Author Archive: tcc2022

Drinking from the Firehose: Semester Conversion, Post-COVID-19 Instruction, and LMS Transition

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Session Description

In the summer of 2021, the California State University, San Bernardino (CSUSB) Instructional Design team faced two big questions: “How can we help faculty prepare for a Learning Management System transition from Blackboard to Canvas?” and “How can we equip faculty for post-COVID-19 flexible teaching modalities?” To address these questions, three training courses were developed:

  • The CSUSB Canvas Quick Start Guide, a <60 minute Articulate Rise course designed to quickly introduce instructors to both the basics of Canvas and CSUSB’s Canvas resources, and
  • Essentials of Teaching with Canvas, a 6-8 hour self-paced course that combines information on best practices of teaching and the primary elements of Canvas. The Essentials course also includes optional hands-on activities designed to help faculty become more comfortable with Canvas. Those who successfully complete the Essentials course earn a badge.
  • Best Practices in Cosynchronous Teaching is a 2-hour, self-paced course that introduces the concept of cosynchronous teaching as well as how to use the equipment in CSUSB’s Next Generation Smart Classrooms (NGSC). Preliminary data shows that both courses have, overall, been positively received. Suggestions for improvement have been implemented where feasible.

We will discuss our processes, successes, and lessons learned in meeting these design problems in a compressed time frame.

Presenter(s)

Amanda (Mandy) Taylor
California State University

Mandy Taylor is an Instructional Designer at California State University, San Bernardino and a former lecturer for CSUSB’s English Department. She has a BA in English (2004) and an MA in English Composition and Literature (2009). She will receive her M.S. in Instructional Design and Technology from CSU Fullerton in May 2022. She will begin Boise State University's Ed.D in Educational Technology program in August 2022.

Mandy is an active scholar in English studies and instructional design. Mandy has published essays and presented at conferences on a variety of topics in both fields. In English studies, her work focuses on popular culture. In instructional design, her current topics of interest include workplace mentorship, onboarding training design, educational technology, gamification, and instructor readiness for online teaching.

Mauricio Cadavid
California State University

Dr. Mauricio Cadavid is the Sr. Instructional Designer with Academic Technologies and Innovation at CSUSB. Dr. Cadavid has a BA in Psychology (2004), MA in Education, in Reading/Language Arts (2008), and an EdD in Educational Leadership and Curriculum (2017).

This year he completed 15 years as an Instructional Designer with Academic Technologies and Innovation, during which time he has been the recipient of the Distinguished Service Award (2007) and the President's Service Award (2017) as well as being recognized as an expert in the field of online learning. Currently, Dr. Cadavid is actively engaged in the assessment of quality design and instruction through the Quality of Learning and Teaching program (QLT) as well as serving as an internal evaluator for Quality Matters (QM). He has also written educational scholarship and presented at multiple conferences both nationally and internationally. His topics of interest include Adult Learning, Project-Based Learning, Educational Technology, Information Technology, and Reading Education.

Aside from being an instructional designer, he has taught courses for Undergraduate Studies, College of Extended and Global Education, The College of Education Master's Program, and currently for the Information and Decision Sciences department.

Healing a generation: Transmedia literacy and collective intelligence to promote participatory democracy in Venezuela

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Session Description

Emerging technologies facilitate and promote the free exchange of knowledge becoming the ideal platforms for learning and civic engagement. Transmedia narratives are characterized by telling stories complemented through a media ecosystem, involving the participation of the audiences. Transmedia literacy has positioned itself in virtual education as a fundamental strategy for transformative learning. The creative component of this pedagogy opens up new spaces of engagement favoring the construction of democracies. Dynamics generated between students and the audiences promote an active community that interacts through social networks establishing the basis of a collective intelligence. The goal of this presentation is to share, through a range of multimedia tools, the results of a research conducted from 2015 to 2021, describing the learning benefits of transmedia literacy on a group of 2.000 Venezuelan communication’s learners living under structural violence. The project aims to train global citizens capable of performing adequately in the communication's field designing and implementing of projects that encourage collaborative work and citizen’s participation. Students become protagonists of their own learning having a leading role on promoting the gestation of a living, diverse and emerging community. The learner's work fosters an open educational approach, focused on the free exchange of knowledge that can be emulated by educators in digital pedagogical contexts.

 

Presenter(s)

José Luis Jiménez
Andrés Bello Catholic University

José Luis Jiménez is an instructional designer, techno scientist, and Project Coordinator for the Collaborative Online International Learning program. Expert in virtual exchange and university professor with more than 35 years of international experience. His research areas include technoscience; transmedia journalism; human rights; complex systems and the environment; sustainable development, and human ecology. He is a Ph.D. Candidate in Comparative Studies at Florida Atlantic University. In 1993 he was honored with a scholarship from the OAS to complete his Master of Arts at The American University in Washington, D.C. His work and publications include: the video "Caring for the Earth '' for the UN Environment Programme; and Building empathy through a comparative study of popular cultures in Caracas, Venezuela, and Albany, United States.

Creating Connections with Online Adult Learners

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Session Description

The goal of the session is to inspire instructors to recognize the importance of connecting with learners as well as the relevance of the words that they use when providing feedback. It is not always easy for adult learners to navigate an online learning experience. Adult learners enrolled in online programs may become vulnerable and overwhelmed with the expectations that lie ahead. At first glance, the expectations and assignments may seem insurmountable, which may negatively impact learners’ self-esteem and ability to complete the course. Learners may lose the motivation to learn, become frustrated, and ultimately decide to drop out of the program. However, all of this may be avoided if the instructor takes the time to incorporate strategies that create a positive instructor-learner connection. Using over thirty years of combined teaching experience, the presenters will identify opportunities and strategies to connect with learners and provide positive feedback throughout the course. Holding at least one meeting at the beginning of the term will build connections and trust, while creating a collegial learning environment. When a connection exists, adult learners may be less hesitant to discuss and accept the feedback. The words instructors use in responding to learners make the difference between superficial and insignificant feedback or feedback that inspires learners to become more reflective, think more critically, and question their assumptions.

 

Presenter(s)

Susan Cathcart
City University of Seattle

I graduated from Michigan State University with a degree in social work, from Walsh College with a master’s degree in management, and Capella University with a Ph.D. in Organizational and Management with a concentration in Human Resource Management. My dissertation focused on the qualities of adjunct faculty who teach in accelerated degree programs.

Prior to starting my journey in higher education, I was the administrator of a psychiatric clinic for seventeen years. I started my journey in higher education as an adjunct faculty and have had the opportunity to serve in different leadership positions. I was a Vice President of Academics, the Dean of Business Administration, a Program Director, and an Instructional Effectiveness Specialist. I am currently a professor and I teach online classes in both the master’s degree and doctoral programs. It a privilege to share that I am also a dissertation chair and committee member.

I have developed and delivered professional development sessions to over 30 staff members and 200 adjunct faculty. I can say without hesitation that teaching is my passion. I enjoy teaching online and enjoy connecting with learners.

Even though I am a New Yorker at heart, I live north of Detroit, MI. I have three children. My son lives in Boston, MA, one daughter lives in Savannah, GA, and one daughter does live close to me! I have one grandchild and two on the way! I enjoy going on cruises, reading, and shopping.

Connie Harrison
American College of Education

I have worked in the world of higher education for over 27 years. During those 27 years, I have held positions from instructor, Program Director, and Dean of Health Sciences to Vice President of Academics and finally as a Campus President. My Ph.D. and master’s degrees are in Education (Adult Learner Strategies and Higher Education Practices and Policies). My research lies in brain-based learning strategies as it relates to aging and the adult learner.
As campus president, I oversaw a 5.5-million-dollar campus expansion that was part of a much larger economic development project. As a team of professionals, we forged together a very successful private/public partnership that included the Culinary Institute, the Hilton Double Tree Hotel, and the Blue Water Convention Center. The structures are adjacent to each other and can be found along the shores of the St. Clair River at the foot of the Blue Water Bridge in St. Clair County, MI.

When I retired, I immediately went back to my first love, facilitating information in an adult learner environment. I currently teach research courses in a Doctor of Education program, serve on dissertation committees as well as teach leadership and adult learner courses in a Mater’s of Education program. I enjoy the interaction of working with learners who are focused on their learning as well as their goal of earning their degree.

I live an hour north of Detroit, MI. I enjoy traveling with my husband and spending time with my 2 sons and their families.

Our Collaborative Culture: Professional Learning Communities

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Session Description

The Center for Teaching and Learning Professional Learning Communities (PLCs) foster relationships among faculty and staff while peer-to-peer learning takes place. Together, faculty explore, share, support, and learn about specific topics that enhance their teaching and enrich their own as well as their students’ experiences. The goal of the PLCs is to learn within the PLCs and share information across the university with colleagues. These are initially offered as live sessions, then made available as recordings for accessible professional development. In this presentation, the Purdue Global Center for Teaching and Learning team will share about the PLCs offered, the process, and how you may offer PLCs to your faculty.

 

Presenter(s)

Laurie Hansen
Purdue Global

Laurie Hansen began teaching online at Purdue Global, formally Kaplan University, in 2006 in the Educational Studies Department as an adjunct faculty member and currently serves as a full-time Faculty Developer in the Center for Teaching and Learning. Ms. Hansen thrives in environments that foster and promote diversity, equity, and inclusion, and health and wellness. Ms. Hansen will celebrate her 16th year with Purdue Global in late 2022 and looks forward to collaboration with colleagues in the ever-changing landscape of online teaching and learning.

Liz Fitzgerald
Purdue Global

Liz Fitzgerald has worked in the Center for Teaching and Learning since 2015. She joined Purdue Global (formerly Kaplan University) in 2005 working in academic operations. She subsequently led the campus Academic Support Center, taught business and accounting courses, and served as campus Department Chair for Business and IT programs. Liz then took on the role of Manager of Campus Curriculum Operations in support of fifteen ground locations. Before joining Purdue Global, Liz worked in accounting and management for a non-profit organization responsible for multi-million dollar construction and renovation projects.

Joni Boone
Purdue University Global

Joni Boone has been a faculty developer at Purdue Global since 2013 where she strives to find innovative ways to help faculty grow and get inspired in the classroom. She began her career at the University in 2006 teaching in the Composition Department and tutoring in the Writing Center. Prior to her time at Purdue Global, she taught and tutored writing and literature and worked as a corporate trainer and technical writer. Joni enjoys taking photographs while participating in some of her favorite hobbies including hiking, gardening, and baking.

Hot Wheels Unplugged: Driving Training for Emergency Medical Technician students

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Session Description

Training emergency medical technician (EMT) students to drive an emergency ambulance is an extremely resource intensive and logistically challenging task. Factors such as functioning ambulances, securing open practice space, set up of courses with traffic cones, and scheduling logistics need to be coordinated. Computer science (CS) educators have successfully used unplugged activities that do not require the use of any specific digital devices or computer hardware to teach computer science skills especially in schools that do not have proper technology resources, Internet connectivity or even electrical power. Following the unplugged CS approach, toy cars by the brand name of “Hot Wheels” were used by the EMT students to practice driving each course objective. Course objective maps, created using Google Draw and printed on regular paper and laminated, were used as replicas of actual closed driving courses. The “Hot Wheels Unplugged" is designed to provide a low-fidelity, low-resource simulation where students could repeatedly practice on their own kinesthetic skills of “driving” an ambulance before it was their turn to drive real ambulances on the closed course. Students were asked to work in groups of two, to observe each other and provide feedback on performance. An online evaluation survey was completed by trainees. This presentation will provide an overview of this unplugged activity as well as the results of the evaluation survey.

 

 

Presenter(s)

Judy Kakazu
Honolulu Emergency Medical Services

Judy Kakazu holds a MEd in Learning Design and Technology. She has been a paramedic with the City and County of Honolulu Emergency Medical Services for more than 30 years and is currently helping to develop their training section as a training supervisor.

Peter Leong
University of Hawaii-Manoa

Dr. Peter Leong is an Associate Professor with the Department of Learning Design & Technology, University of Hawaii-Manoa. He has extensive experience in the development and delivery of online courses and distance education. Dr. Leong was honored as one of Hawaii’s 2007 top high-technology leaders and was recognized with the University of Hawaii Board of Regents’ Medal for Teaching Excellence award in 2012. Dr. Leong was the developer of the College of Education’s island in Second Life and he organized the first virtual graduation at UHM, which allowed LTEC students both on Oahu and off-island to experience a virtual graduation ceremony in spring 2010. He was a co-investigator on a National Science Foundation (NSF) grant to evaluate new approaches to improving engagement, diversity, and retention in undergraduate computer science and currently serves as a co-investigator of a Computer Science for All NSF grant focused on culturally-relevant computing . His research interests include culturally-relevant computing, student satisfaction with online learning, faculty support for technology integration, technologies for distance education and teaching & learning in virtual worlds.

Promoting Equity and Inclusion in Virtual Education Abroad Programs

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Session Description

Known intercultural skill gaps exist for recent college graduates, but those skills gaps can be addressed through defined and intentional global learning experiences. Moreover, employers are more likely to hire graduates that have partaken in such experiences, underscoring the value of these programs to students both personally and professionally. Traditional global experiences have typically been delivered via short and long-term “study abroad” experiences, consisting of travel itineraries to foreign lands. This comes at great expense in terms of student time and financial cost, both of which are often in short supply for the typical online learner. Virtual global experiences can help bridge this gap for underrepresented and non-traditional students, making these opportunities available to a wider and more diverse population.

 

Presenter(s)

Jennifer Teague
Purdue University Global

Jennifer Teague is a faculty member, Program Lead for Global Business, and Senior Lead for Education Abroad in the School of Business and IT at Purdue University Global. She holds a PhD in international management and began her career in global audit and compliance before transitioning to academia, holding faculty appointments at universities in the UK and Norway before joining Purdue Global in 2008. Her work has been published in numerous academic and mainstream outlets, and her research interests include international management, education abroad programming, and global leadership.

Pam DeLotell
Purdue University Global

Pam DeLotell is Associate Dean of Business in Purdue University's School of Business and IT. She is engaged in a number of innovations and initiatives within the school, including the modularization of curriculum and overseeing initiatives to improve student success. In addition to corporate roles, she has served as full-time faculty, director of financial aid, director of human resource management programs, director of online programs, and department chair at several universities. She holds a PhD in management, and her research interests include organizational commitment, culture, and leadership behavior.

Understanding Distance Education Challenges of Educational Psychology During the Pandemic: A Qualitative Study

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Session Description

Educational psychology plays an essential role in teacher education.Through a phenomenological case study, we strive to learn and understand the teaching practice, course design, challenges, and opportunities resulting from the transition of instructional modalities during the pandemic from Educational Psychology faculty members who serve at land-grant institutions. From their experiences, we aim to identify design and delivery strategies to address learner differences, needs, engagement, and accessibility, for moving forward in a setting that faculty can be proficient and flexible in both face-to-face and distance teaching modalities. We are currently in the process of conducting one-on-one interviews with 5 to 10 educational psychology faculty; the data collection stage projects to complete by the end of January. This study will provide empirical evidence of educational psychology faculty’s teaching practice, course design, challenges, and opportunities resulting from the transition of instructional modalities during the pandemic period. These lived experiences will serve as a basis for identifying adaptive and evolving strategies faculty used to address learner differences and needs, and create engaging courses leveraging the affordances of available technologies. In this conference session, we will present the preliminary findings of the case study, and provide examples of sustainable instructional delivery that have evolved out of the coronavirus pandemic.

 

 

Presenter(s)

Karen Krier
Boise State University

Karen Krier is a doctoral student in the Department of Educational Technology at Boise State University. Her research interests are online teaching, inclusive teaching, technology integration, and refugee education.

Yu-Hui Ching
Boise State University

Yu-Hui Ching is an associate professor in the Department of Educational Technology at Boise State University, USA. Her recent research interests are in the areas of online teaching and learning, computational thinking (problem solving),
and technology-supported STEM learning (e.g., robotics, 3D printing). She has taught the following online graduate courses: Introduction to Educational Technology, Instructional Design, Evaluation, Online Teaching for Adult Learning, Theoretical Foundations of Educational Technology, Integrating Computational Thinking in Learning and Teaching, and Design-Based Research.

Effective Engagement and Accessibility in an Online Environment

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Session Description

COVID-19 has significantly impacted the demand for online higher education opportunities. According to Harvard Business Journal, “[t]here’s a good likelihood that virtual learning — in some capacity — will need to be a part of education for the foreseeable future” (Deveney, et. al. 2020). While virtual learning is not new, it has become more accepted and requested by college students. According to Cengage’s Digital Learning Pulse Survey (April 2021), 73% of students prefer some courses wholly online (Kelly, 2021). Meanwhile, “students with disabilities who enroll in online courses often experience barriers and challenges to full participation in online learning environments” (Rios, et. al. 2017). Under Titles II and III of the Americans with Disabilities Act, Sections 504 and 508 Rehabilitation Act, and Individuals with Disabilities Act, instructors need to ensure that content is accessible and provide reasonable accommodations to students with disabilities.

This presentation will discuss two key components of a successful and accessible online higher education environment: engaging students in interactive, personalized, and relevant learning experiences and creating a learning environment that is accessible for all. Best practices will include following UDL guidelines, deploying microbursts of learning, and utilizing authoring tools such as Camtasia, Articulate Rise, and PlayPosit.

 

Presenter(s)

Marsha Morgenstern
University of Phoenix

I hold a Master of Arts in Adult Education and Training, a Master of Arts in Business Communication, and a Bachelor of Arts in Communication with a Public Relations emphasis. I earned both Master's degrees entirely online, so I have been in my students' shoes, so to say. I enjoy the flexibility offered outside of a brick-and-mortar school, and I am excited about the potential of web-based education as it continues to grow.

Kimberly Long
University of Phoenix

With over a decade of experience in online education and training, my work as a learning designer, instructional designer, faculty member, and in faculty development is deeply influenced and guided by my commitment to creating and advocating for educational equity, which includes access, inclusion, and belonging for all learners. I have brought this same commitment to equitable access, inclusion, and belonging to my work in the fitness industry as a barre instructor & trainer and to my previous work in the non-profit sector as a case manager and hotline counselor.

Skilled in Learning Design, Instructional Design, Editing, Curriculum Development, Conflict Management, Adult Learning, Faculty Development, Accessibility (Section 508, UDL), Academic Support, Open Educational Resources, Adobe Acrobat, Adobe Captivate, Camtasia, Articulate Rise 360, MS Office (Outlook, PowerPoint, Teams, Word, Excel, Teams), Vyond, Zoom, Skype, Google apps, Go-to-Meeting, Dropbox, Banner, Adobe Connect, and Salesforce.

Learning Management System expertise includes: Blackboard/Blackboard Ultra, D2L BrightSpace, Coursera, & Canvas

Primary development tools include: Articulate Rise 360, Adobe Creative Suite, Vyond, Captivate, Camtasia, and Canva.

Credentials include a Master's degree in Women's Studies from San Diego State University-California State University, certificate in Instructional Design and Technology from UMDx, and a Bachelor's degree from the University of California, Irvine. Graduated cum laude from the University of California, Irvine, and am a member of the honor society, Phi Beta Kappa.

Why Aren’t They Listening? Student Reticence in the Application of APA Style in Response to Faculty Corrective Feedback

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Session Description

Faculty regularly provide corrective feedback (CF) for assignments authored by students, highlighting errors in grammar and style with the hope that the direction will help learners recognize their mistakes and strive to correct them in subsequent work. But when the same errors appear in later assignments, faculty might question why the oversights continue despite their earnest efforts to point out discrepancies. Beyond questions of proficiency, learner inaction in response to instructor feedback could easily be misinterpreted as being a question of learner motivation.

Broadly defined, reticence is a lack of willingness or desire to do or accept something: a disinclination, unwillingness, or reluctance (Merriam-Webster, n.d.). There are a range of potential reasons for learner reticence that suggest that it might not be solely a result of learner motivation or proficiency.

This presentation examines the results of a recent exploratory investigation concerning factors that influence online learner reticence toward the application of corrective feedback relative to the writing style sanctioned by the American Psychological Association. The research question for the qualitative study considered reasons for why some graduate students demonstrate a level of disinclination toward actively responding to corrective instructor feedback relative to the use of APA style in written assignments.

 

 

Presenter(s)

Jeffrey Bailie
Purdue University Global

Dr. Jeffrey Bailie is a full-time professor with the School of Education at Purdue Global. Jeff has been a classroom teacher in a variety of learning environments ranging from the middle school grades through to doctoral level of instruction, on-ground and online, domestic and international. Over the past two decades, he has taught more than 300 online courses through a variety of academic institutions. Jeff has been widely published in the areas of validation of online instructor competencies, the influence of instructional immediacy and engagement on online student motivation and persistence, and the significance of learner experiences and expectations in the online environment. Dr. Bailie joins us today from his home in the Black Hills of South Dakota.

What do students want for the instructor’s video?

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Session Description

The delivery of courses online has never been popular after the COVID pandemic. However, some students feel online courses lack some human touch.

In order to avoid the lack of human touch, some instructors are making introductory videos to introduce the instructors themselves so that students can get to know their instructors. At the 2021 TCC conference, there were some presentations about those introductory videos (T. Crawford, L. Brooks).

The presenter has been teaching Japanese online for more than 20 years. He has been making videos since his early days of online instruction because it’s not possible to teach a language without any sounds. Just recently the presenter noticed that the motivation for taking online courses has changed.
Before the pandemic, students took online courses took online courses because they chose to do. However, after the pandemic started, students are taking online courses without any choice.

In order to accommodate the student demographic change, it’s necessary, useful, and beneficial to know what kind of videos students would like to see. This presentation is based on several surveys given by the presenter after the pandemic started. The discussion goes deeper than introductory videos and will talk about videos throughout the semester.

 

 

Presenter(s)

Satoru Shinagawa, Univ. of Hawaii, Kapiolani CC, Honolulu, USA, ssatoru@hawaii.edu