REGISTRATION IS OPEN

REGISTRATION IS OPEN!

Please follow the link to secure your spot  for OLC Collaborate with Emerging Learning Design

bit.ly/olcweld

OLC is teaming up with Emerging Learning Design (ELD) for a 3-day professional development opportunity where we will share presentations on the topics of active learning, digital humanities, games and gamification, STEAM, and so much more!

You’ll get the chance to hear from experts regarding current and emerging trends focused on the convergence of teaching, learning and technology. There will also be an opportunity to collaborate and network with your regional peers during group discussions on top-of-mind challenges that may impact the future of digital learning. When teaching, learning, and technology converge we find the potential for an inclusive learning experience that is both engaging and connected to curricular needs, without being dated.

 

We hope to see you soon,

 

Kathleen S. Ives, D.M. and AJ Kelton


A Multimodal Digital Approach to Qualitative Research

By Jennifer Kingma Wall

This Spark session will briefly overview the concept of Creative Analytic Practices (CAP) (Richardson, 2000) as a qualitative research method, and will explain how integrating digital technology through a multimodal digital approach to a CAP qualitative study can provide new approaches and modes for meaning making as well as produce different understandings of the research process and product.  The bulk of the presentation will focus on sharing examples of students’ work, which use multimodal digital approaches to qualitative case studies, and describing how this approach changed their research process, interpretations, and products (videos, video collages, and audio mixes vs. traditional academic papers). The goal is to provide a quick picture into how and why professors might want to incorporate a multimodal digital CAP lens to teaching qualitative research, and more broadly, any teacher in the humanities might consider incorporating multimodal digital work into their traditional assignments.

Session Overview: The structure of this brief Spark session will include:

      • A brief introduction to the concept of CAP as an approach to qualitative research.
      • The introduction of digital technology and multimodal approaches as new ways to approach a CAP qualitative study.
      • A brief overview of a case study project from a Masters of the Art of Teaching course in which students had the opportunity to work with digital technology and multimodality through a CAP lens for their mode of representing their research findings.
      • The bulk of the presentation will show samples of students’ CAP projects, which include video projects, video collages, and audio remixes, while discussing some of the benefits for the students of learning about and working from this orientation toward research, including a deeper understanding of their role of as a researcher, more work on reflexivity and exploration of subjectivities, more attention to the work of representation of the participant, and a new understanding of how modes of meaning impact the presentation of findings.

Takeaways For The Audience:

  • An introduction to a particular method of qualitative research (CAP) and ways that digital technology can be used with it.
  • Samples of course projects that allowed for multimodal digital CAP work, which produced unique presentations of the research findings as well as deeper student learning about qualitative methods.
  • Audience members who teach qualitative research as a part of their courses will have a glimpse of a new approach for coursework
  • Other audience members working in the humanities or social sciences might use this type of technology integration as a model and consider revising traditional assignments within their field to multimodal digital work. The presentation links conceptually to digital humanities, in which digital tools are used in the humanities as alternative modes of meaning making beyond written words, with the recognition that traditional print modes are no longer the exclusive or primary mode for knowledge production and distribution.

Ronald D. Mina

Ronald D. Mina has been dealing with the impact of gamification on diverse fields for nearly a decade and actually playing video games since he was eighteen months old. Professionally, he has worked closely with a number of technology companies, ranging in size from Fortune 500 all the way to startups, advising them on communications and corporate strategies, as well as explaining why their new product is not a positive example of gamification. An alumnus of the New Jersey Institute of Technology, he is Editorial Director for AFKer Games, a new publication focused on the impartial coverage of video games and their ecosystem.

2017 Presentation Abstract: The Specter of Edutainment: Re-emergent Mistakes & Opportunities

Sharon Medow

2017 Presentation Abstract: Innovative Project Based Teaching and Learning Experiences Infusing Literacy

Jennifer Pankowski

2017 Presentation Abstract: Innovative Project Based Teaching and Learning Experiences Infusing Literacy

Innovative Project Based Teaching and Learning Experiences Infusing Literacy

By Jennifer Pankowski and Sharon Medow

This collaborative presentation will highlight projects infused in undergraduate and graduate education courses centered in the area of literacy and blended with the humanities, the arts and technology. These projects used inclusion of all types of learners to address content knowledge with the use of storyboards, innovative technology based poetry and the use of avatars. Our work with students begins in the classroom but has the potential to be as far reaching as one allows it to be. When faculty create innovative assignments to address multiple components for literacy, students become highly literate. Through the use of collaborative practices between students and faculty, we have developed several approaches to both writing enhanced course development and preparation for various high and low stakes writing requirements. With a focus on understanding multiple intelligences and the role they play in addressing multiple types of literacies in interdisciplinary courses that infuse the arts, humanities and multiple technology applications.  Our unique courses become a gateway into effective writing for students looking to pursue careers in multiple areas, from education or accounting and many others.

Structure: Our session will provide an interactive multi-media overview of 3 student projects from courses that infuse literacy, artistic creativity, the humanities and technology in education.  We will provide descriptions of projects, assignments, share models of students’ work samples, assessment protocols and reflections of the integrated learning experiences.  Students often complete coursework along-side students with disabilities, and different academic levels (undergraduates with graduate, even inviting high school students to attend and participate). Innovation also includes addressing old circular content in a new way, for example breathing new light into a Dr. Seuss poem through the use of technology. Attendees will be invited to participate in collaborative discussions, share ideas, experiences, comments, inquiries and recommendations.  We will invite attendees to note their accrued knowledge and engage in small group tasks, resources and successful applications of teaching literacy across disciplines. Attendees will see fexperience hand the methods for creating these assignments.

Outcomes: Participants will learn about innovative instructional methods infused in both graduate and undergraduate interdisciplinary education courses centered in the disciplines of literacy, humanities, the arts and technology applications

Participants will be encouraged to actively engage with the presenters and attendees sharing ideas, resources and additional exemplary applications of teaching and learning literacy infused with technology and inclusion of all learners across disciplines.

Participants will network and share recommendations for exploring and infusing literacy themed learning experiences both for classroom instruction and beyond into the daily lives of these students who represent all majors across the university.

Participants will receive handouts of our presentation, resources, and ideas for infusing literacy across disciplines.

Jennifer Mathes

2017 Presentation Abstract: Keeping the Focus on Quality in the Digital Learning Environment

Keeping the Focus on Quality in the Digital Learning Environment

By Jennifer Mathes

In 2011, the Online Learning Consortium, known for the Five Pillars for Quality Online Education, introduced the Quality Scorecard for the Administration of Online Programs to support institutions looking for a research-based tool that could be used to comprehensively assess the effectiveness of an online program. Since launching the scorecard (and updating it in 2014), hundreds of higher education institutions across the country (and around the world) have used the tool to quantify measures of quality. Recognizing a need to take a deeper dive into critical indicators, the OLC has recently introduced more resources in the Suite of Quality Scorecards to evaluate course design, faculty engagement, and other areas Educational institutions can use these free tools to effectively evaluate and validate the quality of an online or blended learning program to accreditors, regulators, and other stakeholders. Using the research-based, Quality Scorecard also provides institutions with best practices from experts in the field that can be used when building a new program or sustaining an existing one. Participants will learn how these resources can be implemented at their own institution.

 

Kimberly Abrams

2017 Presentation Abstract: What’s Mine is YOURLS

What’s Mine is YOURLS

By Kimberly Abrams

Hyperlink management is critical to website functionality because a site with dead links is not fully operable for the end user.  In educational institutions links used for marketing, course materials, library resources, social media, and other uses are laborious to maintain and often these links are long and unreadable.  In order to streamline link maintenance and improve link readability for end users, an open source, short link manager called YOURLS was implemented at an academic library.  Not only does YOURLS shorten links, it also acts as a database of links and as a link manager. Long URLs are then shortened into compact readable formats on a hosted domain.  With YOURLS, URL updates for existing resources can be done in one place, negating the need to update all instances of a URL on different platforms. Short links are easier to remember and can be used in various forms of promotion through social media, email, and printed material.

Session Structure: The timing of the session will be as follows: 25 minutes lecture, 10 minutes exercise, and 5 minutes question and answer.  We will first focus on the challenges of managing hyperlinks in the various content and learning management systems that educators use.  Then we will show how to set-up a short link server and create a short domain (which further assists with the utility of short links).  The short link server and domain was implemented to streamline access for our users and improve the link maintenance workflow.  We will then demonstrate the types of statistics that can be pulled from YOURLs to show how the links are redirected. Following this, we will have an exercise by which each participant creates a short link and share it with another participant vocally, in writing, through email, or on social media. Lastly, we will give suggestions on how to implement a short link server at other institutions.

Outcomes:  Participants will learn the benefits of a short link server in an educational environment, have hands-on experience in creating and sharing short links, as well as understand the steps necessary to implement a short link domain and server.