COLTT 2018

Abstract: Campuses are committed to fostering an accessible environment now and into the future. The goal is to not only to create a rich learning experience for all students, staff, and faculty, but also to become a leader in promoting universal access for all users. During this session, we will facilitate a panel discussion of current accessibility and Universal Design for Learning (UDL) initiatives on campuses. We will discuss efforts to meet our goal of creating a rich learning experience for all and invite participants to join this discussion as we focus on three main topics: 1) design of curriculum with a focus on accessibility and UDL; 2) training and support plans on our campuses; and 3) equitable assessment tools. By the end of this session, participants will enrich their understanding of concepts related to UDL and strengthen their professional course design skills to enhance the quality of student learning.

Abstract: If you’ve managed to avoid hearing about OERs and their “potential to revolutionize the higher education landscape,” then you’re among a very small (and perhaps admirable) minority. OER has become deeply embedded in the politicized, tech-fueled, buzzword soup that has soaked the modern ethos of higher education. In this session, we will look to offer a practical perspective on openness and digital pedagogy, allowing you to provide honest value to students while simultaneously maintaining your sanity.

Abstract: Digital badges are used as credentialing to recognize achievements and accomplishments that can be shared through business and social media avenues. This technology is typically used to recognize skills, professional development, and achievements within the workplace; however, this session seeks to demonstrate the effectiveness of using digital badges to recognize individuals for soft skills such as professional and ethical behaviors exemplified in everyday life. The session leader will demonstrate the process of implementing digital badging technology within their program or universities, selecting a badging platform, and developing procedures to award badges. Participants will have the opportunity to create their own digital badge during this session.

Abstract: Good ideas are why most of us get into higher education. Ideas that engage students, interrogate received histories, and evolve policies. Institutional structures do not make this easy. Barriers abound. We must build in universities the resilience for change and work together to make learning meaningful and far-reaching. This session is an exercise in barrier-breaking, creating a space for collaboration in real time and prompting immediate and future action in digitally-mediated education, where traditional competencies and emerging technologies collide.

Abstract: Using the experience of Colorado Technical University's review and revision of its Credit Ascription Worksheet, this discussion reflects lessons learned and opportunities for improved course structure for student success and connection to learning outcomes.The discussion will include consideration of relevant data toward improved course metrics.

Abstract: Local high impact practices (HIPs) experts will give you an overview of HIPs, those research-based practices known to improve student success, especially for those students from historically underrepresented groups, and prepare you to get the most out of the HIPs track at COLTT. In this interactive session, you’ll describe the 10 HIPs identified in longitudinal research, discover characteristics of well-implemented HIPs, and learn to distinguish between a HIP and a femur.

Abstract: This session will provide an overview of recent original research on practical, scalable techniques that can be used to create psychologically welcoming online learning environments, especially for marginalized learners. For example, one study experimentally tested brief social psychological interventions in two MOOCs (total N = 3,451), which effectively closed persistence gaps by reducing social identity threat for students in developing countries. Another study demonstrated how making small changes to marketing materials and course descriptions can increase course enrollments by women in STEM courses. By the end of the session, participants will get access to example interventions and a chance to explore how they can be implemented in almost any LMS.

Abstract: The Skyepack development team will share their best practices and lead a hands-on workshop focusing on instructional design and content curation using a module and topics from participants own course(s). Bring a copy of their course syllabus and an internet connected device. Be ready to share and engage in collaborative discussion. Skyepack's instructional design team will be live-streaming while they work on a selected course in real time during the session.

Abstract: Although we’re never gonna give up the design classics, this session explores a new model of instructional design made specifically for IDs in higher education! We’re no strangers to this scenario: instructional designers get shoehorned into so many roles and responsibilities that aren’t instructional design. This model of design was created to overcome these and other challenges by changing the focus of design toward building trust and developing relationships with faculty. You know the rules, and so do I—but it’s time to redefine them together!

Abstract: Jump into a few of Adobe's creative tools that run on iOS and in any internet browser. Easy, clean interfaces and pre-built templates take you to design hero with little ramp-up. If you don't already have an Adobe subscription, grab a free Adobe ID from www.adobe.com before the session begins. Bring your smartphone, tablet, or laptop and join this interactive session. Attendees will use Adobe Spark and Behance.

Abstract: In today’s classrooms we are faced with students who hail from a variety of backgrounds and experience. When we mix technology into our courses we add new dimensions of diversity rarely discussed. What do our students need? Can we learn from their backgrounds? How can we leverage technology to increase inclusion, innovation and learning? In this session we will discuss and gain insight into the role of technology in supporting diverse student learning.

Abstract: 15-To-Finish. Time-To-Degree. Intrusive Advising. Gateway Courses. Momentum Year. Have you heard these terms and wondered what all the buzz is about? In this session you will learn about High Impact Practices and how Predictive Analytics are being used to support student success and improve student outcomes. We will define High Impact Practices and Predictive Analytics and provide examples from national and state sources. Non-profit organizations such as the Lumina Foundation, Gates Foundation, EAB, Complete College America and NASH have funded and/or collaborated with higher education institutions across the country to study student retention, time-to-degree, transfer and math pathways and cultural systems of student success. We will summarize the primary drivers for student success that have been identified through HIPS and Predictive Analytics research.

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Abstract: Virtual reality is now a cost-effective option for broad integration into higher education learning experiences. But when and how does it make sense to do so? This interactive session will use Bloom's Taxonomy as a guide to frame where VR examples and evidence intersect to improve learning outcomes.

Abstract: Open Educational Resources can help make a course more inclusive, responsive, and culturally relevant, but getting started with OER can be a daunting task. This session will help participants understand how OER plays a role in Inclusive Pedagogy. This interactive session will offer participants the opportunity to apply new knowledge about OER and Inclusive Best Practices to their own pedagogical practices at their institution.

Abstract: It’s not always what you say but how you say it. A communications assessment that mimics real situations is necessary yet challenging to create in online medical education. Traditionally, effective training requires modeling in clinical settings but the hybrid Master of Science in Palliative Care at CU Anschutz has limited opportunities for in-person modeling, assessment, and feedback. This session highlights the use of YouSeeU software to facilitate spontaneous, asynchronous communications assessment and shares tips for participants to develop similar assessments in their courses without specific software.

Abstract: As instructional models shift away from the increasingly ineffective lecture, active learning strategies (e.g., clickers, group-work, peer-lead teaching, co-requisite courses, or flipped classroom models) receive more and more attention. In this session we discuss the evolution of a learning environment from passive to active by examining a general chemistry course over the course of 10 years. Strategies for large and smaller courses will be discussed. Session participants will spend time considering how they can implement these approaches in their own courses.

Abstract: Able Player, an open-source fully accessible media player originally created through grants awarded to the University of Washington, addresses most, if not all, of the Web Content Accessibility Guidelines (WCAG) 2.0 applicable to audio and video media. Captivate's standard video player does not address the majority of these needs and for the most part is not accessibility friendly. However, CU System's Employee Learning and Development (ELD) office has recently developed a solution to embed Able Player within a Captivate published product. In this session, we will discuss the accessibility issues around time-based media and demonstrate our fully accessible solution.

Abstract: A growing body of evidence supports the importance of the development of E-Portfolios by today's college students. More employers are asking to see an E-Portfolio rather than a traditional resume, and students often feel more able to express themselves through this format.

After attending this session, you will understand both how to help your students grow and develop while simultaneously helping them market their skills and accomplishments. This session will include examples of real student portfolios including feedback on students' own portfolio development and will give suggestions for tech platforms for building these sites.

Abstract: When providing instructive feedback on assignments, many instructors overlook how students might be more receptive to constructive criticism delivered through a recorded video file. Current scholarship indicates that using such resources can have a major impact on student success and retention. In this session, four experienced online instructors discuss the benefits and challenges of providing video feedback. They will demonstrate exactly how video feedback, including the various platforms through which instructors record themselves for the online classroom (e.g., YouTube), can help students better achieve the course learning objectives.

Abstract: Why face the hard truths in higher education when you can talk about comic books? Join Regent Stephen Ludwig and CU Online head David Thomas as they share their love of good comic book and a serious desire to help higher ed. By digging through the universe of comic heroes, stories and conflict, find out what Superman tells us about good intentions in education and why Thor is the worst superhero of all time.

Abstract: As more and more faculty are looking to move multiple courses from across the curriculum into OER, they are faced with some very real barriers. Many courses do not have a prebuilt OER textbook. When looking for content, where do you start? How do you know the digital rights or if the content is ADA compliant? New tools and technologies are now available to the novice or the expert to navigate the OER universe. Is there OER support on your campus? How do you utilize library repositories? Our panel will explore these and other FAQ when moving to OER.

Abstract: What types of classroom activities lead to more (or less) engaged students? Get a behind-the-scenes look and gain unique insights into how CU Boulder’s Arts & Sciences Support of Education through Technology (ASSETT) team collects, analyzes, and visualizes classroom observation data to enable data-driven teaching decisions. The methods we use attempt to capture both what is happening in a classroom (via the Classroom Observation Protocol for Undergraduate STEM; Smith et al., 2013) and how those activities directly relate to student engagement (via the Behavioral Engagement Related to Instruction protocol; Lane & Harris, 2015). This approach allows classroom activity data to be synchronized with quantifiable measures of student engagement, resulting in innovative and highly actionable data visualizations. We will present several of these visualizations and demonstrate how the results can readily help instructors assess their teaching practices.

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Abstract: Nearly 80's New Wave, but better. Participants will identify, design, and streamline High Impact Practices (Kuh 2008) through a close examination of the Eight Key Elements of HiPs (Kuh & O'Donnell 2013). Then we'll zap the design with some ideas on how to infuse technology into High Impact experiences for students. Wear your working clothes.

Abstract: Too much screen time? Continuous online connection, distractions, and task overload? Research shows that our use of digital technology has doubled in the past 10 years and that the constant influx of information can induce a stress response. Stress is inevitable, but burnout is preventable. In this workshop, participants will experience the benefits of a simple mindfulness that empowers resiliency and quickly restores equanimity. Practicing these techniques makes it easier to rewire the mind for fluid thinking, non-judgmental awareness, and authenticity, leading to a balanced state of health and well-being.

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Abstract: Front Range Community College's first student-led submission for an internal Teaching with Technology grant awarded funds to the Science Club to purchase a drone to observe atmospheric pollution. This student-led session will 1) give an overview of how they are learning with drones, 2) demonstrate flying the drone and associated technology, and 3) facilitate a brainstorming session in which students will lead with the participants in _______?

Abstract: Go from concept to prototype with Adobe XD, the all-in-one UX/UI solution for designing websites, mobile apps, and more. With the new Starter plan for XD, it's fast, easy — and free.https://www.adobe.com/products/xd.html. Attendees will review a completed prototype and also observe how easy it is to use Adobe XD.

Abstract: Is “data” just a buzz word? We hear it all the time. Whether it’s the latest data breach or new innovative ways businesses are connecting to their customers. Even throughout STEM disciplines, data forms the backbone of our innovative research projects. But, what about using data to help us teach? This interactive discussion will explore examples of using data inside the classroom that can help students better understand complex learning objectives, as well as explore ideas on how faculty can use data to better understand their students learning, better inform their teaching strategies, and better manage their course objectives.

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The CU Board of Regents Online Resolution made it clear that teaching online should not be allowed to negatively impact the evaluation and award of tenure.

This discussion starts with that premise, considers how online might present challenges for faculty seeking tenure and how it can equally be a positive factor.  The session is meant to surface concerns, discuss experiences, identify strategies and generate suggestions to various levels of administration.

Abstract: When the School of Pharmacy at the University of Colorado made the decision to switch from in-class paper exams to online remotely proctored exams, faculty and students alike were thinking, “Hold your horses!” However, with the use of remote proctoring software (Proctorio) that uses a combination of technology and human proctors and a few best practices, the online exam environment avoided turning into the Wild, Wild West. The school assessed the efficacy of this program by comparing three years of exam data for significant changes in year-over-year scores. This presentation will provide participants with an in-depth understanding of how the school software works, the challenges the school faced, and the successes experienced thus far.

Abstract: This presentation will prepare participants to use Canva.com, a web-based graphic design application, to create learning opportunities that bring design thinking and process into the classroom. Find out how creating graphic design products with Canva.com encourages students at CC Denver to analyze and integrate course content. Next, participants will have an opportunity to work with their peers to build a framework for design-based projects for their own instructional environments. Finally, we will practice evaluating design-based assessments with real student work examples.

Abstract: Got 5 cents? Got an instructional design problem you just can't solve? You are in luck because the Designer is "IN" all day at our first ever Peanuts, ask-a-designer booth. Stop by to brainstorm, problem solve, or work through any instructional challenge, big or small. One or more designers from various Colorado higher ed contexts will be ready with advice that will be better than Lucy's...good grief!

Abstract: Animate CC allows an abundance of options when creating both animated and interactive content to enhance learning. Creating animated infographics, interactive experiments, and games is all possible with Animate. In this session, you'll create your own engaging content using this fabulously creative application.

Abstract: Open Educational Resources (OER) are becoming more and more prevalent in classrooms across the entire spectrum of higher education. But are they worth the effort? Should faculty and institutions spend the time and resources it takes to curate, develop, and implement OER? This session will present recent research showing how OER impacts student learning outcomes through increased student and faculty engagement. We will also show participants how to find existing OER and discuss strategies for integrating those resources into the institution's digital spaces, including the LMS. Finally, we will show participants how they can create and license their own OER, including a discussion of policies and practices at research institutions that help legitimize the publishing of OER.

Abstract: As online enrollments increase, instructors struggle to adapt traditional pedagogical practices to the online learning environment. Asynchronous discussions tend to be the standard way of engaging students online, yet this practice has several shortcomings. The presenters share one novel discussion approach that they have used to more fully engage students.

Abstract: Ever sit in a cross-campus meeting and hear, “Your group does X so well”? Maybe X is assessment, or curricular mapping, or online education. Regardless the service, it could be marketable. This session will present the University of Colorado’s move toward an instructional design fee-for-service model based on recognition of the School of Pharmacy’s expertise in online education by other campus programs. The presenters will share strategies and lessons learned for implementing a fee-for-service center and foster a discussion in which participants can identify their own marketable skills.

Abstract: Due to the efforts of accessibility evangelists, the Americans with Disabilities Act, and various lawsuits and settlements, we have witnessed a significant attitude shift towards accessibility by tech companies, businesses, and higher education with implementation of digital accessibility plans and policies. One area that is lagging is teaching about accessibility in college and university curricula. Tech companies report that only about 7% of new hires who are recent graduates have knowledge on specific accessibility strategies and issues. Come learn why you should include accessibility and inclusive design topics in engineering, tech, media, design, computer science, and other courses and how with a variety of curriculum approaches and resources.

Abstract: Fitness technology can be leveraged to encourage digital natives to engage in physical activity in ways that work with their fast paced and overscheduled lives. This session will take a hands-on approach to physical activity in online courses, encouraging attendees to download and try the demonstrated apps, while sharing lessons learned from a year-long pilot. Providing knowledge, skill building and peer support resources for students to be physically active, can translate into positive outcomes in physical, cognitive, social and emotional well-being. Fitness technology, including apps and wearable technology, can be used to increase interest and accountability for health and wellness goals set by students in online physical activity courses, while building supportive online learning communities, fostering basic wellness literacy, and creating effective, technology mediated pathways for students to maximize their wellness.

Abstract: Everyone's heard of the gameshow, Jeopardy! Join us for this interactive and engaging session which will utilize this game show format to help attendees understand important State policy updates in Higher Education. The presenters will introduce topics of interest, such as: Prior Learning Assessment Policy, OER, Higher Education Admissions Recommendations, and the CCHE Master Plan.

Abstract: This design workshop session will take you beyond talking about OER for culturally relevent pedagogy to creating content. The three activities will focus on introducing critical consciousness, data justice and looking systemically at your curriculum and how to change it.

Abstract: Students are increasingly seeking education on-demand and/or in bit-sized modules. Breaking out of traditional norms and creating new, innovative ways to deliver subject matter and credentials seems limitless. Challenges for institutions, however, include maintaining academic integrity, ensuring compliance, and issuing verifiable credentials. Certificates, badges and micro-credentials allow students to gain mastery of subject matter to help them advance in industry and employment, and may be stacked to meet degree requirements. CU Boulder is exploring new deliveries of both credit- and non-credit credentials for students. Determining appropriate and secure solutions is a shared responsibility between faculty, systems and record administrators and other campus stakeholders. This session will explore some current and potential ways that CU Boulder plans to meet these needs, including electronic certificates and diplomas, linked learning outcomes, and digital credentials.

Abstract: "The Academic Technology Design Team in the Office of Information Technology tackles complex teaching and learning problems for the CU Boulder campus including course redesigns, technology pilots, and strategic campus initiatives. Regardless of the type of project, creative data collection and analysis are integral to making data-driven recommendations to positively impact student success. Come to this session to hear how we collect and analyze data (including the challenges that come with), use the analyses to inform decision making, and share results with stakeholders in practical ways to move projects forward. We will also include time to reflect on lessons learned and brainstorm different approaches to data collection and analysis that conference participants can consider when implementing their own projects."

Abstract: We all want to be “high impact” with our teaching, but what exactly does that mean? The Association of American Colleges and Universities have identified High Impact Practices (HIPs) as linking with engaged student learning and persistence (Kuh, 2008; Kuh, O’Donell, & Schneider, 2017.) However, defining and operationalizing high impact practices can be challenging. The purpose of this session is to explain how the University of Colorado Colorado Springs (UCCS) launched its first-ever campuswide general education program, the Compass Curriculum, organized around HIPs in Fall 2014. We will describe how UCCS arrived at this choice, the resources we organized to support it, how the implementation has gone, and some lessons learned. We plan to focus on discussion by participants about HIPs on their campuses and what ideas are sparked by UCCS’ experience. Special attention will be paid to defining the target HIPs, potential obstacles, resource needs, and supportive structures.

Abstract: This session will feature the use of digital games in advanced philosophy assignments on normative ethical theories from Nietzsche, Kant, Spinoza, Heidegger, and more. Narrative-driven digital games are playable thought experiments that apply normative ethics to various scenarios. Participants will play the games and experience the assignments that challenge students to identify and critically analyze the normative ethical values that operate in the games and underlie their designs. Digital games showcased include: Life Is Strange (2015), a first-person graphic adventure game that addresses the issue of untrustworthy authorities; The Vanishing of Ethan Carter (2014), a first-person adventure game that addresses the issue of child abuse; Fallout Shelter (2015), a free-to-play apocalyptic nuclear fallout simulation game; and The Talos Principle (2014, 2015, 2017), a first-person puzzle game that addresses the issue of artificial intelligence.

Abstract: Are you ready to get "Real" and provide high impact learning experiences for your students? Join us for this interactive, hands-on session on teaching with Virtual Reality (VR). Find ways to incorporate VR into your curriculum and instruction with demonstrations of several different VR devices. Attendees will have an opportunity to play with different types of VR devices, as well as brainstorm appropriate VR applications for their content areas!

Abstract: Changing culture isn't easy and changing one within higher ed can seem impossible. Join leaders from MSU Denver as we share our award-winning, adaptive approach to managing course design. This economics-inspired framework has changed our culture, and it can change yours too. You may have heard about blockchain-based tokenomics, but what about tokenizing time? Ready to truly shift a paradigm instead of just blogging about it? At MSU Denver we know that actualizing the future of education we envision will only come from courageous and disruptive change. In this session, we will explore the Course Design Xchange (CoDeX), an innovative, QM-informed, tokenomics-inspired approach to instructional design and project management which ensures quality, equity, accountability, and continuous improvement.

Abstract: This session will walk through the details of transitioning from high-priced, traditional textbooks to more affordable course content using Open Educational Resources (OERs). Instructor Nancy Dancs BS, MS, PT will share the results of her transition from textbooks her own authored materials and interactive content for her Medical Terminology course taught at Waukesha County Technical College (CTC) and Wisconsin's Statewide Dual Enrollment courses. Approximately 500 students enroll in this course annually. Nancy will discuss and share with the audience the rationale, logistics, and timing of the project; obstacles encountered along the way; her students' response to the new, lower-cost material; and the students' learning outcomes using their now more accessible mobile application.

Abstract: In this highly interactive session, attendees will be guided through games to learn how crucial systematic approaches are in building teams. At the end of this session, attendees will have an enhanced understanding of the fortes and frailties within the team, and how each individual can be utilized to provide his or her optimal level of contribution. Participants will leave with the ability of how to apply a systematic/logical approach to their problem solving tactics in a diverse team atmosphere.

Abstract: This session will explore the promising results of a Canvas-based resource where online instructors could find share ideas and resources and find community at Ashford University. Online faculty benefit from interaction with one another and not leadership alone. However, facilitating this interaction has presented an ongoing challenge. Since instructors need to access Canvas for teaching, Session attendees with join the conversation on how the LMS has been leveraged to support online faculty and how this can be best implemented at your institution.

Abstract: Colorado Community Colleges Online (CCCOnline) staff will describe the series of accessibility efforts it undertook in response to the System President’s 3-125g Web Accessibility Procedure. The system-level mandate required each college have a written web accessibility plan to document and update progress. At CCCOnline, this involved a broad scope of undertakings to ensure that online course content adhered to WCAG 2.0 (Level AA) and ADA compliance guidelines. In the past three years, activities included a required accessibility training course for staff and instructors, quarterly system-wide and monthly internal committee meetings, revisions to the centralized course design template, a course accessibility audit and remediation protocol, the creation of professional development workshops and webinars, and instructor outreach via teaching and learning newsletters and knowledge base articles.

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Abstract: Pundit Showdown is a fast-paced panel game show where four lucky contestants engage in a battle of wits and rhetoric to tackle questions from the audience related to higher education, academic technology, and all things COLTT. The host, David Thomas, poses questions to each contestant and then awards (or deducts!) points based on the intellectual rigor of their argument...or by what makes the audience giggle! At the end of each round, the lowest scoring contestant is dropped until we reach a one-on-one, winner-takes-all, Defend the Indefensible Final Showdown.

Abstract: Learning is about student success, as well as affordability and access. This session explores the use of Open Education Resources (OER) from Lumen Learning (LL). LL develops OER to create well-designed and low-cost course material that replace expensive textbooks. The session leader lead a discussion on her experience working with LL, the course setup, using Waymaker, and student feedback.

Abstract: Hear a lightning round of strategies for teaching and learning with Zoom where you can:
• Synchronize and hold a lively debate with Zoom.
• Reimagine the online portion of a hybrid course.
• Engage your students with Zoom while teaching synchronously online.
• Discover how to utilize the breakout rooms for online group discussions.
• Incorporate Zoom into your course as virtual office hours.

Abstract: Faculty and staff both have important roles to play in providing accessible learning experiences to all students in a Learning Management System. In this session, you’ll learn about the importance of both content accessibility and platform accessibility. We'll explore some best practices that faculty and staff can use to create accessible digital content for courses. And, we will discuss small changes you can make at an individual level as well as departmental-level practices you can work to implement. Finally, we'll explore how Universal Design practices support accessible and inclusive student experiences.

Abstract: With any new technology, there is invariably the push to “get it out there” and into consumer hands. In many cases, people simply don’t know what to do with the technology once they get it. After all, how many of us really knew what we could do with a PC back in 1986 or an iPhone back in 2007? In this session, we will demonstrate Colorado Technical University’s adaptive learning platform and discuss ways in which adaptive learning technologies are currently used in higher education and, more importantly, how they could be used in the future to impact student success, particularly in non-traditional and other underrepresented student populations. Our discussion will rely on the collective brain power of the participants to generate ideas about how adaptive learning technologies can assist in solving some of the more pressing problems facing higher education today.

Abstract: Learn the basics of badging and prototype your own badging initiative in this interactive workshop. We’ll explore the value proposition for a HIPs badging initiative and generate messaging you can use with stakeholders on your campus. A mix of mini lectures, exploration, and creation will give you the opportunity to understand and create badging taxonomies, list badging goals and organization, and outline a high-level plan for gaining support for your badging initiative. After identifying “constellations” of people served by badges, individuals and campus teams will get their arts-and-crafts on to develop a visual representation of a badging taxonomy for HIPs (or otherwise) that might measure and credential competencies, completion, pathways, and/or participation. Attendees will give and receive feedback on these taxonomies and discuss cross-institutional sharing of badging solutions. There will be glue.

Abstract: In this era of "truth-decay" it is very easy for students to create individual silos of belief. These structures influence the information they seek, what they do with the information they find, the way the information is used and the choices that they make based on that information. Often students believe that they are thinking critically, but they are failing to account for the various factors influencing the information upon which they are basing their analyses.

In this session, information will be presented about the various skills necessary to understand their own constructions of reality, and how to encourage students to build these skills so that they can develop the ability to think more carefully and concisely about the information they are consuming. These skills will include reflection, mindfulness, acknowledging emotional influences, integrating information from early learning, and the impact of implicit biases. Specific tasks and exercises will be presented.

Abstract: More than ever, we need a heightened focus on making gains in students' abilities to evaluate information and make evidence-based claims. In this presentation, we will discuss how we have developed an approach to teaching, facilitated by an Open Educational Resource called Rationally. Rationally provides a framework for emphasizing evidence-based claims. The presenters will explain why the tool was developed, how the tool can be used for improving student understanding of constructing evidence-based arguments, and describe what types of teaching and learning can happen.

Abstract: Lecture halls are laying empty across the country at universities and colleges across the country. Instead, students are creating their own curricula from the plethora of both private and public electronic resources available. Study tools such as Pathoma, SketchyMedical, Osmosis, and even YouTube provide everything from explanatory videos to mnemonics and pre-created flashcards. These resources reflect a growing pressure on the traditional institution: knowledge is no longer held within the walls of a University. At a time when tuition costs outstrip the income earnings of most Americans, these non-traditional educational resources highlight the changing value of education. This session will engage participants in discussing how the democratization of knowledge has fundamentally changed the value of lectures and how the traditional University must adapt to its new role.

Abstract: Having authored and produced online training videos for years for publishers like Lynda.com, Pluralsight, and Adobe… there are some definitive workflow tips to creating effective video content that students will watch - and will look and sound technically robust. This session will cover preparation, recording, editing, and distribution of video content for online learning.

Abstract: This presentation will report on the outcomes of an UNESCO supported project as part of the Open Education for a Better World program in the area of foreign language teacher professional development in the Uzbek State University of World Languages in Uzbekistan. The mentoring team reviewed current provisions that lead to the re-accreditation of foreign language practitioners teaching to draft a proposal for the professional development center at the University in Uzbekistan. The proposal focuses on pedagogical, curriculum, and technological considerations to open up provision at macro, meso, and micro levels (Stracke, 2017) to resolve current challenges such as failure rate of the online pilot version and low speaking skills among foreign language teachers. In Fall 2018, there will be a virtual exchange focused on intercultural learning.

Abstract: Aligning course learning objectives with module objectives and linking to assessments, activities, and learning materials can be daunting, especially if you are considering preparing an online course for accreditation submission to a body such as Quality Matters. This session offers a simple course planning map approach based on a user "dashboard" that visually links course level objectives to module level objectives and then to assessments, activities, and learning materials. This tool helps faculty verify that content is delivered for all learning objectives and that all materials used in a course contribute to desired learning outcomes. Faculty can also view the arrangement of course content to create a meaningful learning progression. As faculty are held more accountable for course content, an "at-a-glance" tool to document course organization can be a valuable asset.