devices (whether they choose to admit it or not). This predisposition to always be on smart devices at meetings and in classrooms has become almost commonplace. But, to what extent can educators begin to think creatively about integrating smart devices into meetings and classrooms to counteract distraction? Smartphones, and now smartwatches, are enticing to all but the disciplined user, as presenters and educators fight an uphill batter for an audience’s dividend attention. Perhaps the time is ripe to embrace and integrate the powerful devices that many carry with them by using them to connect, engage, and collaborate with all in shared learning communities.

Learning goals:

  • Accept the technology reality and use technology as a viable solution to the distraction, disconnection, and engagement problem
  • Create opportunities for increased meaningful technological interactions around learning goals and tasks
  • Use a game-like approach of rewards to discourage multitasking
  • Think creatively and purposefully about integrating smart devices into your classes

Dynamic Quizzes: A Bridge Between Online Students and Instructors?

Jillian R. Yarbrough, West Texas A&M University

Forging a learning connection with online students can be challenging. First, because there is literally a distance between the instructor and the student, and second, because we rarely hear from students about what aspects of the course are effective or ineffective. As distance educators, how do we know if our online classrooms are truly supporting our students’ learning experiences? To answer this question, researchers integrated dynamic quizzes into their online classrooms. Over three semesters, the quizzes were refined to address student learning needs. We will discuss the dynamic quiz development journey, listen to feedback from student experiences, learn to create a dynamic quiz, and assess if this quiz format would be beneficial for your courses and your college.

Learning goals:

  • Discuss the development of dynamic quizzes
  • Explore student feedback on dynamic quizzes
  • Learn to create your own quizzes
  • Assess the usefulness of dynamic quizzes to your specific course and institution

Fake News, It’s On US

Greg Szczyrbak and Robert N. Spicer, Millersville University

The (not so new) but recently popular problem of fake news continues to evolve in 2017. Some see easy technological dissemination as the culprit for this false information, others lament political spin-masters and international hucksters out to make a buck. Attention to the issue provides educators in all disciplines with an opportunity to examine whether their assignments are inadvertently contributing to the problem. This session discusses commonly used assignment parameters, such as lists of pre-approved journals, that create artificial boundaries instead of authentic learning experiences and how opening up these parameters can help address the fake news problem.

Learning goals:

  • Explore the fake news phenomenon
  • Analyze research assignment parameters that constrain authentic research experiences
  • Adapt a journalism assignment example for a non-journalism context/course
  • Examine your own assignments in the context of fake news

Learning BEFORE Class: Designing Pre-Class Assignments

Maureen Dunbar and Ike Shibley, Penn State Berks

Students can engage in significant learning experiences before ever coming to class. Technology allows the creation of activities to help guide your learners. You no longer just have to say “read the book;” instead you can assign pre-class worksheets, quizzes, videos with embedded questions, and other assignments that get the student thinking about the subject matter prior to setting foot in the classroom. Barbara Walvoord called this “first exposure,” and the idea of helping guide your learners prior to class can enhance overall learning in your courses. We’ll help show you how.

Learning goals:

  • Define “first exposure”
  • Create pre-class activities for your subject matter
  • Determine how to assess the assignments including number of points
  • List options for students who do not complete the assignments

Managing Difficult Conversations in the Online Classroom – Five Effective Strategies

Stephanie Delaney, South Seattle College

The anonymity of the online classroom can be liberating. It can also give rise to unintentional and intentional bad behavior including microaggressions and bullying. In this interactive session, we’ll use case studies to collaboratively explore effective strategies for dealing with difficult conversations and difficult people while taking care of yourself as well.

Learning goals:

  • Identify microaggressions and bullying in the online environment
  • Describe an effective strategy for diffusing conflict and apply it to the online classroom
  • Describe two effective strategies for dealing with difficult people in the online environment
  • Describe two effective strategies for dealing with difficult conversations in the online environment
  • List three methods of self-care

Putting the BLEND in Blended Learning

Oliver Dreon, Millersville University; Ike Shibley, Penn State Berks; Tim Wilson, University of Western Ontario

By leveraging online and face-to-face learning environments, blended learning is often considered as the ideal middle ground for innovative teaching practices. But, what makes blended learning successful? In this session, we’ll outline the foundations of blended learning and the critical ingredients for effective blended learning. We’ll also outline important considerations for the three stages of a blended learning cycle.

Using Technology to Scaffold Conceptual Development

Oliver Dreon and Jason Petula, Millersville University

We will introduce the Concrete/Pictorial/Abstract (CPA) matrix as a technology integration framework for supporting students’ conceptual developmental in online and face-to-face classes. After examining the CPA matrix, you will identify technologies that can be used to incorporate the strategy in your own discipline.

Learning goals:

  • Examine the CPA matrix and recognize how the different levels support student learning and conceptual development
  • Use the CPA matrix as a means of integrating technology into your classroom settings and student assignments
  • Explore how the CPA matrix applies to different disciplines and learning environments
  • Identify technologies to incorporate into your discipline


Selected Presenters

A Quest for the Ideal Formative Assessment for 1st Year STEM Class

Charles Fleischmann, University of Canterbury

Many first-year STEM courses lend themselves to the use of technology in formative assessment. However, simply throwing up automated online quizzes is not enough to ensure student engagement and learning. This presentation focuses on a multifaceted approach that coordinates homework, video assistance, tutorials, and quizzes in a structured way to improve student learning and engagement.

Learning goals:

  • Recognize that quality formative assessment requires coordination
  • Understand the advantages of online quizzes
  • Understand how automated online tutorials assist learning in your course
  • Devise an approach to coordinate traditional activities to improve formative assessment

Active Engagement Webinars for Faculty Development: Sharing Lessons Learned

Bill Ganza, University of St. Augustine Health Sciences

We examine how to effectively use synchronous webinars for delivering interactive and engaging faculty development—active engagement webinars. In this session, learn the basic dos and don’ts of webinars for faculty development including an examination of selecting the appropriate topic, marketing the event, delivering the event, and follow-up. Successful webinars depend upon careful planning and proper implementation.

Learning goals:

  • Explore selecting appropriate topics for webinars
  • Understand basic marketing for webinars
  • Create short and engaging webinars
  • Examine the major challenges of presenting webinars

Active Learning and Enhanced Classroom Experience: Using Blogs as a Pedagogical Tool

Katia Lord, Kennesaw State University

Our current generation of students has grown up in a world of virtual communication, and is constantly “on” and connected. They embrace the digital world fearlessly for socializing and learning. Knowing this, instructors, serving as facilitators of their learning, can use open source technologies as a pedagogical tool, to create opportunities for research, for student interactivity, and for enhancing their classroom experiences.

Learning goals:

  • Explore blogs as a positive pedagogical tool in the classroom, independently of the subject matter
  • Examine how classroom experience is enhanced using blogs as an interactive pedagogical tool
  • Learn ways that students and teachers can actively use and benefit from blogs in the classroom
  • Explore examples of how other instructors are using blogs in their classrooms

An Online Role Play for Cultural Competency Development

Beth Townsend, Indiana University School of Nursing

Today’s patient population is becoming increasingly diverse, heightening the risk of cultural miscommunication, and hampering caregiver awareness of culturally relevant health and illness beliefs. We will describe the design, enactment, and assessment of an online role play designed to facilitate the cultural competency of baccalaureate nursing students.

Learning goals:

  • Describe the benefits and challenges of designing and implementing an online role play
  • Discuss the pedagogical frameworks used as the foundation of the role play
  • Develop a role play rubric
  • Create an online role play plan for learners in any discipline

An Undergraduate’s Tale: Advising and E-Portfolios in Three Acts

Alison Schmidt, Megan Wereley, Matthew Broda, and Gretchen Tefs, College of Wooster

E-portfolios allow institutions to incorporate technology into an advising process that encourages student participation and provides invaluable assessment data. We highlight a progression of three types of e-portfolios (advising, learning, and professional) that align with institutional/departmental mission/goals. We also show how these portfolios serve as a foundation for developmental advising and intentional planning that deepens student learning. Lastly, we address the technological and institutional challenges faced during implementation while simultaneously facilitating student and faculty buy-in.

Learning goals:

  • Gain insight into the progression of e-portfolios in developmental advising
  • Explore challenges faced during implementation of e-portfolios
  • Enjoy focused discussion and hands-on experimentation with various portfolio models
  • Learn to align e-portfolios to your institutional and department mission

Assessing Our Assessments: Life is Too Short to Spend Two Hours Grading Papers!

Leah Alviar, Our Lady of the Lake University

We focus on alternative ways to assess student learning, both formative and summative. Instructors often feel bogged down by boring assessments and feel they have little wiggle room to be creative. Walk away from our session with new strategies, feeling confident that you are measuring student learning, while allowing yourself to reteach as necessary and to enrich the learning experience as needed whether the delivery is face-to-face or online.

Learning goals:

  • Explore basic components of assessments
  • Explore types of assessments
  • Explore the role of the student in assessments
  • Explore alternative assessment ideas and participation

Be Skeptical Nevermore: Guiding Faculty to Develop Blended Learning

Kathy Jackson and Stephanie Edel-Malizia, The Pennsylvania State University

Across campuses, blended classes are drawing on best practices in both online and face-to-face instruction. At Penn State our approach to blended learning is to embed instructional designers into a blended learning faculty development program and provide research support to measure success.

Learning goals:

  • Become informed about a blended learning faculty development program
  • Gain an understanding of the need for documenting learning in blended learning settings
  • Discuss and reflect on this program’s applicability to your own setting
  • React to the program’s challenges and solutions

Breaking Down Silos: Technology, Teamwork, and Transformational Learning

Jennie Harrop, Rae Casey, Michelle Shelton, and Carol Hutchinson, George Fox University

In an era when technology is intrinsically fused with learning—whether in an online environment, a hybrid classroom, or the wider world—we must think beyond academic assumptions that lock us into one-directional pedagogy. In this andragogically informed session, we will discuss how academic silos must be broken down to allow for relationships, how transformational learning is possible in hybrid and online environments, why meaningful learning communities must be created with intention, and how technology demands faculty teamwork.

Learning goals:

  • Discuss the dangers of academic silos
  • Explore transformational learning
  • Consider andragogical theory and its practical applications
  • Engage with specific technological tools

Bring Me to Life: Augmenting Reality in the Classroom

Melissa Murfin, Elon University

This session discusses the use of augmented reality apps to layer learning tools together, bringing greater depth to simple, two-dimensional study guides, textbooks, and videos. Interact with examples from a graduate medical class.

Learning goals:

  • Define augmented reality and explain potential applications for active learning
  • Apply augmented reality techniques to teaching in various disciplines
  • Develop an approach to the use of augmented reality apps in specific classwork
  • Utilize an app to create a basic augmented reality layer

Building an Online Classroom Community through Asynchronous and Synchronous Strategies

Raymond Francis, Jennifer Weible, and Mark Deschaine, Central Michigan University

One demonstrated strategy for effective community-building leading to improved student learning is the blended/online communication cycle, which includes a series of planned synchronous and asynchronous strategies connecting students as a group. Evidence gathered to date indicates that students engaged in the blended and online communication cycle demonstrated effective and improved overall demonstration of content, 2) reported high satisfaction related to support peer support and engagement, and 3) students reported a greater sense of community and connectedness to their peers, the content, and the instructor because of participation. 

Learning goals:

  • Be actively engaged with the presenter and the content through an interactive presentation of content and concepts
  • Explore the evidence gathered
  • Participate in a small group simulation to demonstrate the power of the identified communication cycle model to enhance student learning
  • Engage in conversation about the blended/online communication cycle

Building the Ship while Sailing: Faculty Learning Communities and Technology

Allen Brown, Brenda Knox, and Qiaona Yu, Wake Forest University

Faculty learning communities (FLC) offer a collaborative environment in which instructors across disciplines come together to research, workshop, develop, and implement new learning strategies. This session describes one such community that equipped a small group of faculty to each implement one or more new technologies to better address a specific learning goal of an existing course. In doing so it provides detail on the design, implementation, and outcomes of the FLC while also reflecting on its relative strengths and weaknesses.

Learning goals:

  • Describe the FLC model and its value for supporting faculty in designing new learning strategies
  • Adapt the FLC model to facilitate faculty development at their own institution
  • Compare several faculty-designed instructional strategies that incorporate technology or media to achieve new learning goals
  • Explore the implementation of FLCs

Business and Technology Approaches to Augmented Reality

Mark Frydenberg, Bentley University

The BYOD (bring your own device) phenomenon has enabled new ways to engage students in creating and consuming multimedia content. Augmented reality technologies have become popular classroom tools, as students use their mobile devices to engage in learning experiences that enhance their understanding of the real world. I share results of an international collaboration between students at universities in the United States and Romania, exploring the research applications of augmented reality in various industries. I demonstrate tools and student examples that show how students express their technological creativity and learning.

Learning goals:

  • Explore augmented reality and classroom examples
  • Understand the different tools available for creating augmented reality
  • Examine the TalkTech project
  • Better understand augmented reality and how it affects creativity and learning

Copyright for Teaching with Technology

Thomas Tobin, Tobin Consulting

Faculty, designers, and admins often have little guidance for using copyrighted materials for teaching. In this interactive session, I will offer use-them-tomorrow lessons to keep US and Canadian educators on the “good side” of copyright law. As the author of Training Your Faculty about Copyright When the Lawyer Isn’t Looking, I invite you to join me in this interactive discussion.

Learning goals:

  • Define and apply principles of fair use/fair dealing
  • Provide alternative means of access to copyrighted content
  • Determine when copyright does and does not apply for teaching-with-technology scenarios
  • Design tech-based interactions that respect copyright, licenses, and permission agreements

Course Design as Recursive Process: Writing Pedagogy and Developing Online Courses

Nancy Remler and Stephen Hufsmith, Armstrong State University

At Armstrong State University, our instructional designers have encountered various faculty responses to our assistance, ranging from “just build the course for me” to “I’ll let you know when I’m finished,” neither of which fosters collaboration. In addressing this concern, we noticed a gap in scholarly resources for best practices in the faculty-instructional designer collaboration. Synthesizing writing process pedagogy and best practices in instructional design, our staff developed a working set of best practices for the instructional designer-instructor collaboration.

Learning goals:

  • Identify and discuss the benefits of the writing process pedagogy in collaborative course design
  • Propose effective ways of providing feedback to drafts of course outlines
  • Explore your expectations of instructional designers
  • Foster instructional designer-instructor collaboration

Data Visualization through Infographic Tools: Applications in Business Courses

Jayanthi Rajan and Soma Ghosh, Albright College

This session focuses on several different types of assessments that exemplify the effective incorporation of data visualization tools such as infographics into business courses in a pedagogically meaningful way. Learn the principles of visualizing data and information in a creative manner that facilitates comprehension and aids decision-making.

Learning goals:

  • Formulate a central research question and provide possible solutions through data analysis
  • Identify statistical concepts and connect them to real world applications
  • Design brand communication using data visualization techniques used extensively in social media marketing
  • Learn the principles of visualizing data

Development of Online Tutorials to assist with Information Literacy Courses

Joyce Armstrong, Old Dominion University

Information literacy is the ability to locate, evaluate, and effectively use the information in a technology-dependent culture. This skill is paramount to the success of our current undergraduate students. To improve the effectiveness of teaching these skills, faculty at OD developed five online tutorials in conjunction with the campus library. Learn to design effective, interactive, and accessible online tutorials and discuss how to implement your ideas.

Learning goals:

  • Discuss the components of information literacy
  • Review how to develop effective online tutorials
  • Review and discuss how to apply information literacy tutorials in your department
  • Discuss how to implement this practice throughout your college

Disasters, Catastrophes, and Adaptive Learning: Tales from the Trenches

Flower Darby, Lisa Skinner, and Raymond Chaira, Northern Arizona University

Adaptive learning can be an effective solution to many common challenges in teaching: poor student preparation, gaps in prior knowledge, low student success rates, providing individual support in large enrollment classes. But adaptive courseware can also be challenging to implement. We share our experience using adaptive courseware to flip an introductory science course. Join us to explore disasters, catastrophes, and adaptive learning as a solution to today’s teaching and learning problems.

Learning goals:

  • Define adaptive learning as process, not product
  • Examine affordances and challenges of adaptive platforms
  • Identify lessons learned from early implementation
  • Explore impact on classroom pedagogies

Effective Online Course Design AND Effective Online Teaching

Jennifer Hunter and Michelle Thayer, Southern Utah University

Thoughtfully constructed courses allow students to improve performance through practice and self-assessment while instructors benefit from improving consistency in providing content as well as assessing process, performance, and progress. This presentation uses a literature review of research to identify 10 best practice strategies for implementing quality elements into your courses to enhance student learning. We share examples of asynchronous online courses as well as research on how subject matter experts (SMEs) and instructional designers (IDs) collaborate.

Learning goals:

  • Explore backward design
  • Draft an outline for a new online course
  • Examine how rapidly shifting technologies have affected learning
  • Discuss authentic assessments

eLearning and Student Success: Implementing Effective Communication Strategies

Toni Jones and Nancy Copeland, Eastern Michigan University

Effective communication is a critical factor for student success in K–12 and higher education e-learning environments. This session examines online communication based on our research and 15 years of experience teaching online. Learning management systems facilitate online communications that support teaching and learning, social interaction, and online collaboration.

Learning goals:

  • Analyze the impact of synchronous and asynchronous telecommunication on students’ success
  • Implement effective strategies for engaging students
  • Infer the importance of usability and course design in eLearning
  • Examine tools that support the learning styles of today’s technologically savvy student population

Embracing Emotional Presence in Online and Face-to-Face Learning

Flower Darby and Kristin Ziska, Northern Arizona University

Can emotional presence impact learning? How can streaming media, audio fiction, and virtual conferencing tools facilitate emotional presence? Teachers have always included videos of Shakespeare plays to allow for better access to the bard’s words. We take this idea to a new level, where the intentional application of technology captures an interaction with the content to develop students’ emotional presence within a Community of Inquiry framework.

Learning goals:

  • Define emotional presence
  • Place emotional presence in the Community of Inquiry framework
  • Explore technology to facilitate emotional responses
  • Identify strategies to develop emotional presence online and face-to-face

Engaging in a Collaborative Model to Bring iPads into the Classroom

Lisa Coolidge Manley and Kathy Gavin, Goodwin College

Learn to implement the effective use of iPads to increase student engagement; that setting the stage for success requires a system of support and ongoing professional development for faculty in both pedagogy and technology use; and how we developed the Center for Teaching Excellence, which has provided a system for on-going faculty development.

Learning goals:

  • Discuss the process of setting up a cart of iPads for classroom use
  • Explore the use of iPads to encourage meaningful engagement with content, peers, and instructors
  • Implement a plan for the effective use of iPads to enhance teaching practices
  • Identify the challenges for using iPads in the classroom

Facilitating Online Collaborative Learning with VoiceThread

Bo Yang, Northern Virginia Community College

This session starts with Linda Harasim’s Online Collaborative Learning (OCL) theory, and explores a cloud application called VoiceThread to see how it could engage students learning in the online environment. We discuss best practices to help participants design and facilitate a VoiceThread based discussion unit.

Learning goals:

  • Understand the Online Collaborative Learning theory by Linda Harasim
  • Get familiar with VoiceThread application
  • Discuss the best practices for OCL approaches
  • Develop a discussion unit based on OCL model

Flipping the Classroom Successfully with Technology

Jonathan Velazquez, Inter American University of Puerto Rico

A recent pedagogical model called the flipped classroom can help you use technology wisely as you employ active learning strategies. During flipping, the typical lecture and homework elements of a course are reversed. Readings and lectures are pre-done by students at home, while classroom sessions are devoted to exercises, projects, or discussions.

Learning goals:

  • Define flipped learning
  • Decide what type and amount of pre-classroom work is adequate
  • Learn to use the lower levels of Bloom’s Taxonomy for the pre-work to achieve higher levels of learning
  • Explore how to integrate active learning during class time

Getting Started with Online Peer Assessment

Edward Gehringer, North Carolina State University

Interested in having your students review each other’s work? Not only will it provide them with more feedback, but they will learn more deeply by reflecting on the work of others. In this session, learn about the benefits of peer assessment, how online peer-assessment systems work, which systems are best for which applications (teaching writing, analyzing artistic work, managing case studies, etc.), and what new tools are being developed to improve the quality of student feedback.

Learning goals:

  • Define peer assessment
  • Explore different systems of peer assessment
  • Learn to use different peer assessment tools
  • Examine how new tools will improve the quality of feedback

How Five Gears for Activating Learning Guide Use of Technology

Nanci Carr, California State University, Northridge

We look to technology to improve the classroom experience for both teachers and students. However, we need to be careful to use the right tool for the job, rather than finding a job for the tool. By focusing our courses with the Five Gears for Activating Learning (motivate learning, organize knowledge, connect prior knowledge, practice with feedback, and develop mastery), we can integrate technology tools only if they assist in supporting student success and achieving student learning outcomes.

Learning goals:

  • Define the five gears
  • Integrate technology tools to improve student outcomes
  • Identify how the use of technology activates one or more of the five gears
  • Support student success

Interactive Strategies for Engaging Large and Small Classes Alike

Toni Weiss, Tulane University

During this session, you will work together to investigate both the need for and obstacles to incorporating active learning pedagogies in the classroom while at the same time I will model a variety of such techniques using several different technologies.

Learning goals:

  • Articulate why active learning pedagogies are essential for deep learning
  • Recognize that an engaged classroom can take on many different configurations
  • Better understand faculty’s reluctance to incorporate activities or technology into their classrooms
  • Use multiple different activities with little-to-no advanced planning

Laughter to Learning: How Humor Builds Relationships and Increases Engagement

Kimber Underdown, Katie Sprute, Crystal McCabe, Grand Canyon University

Research has shown that students perceive their success, in even the most difficult courses, on their interactions and relationships with their instructors (Anderson, 2011; Micari & Pazos, 2012). Davies (2015) discovered that students comprehend material better when it is delivered with humor. This presentation provides research behind using humor, examples of appropriate and effective means of demonstrating humor in the online classroom, and sample evidence of student comments when humor was used.

Learning goals:

  • Explore how humor affects engagement
  • Learn about the research behind using humor
  • Examine ways to incorporate humor in your own class
  • View samples of student feedback

Learning with 140 Characters!

Kirste Meymaris and Carol Hannahs, Kaplan University

Do your students always want their smartphones with them? Are your students always using their smartphones? Wouldn’t it be great to have your students always wanting and using your subject matter? Research shows young adults are the heaviest users of social media—are you using it? We share innovative ways that you can use instant messaging social media for real-time communication, real-time engagement, real-life connections, and excitement to make learning your subject matter learning real. Bring your mobile devices!

Learning goals:

  • Discover how to use social media to promote learning
  • Make your content engaging and accessible
  • Communicate more effectively with your students
  • Make connections in the classroom

LMS Private Forums for Assessing Student Performance and Fostering Autonomy

Michelle Kunkel and Sherrie Smith, American University of Kuwait

We highlight how to use private LMS forums to formatively assess student achievement and promote autonomous learning. Frequent formative assessment strategies will include using private forums for bell work, journaling, and self-assessment surveys. Additionally, we explain how dynamic study portfolios including glossaries of classwork and collaboratively built answer keys for review and test preparation can increase student autonomy.

Learning goals:

  • Set up and manage forums
  • Design forum-friendly assignments
  • Provide frequent, tailored feedback to students
  • Use forums to reinforce learning outcomes

MeTL: Saint Leo’s Answer to the Interactive Classroom

Greg Kunzweiler and Cheryl Kozina, Saint Leo University

MeTL is a unique interactive, collaborative, synchronous, or asynchronous teaching and learning tool out of Monash and Saint Leo Universities. MeTL is grounded in pedagogy and neuroscience and addresses feedback, engagement, collaboration, and empowerment. Effective on keyboard devices, inking tablets are superior as they promote lo-fidelity content generation. Every action is recorded providing rich instant feedback in all modalities.

Learning goals:

  • Engage students with class objectives
  • Create spontaneous graphics to elicit potentially challenging but honest responses from students
  • Rethink lecture
  • Encourage students to come to class prepared

Microblogging: Enhancing Teaching and Learning for 21st Century Skills

Mary Beth Klinger, College of Southern Maryland and Teresa Coffman, University of Mary Washington

We explore microblogging technologies as a cognitive tool to challenge learners to think critically and creatively about course content as well as open the classroom in meaningful ways to the outside world. Today’s pedagogical shift is moving from a traditional lecture-based approach to one that is centered around integrating learning processes. As we think differently about teaching and learning, this session explores microblogging as an instructional tool. Through short and frequent messages that contain photos, videos, and/or hyperlinks in 140 characters of text, we examine how educators can connect learners to course topics and build global knowledge.

Learning goals:

  • Explore uses for microblogging in teaching and learning across undergraduate and graduate courses
  • Discuss best practices and challenges for using microblogging as a cognitive tool
  • Discover how to engage learners in inquiry-based learning around course topics and themes
  • Build a community of learners around inquiry, social support, and motivation

Moblab: Experiential Learning Using Decision-making Experiments and Games

Christy Spivey, University of Texas at Arlington and Jeffrey DeSimone, University of Alabama at Birmingham

Moblab solved a problem for us, namely how to increase engagement in online economics courses. This session explains how to conduct decision-making games and experiments in online, blended, or face-to-face classes. This is a unique way to engage students and to have them uncover through their own actions whether human behavior matches up with theoretical predictions.

Learning goals:

  • Learn to set up and run games in Moblab
  • Experience participating in a Moblab game
  • Learn to quickly view the results of games in Moblab
  • Learn to conduct polls and tests in Moblab

Non-traditional Student Perceptions of Belonging in an Online Course

Cynthia Kimball Davis and Jennifer Hunter, Southern Utah University

From the conceptual framework of Baumeister and Leary’s (1995) Belongingness Theory, and Charles Snyder’s (1994) Hope Theory, through qualitative grounded theory methodology, this study addressed hope as it relates to non-traditional students and their perceptions of Abraham Maslow’s (1943) Hierarchy of Needs, specifically “belonging,” when taking an online course. Findings may provide “belonging” approaches that faculty can apply and implement to better ensure their students feel included in a course.

Learning goals:

  • Engage students with interactivity
  • Explore belonging approaches
  • Learn online inclusion best practices across disciplines
  • Demonstrate effective instructor presence

Playing Their Parts: Group Collaboration in the Online and Flipped Classroom

Michelle Simpson, College of Southern Maryland; Susan Subocz, Walden University; and Sarah Merranko, College of Southern Maryland

Through interactive group learning, the presenters share ways they have used active learning strategies to create a sense of connectedness and accountability among their students in the online and flipped classrooms. You will walk away with easy to implement ideas for group discussions and role-playing simulations in the online classroom and collaborative group work in the flipped classroom. The presenters will also demonstrate a new learning assessment tool called Kahoot! Participants should download the Kahoot! app on their Apple or Android devices before the session.

Learning goals:

  • Transform your online assignments and discussions with role-playing
  • Discover new ideas for engaging students
  • Create community in your online classes
  • Explore how to implement several strategies in your own classes

Professional Development in Tech-enhanced Courses: Does Content Area Make a Difference?

Mark White, Virginia Tufano, Shannon McMahon, and Kristi Preisman, College of Saint Mary

Many institutions have utilized professional development programs, either by implementing ready-made programs or planning their own. College of Saint Mary developed a professional development program that emphasized pedagogically sound courses that were enhanced with well-planned and well-implemented technology. We share our experiences in a variety of content areas regarding redesigning courses to be tech-enhanced, while gaining feedback from participants who have done the same.

Learning goals:

  • Visualize enhancing your courses with well-implemented technology
  • Engage with specific examples of how courses have been improved by technology
  • Share your experiences and major obstacles
  • Discuss how professional development can provide tools needed to make technology an integral part of your courses

Technology and UDL: Meeting Challenges and Increasing Opportunity

Dawn Jacobsen, Sue Burrack, and Cynthia Waters, Upper Iowa University

Discover how UDL (Universal Design for Learning) and technology can support active learning. Through the principles of UDL we can understand how students learn and use technology available to provide support to assist students in constructing their own learning. UDL (Universal Design for Learning) and technology are not cutting-edge, yet they aren’t used as frequently as they could be to meet students’ needs for learning.

Learning goals:

  • Understand the rationale and reasoning behind the need for UDL and technology in the classroom
  • See how diverse learners succeed by applying UDL and technology
  • Become acquainted with ways of applying UDL and technology to minimize barriers to learning
  • Explore how to provide support and assist students in constructing their own learning

The 3 C’s of Course Design: Consistency, Creativity, and Community

Jill Purdy, Cedar Crest College

Learn to enhance online course design through three focus areas: understanding how consistency in course design increases student participation and satisfaction, implementing creative instructional techniques, and promoting student engagement through communication strategies. Join me for an interactive session!

Learning goals:

  • Compare examples of course design for quality in the focus areas indicated above
  • Share your own successful course design components for further discussion
  • Understand how to create consistency in course design
  • Promote engagement in your own classes

Three Years of Preparing Faculty to Teach Online: Successes and Lessons Learned

Andrea MacArgel and Cherie van Putten, Binghamton University

In 2014, the provost charged the Center for Learning and Teaching to create a program to increase the quality, design, and impact of our university’s online offerings and the Teaching Online Certification Program was born. Three years and 125+ instructors later, we are excited to share our ongoing successes and challenges.

Learning goals:

  • Explain the importance of campus partnerships in supporting faculty in online course development
  • Identify areas of improvement in campus support of online learning
  • Identify campus partnerships at your institution
  • Describe strengths and weaknesses of various methods for supporting online education

Training and Supporting Faculty who are Teaching Online

Laurie Friedman, Anne Frankel, and Jamie Mansell, Temple University

As academia expands program offerings into the virtual space, instructors are expected to learn new teaching and assessment tools to better meet the needs of online students. At Temple University’s College of Public Health, we are preparing and supporting faculty through a series of monthly lunch-and-learns centered around online teaching pedagogy.

Learning goals:

  • Identify the benefits of interdisciplinary discussions about pedagogy and learning
  • Deploy a needs assessment to gauge instructor challenges with online teaching
  • Create a space for sharing resources related to online learning across departments
  • Discuss ways to leverage college and department resources within the university framework

Transformative Teaching: Teaching Does Not Happen Until Learning Occurs…?

Christy Low and Joyce Armstrong, Old Dominion University

Transformative teaching begins before transformational learning can occur. Transformational teaching is the act of teaching designed to change the learner academically, socially, and affectively and to actively engage all students in the learning environment. When working in the online environment, these challenges add a new dimension to teaching.

Learning goals:

  • Develop a working definition of transformative teaching
  • Reflect on your current teaching practices
  • Identify student outcomes from a transformative teaching strategy vantage point
  • Identify strategies to implement transformative teaching in your courses

Unintended Consequences: Fashioning Intrinsic Motivation from Collaborative Course Design

Caroline Fuchs and Tara King, St. John’s University

In this case study, an instructional designer and a teaching professor share how they coupled academic technology with sound pedagogical practice to foster student engagement. We demonstrate how our collaborative efforts in course design created space for experimentation and yielded intended and unintended outcomes for the students; including how to create a safe space for students to take risks and foster intrinsic motivation, resulting in rich conversations.

Learning goals:

  • Create a safe space for students to take risks
  • Explore guided risk-taking in course design
  • Reinvigorate your teaching
  • Foster motivation in your students

Universal Design for Learning—Reaching/Teaching Diverse Learners

Katherine Post, Springfield College

Universal Design for Learning (UDL) is a powerful, evidence-based framework for teaching that uses multiple ways of presenting knowledge, engaging students with learning activities, and allowing students to demonstrate their knowledge and skills. We will generate and assess the accessibility of various learning strategies and resources from the perspectives of diverse learners.

Learning goals:

  • Discuss the strengths and challenges of diverse learners and learning environments
  • Describe principles and practices of Universal Design for Learning (UDL)
  • Explore how UDL can support student learning, and how to work with university support services
  • Analyze the accessibility of teaching and learning technologies

Using a Classroom Response System to Enhance Student Engagement

Peter Kuhn, Edgewood College

Classroom response systems have moved well beyond “clickers” and can usually be used without purchasing equipment or software. When used effectively, they can help establish a learning environment where students are comfortable responding to questions in class, provide customized feedback to each unique group of students, and collect information on and from your students that you can use to address misconceptions and improve future classes. In this session, we actively use a classroom response system while exploring how they can be implemented in a variety of scenarios.

Learning goals:

  • Create an inclusive classroom
  • Make students comfortable in class
  • Increase engagement in your classroom
  • Improve student feedback

Using Geospatial Technologies to Overcome Geographic Illiteracies

David Perault, Lynchburg College

As educators, we struggle in motivating students to learn technical skills and grasp the relevance of their applications. Here, I use geospatial technologies to demonstrate techniques that translate into practical applications and real-world issues.

Learning goals:

  • Learn how Geographic Information Systems (GIS), remote sensing, and basic cartography can help students learn
  • Better understand how geographic literacy can improve student outcomes
  • Learn methods to quantify and understand the world around you
  • Better appreciate how geospatial technologies can be valuable learning tools regardless of expertise and background

Using Micro-activities to Engage Students and Improve Learning and Retention

Wren Mills, Western Kentucky University

Recent books on metacognition and learning science have helped us to know more about how we learn. In this session, we discuss how the brain processes information and identify why micro-activities are a great method of formative assessment to check in with your students’ learning and move information closer to long-term memory.

Learning goals:

  • Participate in a micro-activity
  • Learn about 50 different micro-activities
  • Select and begin to develop a micro-activity to use in your online or blended learning course to engage your students
  • Improve learning and retention in your classes

Using Online Discussion Boards for Authentic, Compelling Conversations with Students

Denise Bisaillon and Sherry Kollmann, Southern New Hampshire University

We present an online discussion board model for encouraging authentic, compelling conversations with students. Piloted in undergraduate public health courses, this model is delivered completely online at Southern New Hampshire University. Based on situated cognition principles, this model is relevant for any discipline. The session demonstrates how engaging interactions among students and faculty measurably increase student success.

Learning goals:

  • Differentiate between customary vs. conversational online discussions with exemplars
  • Discuss theoretical underpinnings of the discussion board model
  • Review rubrics that support conversational discussions
  • Demonstrate how to successfully facilitate a robust discussion

Using Videos in the Online Classroom to Increase Engagement

Kimber Underdown and Jeff Martin, Grand Canyon University

The online platform in higher education is growing at a rapid pace; however, detractors claim the lack of both personal connection with the students and teacher presence will never allow online to reach the same level of quality instruction found in a face-to-face classroom setting. While there will always be drawbacks in online learning platforms, the use of instructor-prepared video in the online classroom has allowed professors to engage their students at a level often higher than that of the traditional classroom experience.

Learning goals:

  • Review the current literature
  • Discuss multiple uses for videos
  • Explore examples of using videos in class
  • Learn to create your own videos

Workloads of Online Adjunct Faculty: Implications for Faculty Development

B. Jean Mandernach and Rick Holbeck, Grand Canyon University

With the prevalence of adjunct faculty teaching online, it is imperative to understand the workload and time investment of this unique population. While faculty development initiatives typically highlight best practices in online teaching, research on adjunct faculty workloads indicate that faculty simultaneously need support for instructional effectiveness and efficiency.

Learning goals:

  • Discuss the average workload and time investment per instructional task of an online adjunct faculty
  • Explore key support areas identified by adjunct faculty
  • Discover faculty development topics that maximize adjunct faculty effectiveness
  • Identify key technologies to support efficient teaching in the online classroom