Conferences

Highlights from @GVSUeLearn and the Online Learning Consortium Conference #OLCAccelerate

Kim Kenward, Instructional Designer in IDeL and Eric Kunnen, Associate Director, from  eLearning and Emerging Technologies recently attended the 2017 Online Learning Consortium Accelerate Conference.

Here are a few highlights from the event:

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Here are several other sessions that were captured by Eric Kunnen on his blog from the conference:

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Exploring presence online…in Traverse City

Recently I had the opportunity to attend the Lilly Conference on College and University Teaching and Learning held in Traverse City, Michigan. Founded in 1981 at Miami University, the Lilly Conferences have grown into a series of five different conferences held annually across the United States. Each conference offers faculty the opportunity to discuss issues of teaching and learning in a community environment.

Grand Valley was well-represented at this year’s conference with nine different individuals showing posters, facilitating roundtables, or giving presentations. Topics ranged from community-based learning and preservice teacher education to success with group projects and surviving the experience of teaching online.

Entitled “Expertise as Teaching Presence: Online Tools for Interactive Learning Experiences”, my presentation drew upon my experiences as both an instructional designer and adjunct professor in Political Science. In our Foundations of Online/Hybrid Course Development workshop we introduce faculty to the idea of the “Community of Inquiry.” This model helps future hybrid and online faculty focus on what it takes to deliver high quality educational experiences.

One important ingredient is known as “instructor presence.” Research shows that learners benefit when their instructors are involved in their courses in a visible, immediate, and interactive manner. This “presence” can be found in the ways that faculty design their course, deliver content, and interact with students through feedback on assessments.

At the Lilly Conference, I sought to expand on instructor presence by discussing the instructor’s role as subject matter expert. Learners benefit dramatically when their instructors can develop learning experiences that bridge the gap between how experts and novice learners see a given field of knowledge. When faculty don’t meet their students face-to-face on a regular basis—as in an online class—it can be difficult to build those bridges. Common instructional techniques like streaming video can only help so much.

Using examples from my online course about the American Constitution, I demonstrated the use of two free and easy-to-use tools that help faculty create interactive learning experiences. Activities built using Oppia and Twine can engage learners in the type of back and forth exchange that’s easy to have in the classroom but harder to recreate online. The usefulness of such tools, though, rests on faculty identifying common misunderstandings and misperceptions within their field and delivering targeted feedback that purposefully scaffolds the learner’s knowledge and understanding over time.

Slides, links, and a bibliography from my presentation can be found at http://ipsative.com/presentations/lillytc/2017/expertise/

(Photo credit: Lilly Conferences Facebook page)

eLearning Team attends ETOM Fall Conference

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The Educational Technology Organization of Michigan Fall Conference brings together faculty, instructional designers, instructional technologists, #edtechies, and administrators from around the state, every year to collaborate and come together around advancing online and hybrid teaching and learning.

This year, GVSU eLearning staff Eric Kunnen, Vince St. Germain, and Hunter Bridwell along with professors Lissa Brunan and Kerry Mohney attended the conference. Kerry Mohney presented at the conference on the topic: “Effective Online Supplementation to Clinical Education and Health Internships”.

This year’s keynote was entitled: “Developing Social Presence in Online Classes” by Karen Swan. Karen is the Stukel Professor of Educational Research and a Research Associate in the Center for Online Learning, Research and Service (COLRS) at the University of Illinois Springfield. For the past 20 years, she has been teaching online, researching online learning, and writing extensively about her experiences. She received the Online Learning Consortium (OLC) award for Outstanding Individual Achievement, National University Technology Network (NUTN) Distinguished Service Award, and the Burks Oakley II Distinguished Online Teaching Award for her work in this area. She is also an OLC Fellow and a member of the International Adult and Continuing Education Hall of Fame.

Some of the highlights from Karen Swan’s talk included the following:

online communication is an excellent medium for social interaction

  • Quality Matters is helpful in the “design” of the course. Whereas,  COI is social constructivist measures “during” the course.
  • Social presence is a mediating variable between teaching and cognitive presence. – “Community of Inquiry”
  • Verbal immediacy behaviors can lesson the psychological distance in online classes.
    • Use ice breakers and initial courses activities to encourage trust
    • Model the use of verbal social presence indicators
    • Encourage students to engage and share their course experiences.
  • Student learning is related to quantity and quality of postings in online discussions.
    • Use discussions as a requirement in grading
    • Use rubrics
    • Require students to respond to other students
    • Stress unique nature of discussions in student orientations
  • Learning occurs socially within communities of practice.
  • Course design can increase social presence. You need a place for students to interact.
    • Include multiple opportunities for discussion
    • Timely feedback in assignments and tests
  • Instructors develop social presence through their interactions with students in a variety of activities.
    • Assessment feedback.
    • Audio feedback.
    • Reference student activities in feedback.
    • Journals
  • The quality and quantity of instructor interactions with students is linked to student learning.
    • Announcements
    • Clear expectations
    • Provide timely and supportive feedback
    • Establish communication expectations as far as instructor response time for email, etc.
  • Instructor social presence and social presence of peers are unique.
    • Instructor social presence related to perceived learning
    • Student social presence is related to student satisfaction
  • Social presence develops over time.
    • Model use and sustain over time throughout the course
  • Students will do what you expect them to do. If you treat them like prisoners they will not perform. Trust your students. Incorporate social elements in a variety of technology mediums from synchronous to asynchronous – from email to announcements to text in a variety of methods – text, audio, photo, videos.

More notes from this session are available on Eric Kunnen’s EdTech with Eric blog.

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Additional sessions offered at the conference included the following:

  • New Rules for Accessibility: What You Need to Know
    Ronda Edwards, Michigan Colleges Online and Shane Lovellette, TechSmith
  • Student Success with LMS: A Collaboration Between Faculty and Instructional Technology Support
    Heather Mayernik and Tom Bradley, Macomb Community College
  • Engaging Distance Learning Students from Day One
    Jason Kane, Schoolcraft College
  • Effective Online Supplementation to Clinical Education and Health Internships
    Kerry Mohney, GVSU 
  • Using Google Keep for Note Taking
    Jon Hoerauf, Mid Michigan Community College
  • Do Mandatory Distance Learning Orientations Work?
    Garry Brand, Grand Rapids Community College
  • Putting the Pieces Together- the Professional Development Puzzle
    Stacy Whiddon, Schoolcraft College
  • Using Peer Reviews for Greater Student Success
    Nancy McGee, Macomb Community College
  • Designing for Success: Fostering self-regulated learning skills through online course design
    Bill Knapp, Grand Rapids Community College
  • Round-table Discussion Group
    Margaret Bourcier, Mott Community College

@GVSU faculty and staff attend #MIOERSUMMIT

On Friday, September 22, 9 faculty and staff from GVSU attended the Michigan OER Summit to connect with other faculty across the state in discovering ways to improve student success through the adoption and use of open educational resources.

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Pictured Left to Right: Vince St. Germain, Eric Kunnen, Hunter Bridwell, (Dr. Robin DeRosa, Keynote Speaker), Matt Ruen, Genevieve Elrod, Debbie Morrow, Jacklyn Rander, Susan Strouse and Karyn Butler (Not Pictured)

Michigan Colleges Online organized the 2017 MI OER Summit and the goal was to gather together to collaborate about how to advance education through open educational resources.  This year, the event was hosted by Kellogg Community College (Battle Creek, MI) at the Binda Performing Arts Center.

speaker The keynote for the Summit was provided by Dr. Robin DeRosa – professor and chair of Interdisciplinary Studies at Plymouth State University, New Hampshire.

The keynote session title was: “Harnessing the Power of OPEN: How Open Education Can Transform Our Assignments, Courses, and Colleges”

In her presentation, Robin focused on how we can come together as a community of learners to transform courses, assignments, and ultimately, our public colleges and universities. With a special focus on Open Educational Resources and Open Pedagogy, Robin offered both ideas to re-inspire a sense of mission in public college instructors and examples of non-disposable assignments that will get students actively contributing to the knowledge commons.

The presentation introduced participants to the idea of connected learning, and offered new ways of conceiving of course architecture to better link students with their scholarly and professional communities of practice.

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#MIOERSUMMIT Keynote Highlights

Here are a few of the key points shared in the keynote:

  • 56% of students pay more than $300 per semester and 20% of students pay more than $500 per semester on textbooks.
  • Students worry more about paying for books than worry about paying for college.
  • Open pedagogy is the piece that happens when students are producers of knowledge not just consumers.
  • OPEN is about access to knowledge and access to knowledge creation.
  • Areas of Caution: Digital redlining and the digital divide are real and insidious. Open is not the opposite of private. EdTech is selling something. Open is a process not a panacea.
  • Learn more about this event, along with additional highlights from the keynote on Eric Kunnen’s blog.

In addition to the keynote, there were a variety of breakout sessions by universities and community colleges across Michigan.

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Open Education: Putting the PUBLIC back in public Higher Ed.

Learn more about this event, including additional notes from the keynote on Eric Kunnen’s blog

2017 OER SUMMIT to Focus on Open Educational Resources to Transform Courses

Attention:  GVSU Professors! Have you ever thought of adopting an open textbook, or perhaps leveraging creative commons licensed resources to enhance your course? This event is for you! Join faculty from across the state to discuss, share, and learn how to enhance courses with OER!

The 2017 OER Summit will be held on September 22, 2017 at the Battle Creek campus of Kellogg Community College.

Registration is now OPEN!

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The keynote for the Summit is provided by Dr. Robin DeRosa – professor and chair of Interdisciplinary Studies at Plymouth State University, New Hampshire.

“Harnessing the Power of OPEN: How Open Education Can Transform Our Assignments, Courses, and Colleges”

In this presentation, Robin will focus on how we can come together as a community of learners to transform courses, assignments, and ultimately, our public colleges and universities. With a special focus on Open Educational Resources and Open Pedagogy, Robin will offer both ideas to re-inspire a sense of mission in public college instructors and examples of non-disposable assignments that will get students actively contributing to the knowledge commons. The presentation will introduce participants to the idea of connected learning, and offer new ways of conceiving of course architecture to better link students with their scholarly and professional communities of practice. Those who are fluent with using new technologies and/or OERs in their courses and those who are just beginning to explore and learn are equally encouraged to attend.

 

Educational Technology Organization of Michigan (ETOM) Fall Conference – Call for Proposals

Attention:  GVSU Professors! If you are teaching online or hybrid courses, this is an excellent opportunity to join faculty from across the state to discuss, share, and learn how to enhance distance learning courses!

The ETOM Fall 2017 Conference will be held on October 27, 2017 at the Mt Pleasant campus of Mid Michigan Community College.

Registration is now OPEN

Also, with a special thank you to the Pew Faculty Teaching and Learning Center, faculty at GVSU can apply for a grant to attend the conference!

Keynote

1504091316karenshawOur keynote this year is Dr. Karen Swan. She will be speaking on “Developing Social Presence in Online classes.” Dr. Swan is the Stukel Professor of Educational Research and a Research Associate in the Center for Online Learning, Research and Service (COLRS) at the University of Illinois Springfield. For the past 20 years, she has been teaching online, researching online learning, and writing extensively about her experiences. She received the Online Learning Consortium (OLC) award for Outstanding Individual Achievement, National University Technology Network (NUTN) Distinguished Service Award, and the Burks Oakley II Distinguished Online Teaching Award for her work in this area. She is also an OLC Fellow and a member of the International Adult and Continuing Education Hall of Fame.

Call for Proposals

Are you or someone you know at your college or university doing something special to increase online student success? Is your college or university leveraging instructional technologies to improve student engagement and retention? If so, encourage them to share their ideas by doing a presentation at ETOM’s Fall Conference.

Submit your proposal today! 

3 Campus Technology Conference Highlights #CAMPUSTECH

The Campus Technology conference was held this year in Chicago. Eric Kunnen, Associate Director of eLearning and Emerging Technologies, captured 9 blog posts from the conference on his blog. This post features a few highlights from the conference.

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Pictured left to right: James Vliesides (Western Theological Seminary) Justin Melick (Digital Media Developer, eLearning), Eric Kunnen (Associate Director, eLearning), and Hunter Bridwell (Digital Media Developer, eLearning)


Highlight #1 – GVSU Professor, Andrew Topper, presented on Supporting Faculty in Distance Education

GVSU’s Andrew Topper, Associate Professor of Special Education, Foundations and Technology presented at the conference in the following session:

  • Supporting Online/Blended Learning – “Many institutions struggle to support faculty effectively as they migrate toward blended/online course formats. Andrew Topper will share experiences developing, implementing and evaluating a fully online graduate degree, and examine why traditional institutional support may not be effective for the successful transition to technology-based teaching environments. You will also learn effective practices for faculty development in support of hybrid/online courses.”
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GVSU Professor Andrew Topper, Associate Professor of Special Education, Foundations, and Technology presents at the Campus Technology Conference


Highlight #2 – Inspiring Keynotes and Informative Sessions

Here are a few highlighted sessions:

  • Creative Leadership: A Human-Centered Approach to Building Technology Strategies – “Student and stakeholder engagement throughout the strategic development process is essential to creating technology that is relevant, effective and forward-looking. Taking a human-centered approach, the Annenberg School for Communication and Journalism partnered with innovation and strategy firm MO Studio to redesign an annual Student Technology Survey. Initially designed as a tool to collect basic usage data, it is now being used as a platform to increase student engagement. By building student empathy, focusing on collaborative design and generating insight, the school is able to better understand how students learn and faculty teach and to use this understanding to drive better technology decisions. The team will share the story of the approach, outcomes and impact of this process on the school’s ongoing strategic effort to develop an innovative technology roadmap.”
  • Measuring Student Success: What #HigherEd can learn from @Fitbit – “What gets measured gets improved. We are tracking activity like never before using wearables to measure steps and sleep. This data leads to greater awareness, which, in turn, perpetuates positive changes in user behavior. What if we applied this same concept by measuring activity in the classroom? Research shows that the more a student is engaged in class, the better he or she does in the course. Hear how behavioral data from the classroom, like learning management system engagement during the first weeks of class, note-taking and reviewing recorded lectures, can offer real-time insights about student success and transform the teaching and learning experience.”
  • Adopting a Learning Object Initiative for Student Success – “The Digital Pathways initiative at Columbus State Community College enables faculty to create state-of-the-art digital content (learning objects) and to employ interactive delivery methods that enhance student engagement. As one of the largest community colleges in Ohio and a leader in distance learning, Columbus State has formed a collaboration with Apple that provides faculty, as curators of information, the tools and knowledge to enhance the overall teaching and learning process. You will hear the challenges involved in creating a college-wide initiative that will meet the needs of millennial learners and analyze examples of interactive learning objects used in courses to discover how they have impacted student learning”

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  • Keynote: Privacy and Security in the Age of Algorithmic Spies – “Security experts often claim that people are the most unreliable part of their systems and that privacy is dead. Jennifer Golbeck, an expert in cybersecurity and human-centered technology design, asserts that the problem is not people behaving insecurely, but security systems that are designed with no concern for their users. She’ll discuss the risks organizations face when humans are not the center of their security plans, present simple changes that can make systems more secure and easier to use, and describe how we can educate people about simple steps they can take to regain control over their digital lives.”

Highlight #3 – Discovering the Future for #HigherEd and #EdTech

  • Keynote: The Decade ahead for #HigherEd – “Higher education is on the cusp of far-reaching changes over the next decade as technology plays a larger role, and as students, parents and educators ask what colleges should teach and how learning should be measured in an era of shifting needs in the economy. Drawing on research from his bestselling book, College (Un)Bound, and his follow-up report for The Chronicle of Higher Education, Jeffrey Selingo will discuss the attributes of a new era of higher education, demographic changes coming to campuses in the next decade, emerging learning pathways, and the roles of technology and the physical campus in the future directions of higher education.”

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  • Current Trends for the Future of Educational Technology – “During this workshop based on his long-running Future Trends in Technology and Education report, Bryan Alexander will explore present trends to extrapolate the future of higher education technology. The workshop will present cutting-edge, longitudinally informed research and activities that encourage you to consider how policy, economics, demographics and educational technologies are shaping your institution, community and life. Alexander will also examine trends and developments including social media, mobile, blockchain, artificial intelligence, evolutions in learning management and more.”
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Bryan Alexander – Bryan Alexander is an internationally known futurist, researcher, writer, speaker, consultant, and teacher, working in the field of how technology transforms education.

Read more blog posts from the 2017 Campus Technology Conference on Eric Kunnen’s blog.