Global Engagement in Online Learning: Insights, Perspectives, and Best Practices

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1 ADEC EdFuture Symposium 2015 Oregon State University, Corvallis, OR May 26 th - 28 th 2015 Global Engagement in Online Learning: Insights, Perspectives, and Best Practices Program 1

2 Welcome to the EdFuture Symposium 2015 of the American Distance Education Consortium Dear EdFuture Symposium Attendees, Welcome to the 2015 American Distance Education Consortium (ADEC) symposium. In 2014, ADEC hosted a two day conference in Orlando, Florida named EdFuture. The EdFuture conference was attended by over 100 higher education professionals including administrators, faculty, instructional designers, technical supporters, and industry collaborators. This incredible idea exchange and networking opportunity made the 2014 EdFuture conference a great success. It has inspired ADEC members and industry collaborators to extend its body of knowledge to new networks. ADEC provides a very intimate, yet broad network of higher education institutions that are interested in distance education to exchange ideas, inspire and learn from each other, and expand their collaborations both domestic and internationally. The 2015 ADEC EdFuture symposium continues the concept of idea sharing and allows for colleagues in the distance education sector to network, reach out, learn, inspire, and collaborate with others in higher education. The 2015 EdFuture symposium also connects members with industry partners that can take institutions to the next level in online education. We are proud and thankful for an incredibly diverse international assembly of speakers that are at the forefront of online education. Online education is happening and it is and will continue to be an essential part of the future of higher education. Join us for the next two days to discuss and learn about current and emerging technologies and advances in online higher education. We have provided numerous opportunities to interact and network during the symposium and encourage you to reach out to your neighbors and fellow attendees during the symposium. We hope you will enjoy the 2015 ADEC EdFuture symposium. Please feel free to contact us if you have any questions, suggestions, or concerns. Let s make it a bright and successful future together! Jennifer H. Dennis Oliver Grundmann 2

3 Symposium schedule May 26 th AM 9.00 AM Continental breakfast provided (exhibitors are available) 9.00 AM 9.30 AM Opening remarks by Dave King & Ian Tebbett 9.30 AM AM Keynote address: University Collaboration and Learner Success Author: Amin Qazi, CEO Affiliation: Unizin Consortium The Unizin Consortium is a strategic collaboration to manage and develop the future digital learning landscape. It enables each member institution, its faculty, and students to draw on an evolving set of tools to support digital learning for residential, flipped classroom, online courses/degrees, and badged experiences for Alumni. Mr. Qazi will provide in interesting view of the future of collaborative learning environments AM AM Refreshments and social break (exhibitors are available) AM AM Session 1 Title: Constructivism as a Theoretical Foundation for Online Learning Author: Jonan Donaldson Affiliation: Oregon State University Ecampus Title: Cooperation, Collaboration and Compliance Author: Cindy Hart Affiliation: West Virginia University Online Programs AM 1.00 PM Lunch break on your own (see campus map) 1.00 PM 2.30 PM Session 2 Title: Improving science teaching and engaging students through Labster s gamified laboratory simulations Authors: Maaroof Fakhri, Mads Bonde, Guido Makransky, Jakob Wandall, Mette Voldby Larsen, Mikkel Morsing, Hanne Jarmer, Morten Sommer Affiliations: Labster; Novo Nordisk Foundation Center for Biosustainability, Technical University of Denmark; Department of Systems Biology, Technical University of Denmark; Department of Psychology, University of Southern Denmark; NordiMetrics, Denmark; Department of Biology, University of Copenhagen Title: Serious Games and Knowledge Development in Zayed s Galaxy: Effectiveness of Mobile Learning Platforms in Higher Education in Abu Dhabi, UAE Author: Zubia Mughal 3

4 2.30 PM 2.45 PM Refreshments and social break (exhibitors are available) 2.45 PM 4.45 PM Session 3 Invited Speaker: Policy Focus on the Future Author: Michael Abbiatti Affiliation: Executive Director, WICHE Cooperative for Educational Technologies (WCET) Title: Embracing Technology: (Re)Designing the 21 st Century Online Learning Classroom Author: Stephane Muller Affiliation: University of California Irvine, Business Programs Title: Designing Online Collaboration: Lessons Learned from Developing Critical Thinking and Analytical Writing Skills through Collaboration in Online Courses Authors: Sara Jameson & Tianhong Shi Affiliation: Oregon State University Ecampus 4.45 PM 5.30 PM Janet K. Poley innovation award ceremony Join us in recognizing an innovative leader in higher education 6.00 PM 8.00 PM Evening reception (exhibitors are available) May 27 th AM 9.00 AM Continental breakfast provided (exhibitors are available) 9.00 AM AM Session 4 Title: Copyright Technologies for Online Initiatives Author: Franny Lee Affiliation: ProQuest SIPX Title: 8 Seconds to Learner Engagement Author: Janhavi Padture Affiliation: Harbinger Knowledge Products Private Limited AM AM Refreshments and social break (exhibitors are available) AM PM Session 5 Title: Increasing Diversity in STEM through Online Education by a Research intensive University Authors: Jennifer Drew & Eric Triplett Affiliation: Microbiology and Cell Science Department, Institute of Food and Agricultural Sciences, University of Florida 4

5 Title: Delivering Highly Tailored Support for Post- Traditional Students At Scale Author: Chris Tilghman Affiliation: InsideTrack Title: From Side Stream to Mainstream: Learning from Innovative Structure Authors: Dave King, Ruth Claire Black, Sona Andrews, Mark Wheeler Affiliations: Oregon State University, California State University Systems, Portland State University, Boise State University AM 1.00 PM Lunch break on your own (see campus map) 1.00 PM 2.00 PM Session 6 Title: Digital Badging in Higher Education and the Private Sector: A Case Study from Oregon Authors: Chris LaBelle & Laura McKinney Affiliations: Professional and Continuing Education, Oregon State University; Industry Partnerships, Oregon University System Title: Waves of Change, Enhancing Sociotechnical Infrastructure for Online Learning Authors: Lindsay Armstrong Vance & Andrew Lau Affiliation: Office of Instructional Enhancement, University of California Los Angeles Extension 2.00 PM 2.15 PM Transition remarks, symposium committee chairs Jennifer Dennis & Oliver Grundmann 2.15 PM 2.30 PM Refreshments and social break (exhibitors are available) 2.30 PM 3.30 PM CABTS forum Official welcome of CABTS delegation to ADEC symposium, Dave King, Ian Tebbett & Scott Reed Title: Developing a Learning Module for Improving Forage Species Selection Authors: David Hannaway, Becky Pietrowski, Victor Yee, Kimberly Japhet, Shelby Filley, Nicole Anderson, Yang Xiumei, Li Xianglian, He Feng, Yoana Newman, Joe Brummer Affiliations: Oregon State University, Sichuan Agricultural University; Chinese Academy of Agricultural Sciences; University of Wisconsin; Colorado State University Title: Hybrid Teaching and Learning in Cooperative Extension: Faculty Development and Value Proposition Authors: Cub Kahn & Jeff Hino Affiliations: Center for Teaching and Learning, Oregon State University; Extension and Experiment Station Communications, Oregon State University 3.30 PM 3.45 PM Refreshments and social break (exhibitors are available) 5

6 3.45 PM 4.45 PM CABTS forum Title: The OSU Small Farms On- line Training Authors: Sam Angima & Garry Stephenson Affiliation: Oregon State University Invited Speaker: Importance of Global cooperation and hopes for the future of ADEC/Oregon State University/ADEC collaboration Author: Liu Tianjin Affiliation: Central Agricultural Broadcasting and Television School (CABTS) 5.00 PM 5.30 PM ADEC/CABTS signing ceremony with distinguished speakers 6.00 PM 8.00 PM Evening reception ADEC/CABTS/OSU partnership May 28 th 2015 Morning ADEC executive board meeting Networking among participating institutions and individuals (arranged by respective participating parties) Afternoon Meet with ADEC/OSU leaders to discuss next steps in implementing MOU partnership agreement 6

7 Speakers and abstracts Session 1, Tuesday May 26 th Title: Constructivism as a Theoretical Foundation for Online Learning Author: Jonan Donaldson Affiliation: Oregon State University Ecampus Leaders in online education make decisions informed by research- based best practices. Instructional designers work according to various development frameworks, such as Backward Design, Merrill s First Principles of Instruction, the ADDIE model, Kemp s Instructional Design Model, and Gagne s Nine Events of Instruction. However, rarely are decisions and practices grounded in educational theory. Constructivist educational theory provides an ideal theoretical foundation for the design of powerful online learning. This presentation describes the core principles constructivism, as well as the principles of the three most influential lines of constructivism Jean Piaget s cognitive constructivism, Lev Vygotsky s social constructivism, and Seymour Papert s constructionist constructivism followed by examples of practical application of constructivist theory to specific instructional design projects. Constructivist theories argue that learning is an act of construction of meaning. Knowledge and skills must be constructed by learners, and cannot be transferred from expert sources (teachers, textbooks, videos, etc.) to students. Cognitive constructivism describes the construction of knowledge in the minds of individual learners through processes such as schema building. Social constructivism describes learning as a social process in which individual learners collaborate with others to construct meaning. Constructionist constructivism argues that the construction of real- world physical or digital artifacts is important because such artifacts both mirror and facilitate the construction of meaning through processes such as metacognitive reflection, exploration of multiple perspectives, and agentic engagement through learner ownership and agency. When constructivism provides the theoretical foundation in the design of online learning there is greater intentionality and clarity of designs which promote active learning, intrinsic motivation, agentic engagement, metacognitive practices, and mastery of objectives in the highest- order cognitive domains. Examples of online learning designs grounded in a constructivist theoretical foundation include collaboratively- authored published artifacts, peer- reviewed multimedia artifacts, learner- facilitated discussions, collaborative analysis of case studies, and peer- reviewed digital portfolios. Title: Cooperation, Collaboration and Compliance Author: Cindy Hart Affiliation: West Virginia University Online Programs In this session, information related to the implementation of the WVU Quality Matters (QM) process from inception to review is presented. The importance of leveraging university, college and faculty support at all stages of development, delivery and review are specifically addressed. Best practices as well as hurdles encountered are discussed. Given the importance of institutional reputation and the competitive nature of the distance learning market, it is essential that online programs meet the same high standards as the face- to- face programs. The state of West Virginia adopted QM in WVU Academic Innovation was tasked with developing and implementing a process for WVU to meet QM standards. WVU originally planned to have courses reviewed through QM or the state committee; however due to budget cuts, it was decided in late 2013 that institutional reviews would be conducted. This decision required that Academic Innovation partner with colleges to train faculty to become peer reviewers and identify internal review teams. The decision to conduct institutional reviews required buy- in from faculty at the various colleges. This process requires an organized and concerted effort in order to have all QM reviews completed by December Information will be provided regarding the effectiveness of the implementation based on data collected. Data includes attendance at the work sessions, number of courses submitted for review, and comparisons between faculty who engaged in the work sessions and those who did not engage in the work sessions. 7

8 Session 2, Tuesday May 26 th Title: Improving science teaching and engaging students through Labster s gamified laboratory simulations Authors: Maaroof Fakhri, Mads Bonde, Guido Makransky, Jakob Wandall, Mette Voldby Larsen, Mikkel Morsing, Hanne Jarmer, Morten Sommer Affiliations: Labster; Novo Nordisk Foundation Center for Biosustainability, Technical University of Denmark; Department of Systems Biology, Technical University of Denmark; Department of Psychology, University of Southern Denmark; NordiMetrics, Denmark; Department of Biology, University of Copenhagen Traditional teaching methods are dominating science education, but new IT- based approaches may provide an opportunity for increasing the skill level of students and motivate young people to pursue studies within the field. Laboratory teaching is limited my many practical barriers such as cost, safety and time, making it an especially relevant area for implementing simulations. In this study we show a 76% increase in learning outcomes by using a gamified laboratory simulation (Labster) compared to traditional teaching and a 101% increase when used in combination, suggesting an untapped potential for increasing the skills of science students and graduates. Data on this study will be presented alongside practical and economical ways for Faculty to integrate Labster s next- generation virtual laboratory modules into their teaching to increase student engagement and learning. Importantly we explore way to complement traditional teaching and wet- labs, rather than replace. Title: Serious Games and Knowledge Development in Zayed s Galaxy: Effectiveness of Mobile Learning Platforms in Higher Education in Abu Dhabi, UAE Author: Zubia Mughal Mobile applications have had a breakthrough from functional and capabilities perspective. The use of mobile applications is getting popular in higher education. User- generated content using a software as a service (SaaS) environment is a common trend. Digital games or serious games for learning is increasingly demonstrating better achievement of learning objectives. By harnessing together these three elements, we have designed a mobile application called Zayed s Galaxy. In this paper, we conduct an observational experiment on a group of college students in Abu Dhabi, UAE who will use the Zayed s Galaxy environment to learn leadership and problem solving skills. These topics will be available as serious games. Learners will also be able to generate new content, collaborate with peers and determine their performance in the courses offering these topics. They will then reflect on their attitude towards serious games in learning and the capability or limitations of Zayed s Galaxy in enabling them to achieve their educational goals. We hope to deduce improved scores, learner engagement, faculty adoption and overall user motivation to use intelligent systems with serious games like Zayed s Galaxy. This research will be used to inform policy makers of higher education in UAE to adopt the game- based and collaborative pedagogy offered through the Zayed s Galaxy infrastructure. Session 3, Tuesday May 26 th Title: Embracing Technology: (Re)Designing the 21 st Century Online Learning Classroom Author: Stephane Muller Affiliation: University of California Irvine, Business Programs The 21 st century online classroom uses digital technology to effortlessly support learning. One of the challenges of online educators is to find approaches to effectively enable learners to access digital instruments and media- rich resources that will help them explore, experience and expand their knowledge. I consulted our language 8

9 instructors about their need to use online tools to share their knowledge and asked our students about their visions of a great online course. Both parties value a fully integrated learning platform with comprehensive content, thorough principles of learning, high- quality teaching and aligned assignments. I will do an overview of those four points and discuss how the use of the LMS has evolved over the last seven years, as part of an alternate course content delivery with synchronous and asynchronous contents. We will also talk about online assessment tools that had significant impacts on streamlining University assessment requirements. Lastly, we will examine the use of synchronous virtual classroom tool that increased students active learning, which led to higher student satisfaction. At the end of the session, you will acquire the main knowledge to train your online instructors into becoming more efficient, knowledgeable and thorough with their students in order to increase retention, satisfaction and promote 21 st Century online courses. Title: Designing Online Collaboration: Lessons Learned from Developing Critical Thinking and Analytical Writing Skills through Collaboration in Online Courses Authors: Sara Jameson & Tianhong Shi Affiliation: Oregon State University Ecampus Oregon State University (OSU) has a significant percentage of international students. The International student population at OSU has grown approximately 15% to 3524 degree and non- degree students in the past year (2013 to 2014 academic year). OSU online courses face the challenge of educating learners from various countries around the globe. To help students develop critical thinking and analytical writing skills, we have assigned students to collaborate online extensively in some courses such as WR214 (Business Writing) and occasionally in other courses such as HDFS 444 and HDFS 447. Our experience shows that most effective way for students to develop critical thinking and analytical writing skills is to follow a cycle of well- designed activities including individual draft submission, peer review, group collaboration, sharing of group products, and individual reflection. Pitfalls for Peer Review/group work: 1. instructions on how the peer review/ group work will take place is not clearly communicated to the students 2. Guidance or training on how to conduct peer review or how to collaborate with peers is not given to students prior to the actual peer review. 3. Not enough students assigned for the peer review so students might receive contradicting reviews and don t know what to do with it. 4. Group Collaboration common problems: inactive group members; varying levels of participation in collaboration; grading disputes; 5. Inconsistent results on Critical thinking and analytic writing skill development Solutions: 1. Text/graphic/Video Instructions on how peer review/collaboration/group project works in a specific course 2. Provide training, worksheet, grading rubric for assignment. 3. In order for students to receive feedback that can be constructive, our advice is to assign at least 3 peers to review an assignment and if the instructor is willing, the instructor will provide review as well. 4. Group collaboration and group presentation (written or oral presentations) and sharing of the group product and commenting on peer s group products: a group contribution grading rubric or detailed instructions on how members of a group is being graded is included and communicated to the students clearly. 5. Initial individual draft submission and final Individual Reflection: There is much value the thinking opportunity provided in the initial individual draft submission and in personal reflection at the end of a group project which is not being used widely. 9

10 Session 4, Wednesday May 27 th Title: Copyright Technologies for Online Initiatives Author: Franny Lee Affiliation: ProQuest SIPX Online learning is an undeniably critical initiative for schools. While it s still considered early days, the same historic pressures to maintain high academic standards while also driving down costs for students and risk to schools apply when considering digital resources. As appetites grow for online tools and digital course materials, serious considerations and questions regarding the technological effectiveness, efficiency and overall implications of such tools will continue to arise. The SIPX service is on the front lines helping schools manage copyrights, distribute digital course readings, and collect content analytics in a wide range of online learning activities from MOOCs to distance education to LMS platforms. SIPX (formerly the Stanford Intellectual Property Exchange) leverages years of predecessor academic and technology research to improve traditional academic course materials practices - within one website flow, it centralizes information across campus such as library licenses, and incorporates outside relationships with open- access sources, publishers, and copyright agents. During this presentation, SIPX will discuss new real- world content needs and related digital course initiatives. The session will touch on forward- thinking approaches and tools used by schools to tackle these challenges, as well as share observations, feedback, and analytics from our system. Title: 8 Seconds to Learner Engagement Author: Janhavi Padture Affiliation: Harbinger Knowledge Products Private Limited One of the major challenges that educators and trainers in all capacities face today is grabbing and holding learners attention. As per a research by National Center for Biotechnology Information, you have merely 8 seconds to engage your learners or else they will move on to the next thing. What can be done to make sure that learners are hooked? How can you ensure a high level of learner engagement throughout your course? The session aims at addressing the same issue. The session will draw an insight into some handy, simple and straightforward techniques and solutions to make most use of the first 8 seconds of a course for learner engagement. We will demonstrate how interactions like games, simulations and videos can be incorporated for a high and sustained level of learner engagement. The session will also focus on how learner- content interactivity can lead to increased learner engagement and enhance learner control over the content and process. There will also be an introduction to some DIY tools that can help create interactive learning objects. With the constantly dropping learner attention spans, learner engagement has become the single most important goal for all trainers and educators today. It is crucial specifically in online learning to make up for the lack of human touch. Through this session, attendees will get an insight into how and what areas to focus on in online learning creation for maximum learner engagement. In a nutshell, this is what the session will showcase: 1. Multiple techniques to grab learner attention in the first 8 seconds 2. Tools for creating interactive learning content 3. How Game Based Learning can help increase learner engagement 4. Incorporating interactive videos to enhance teaching presence 5. Bite- sized learning nuggets for effective engagement and recall 10

11 Session 5, Wednesday May 27 th Title: Increasing Diversity in STEM through Online Education by a Research intensive University Authors: Jennifer Drew & Eric Triplett Affiliation: Microbiology and Cell Science Department, Institute of Food and Agricultural Sciences, University of Florida Land- grant universities have used several strategies to increase underrepresented minority student enrollment with limited success. Land- grant campuses are often in small towns many miles from the urban centers of their respective states. These towns with low diversity are culturally distant to many URM students. Here, we describe a strategy where a STEM degree program is delivered to the student through distance education rather than the expectation of relocation hundreds of miles from a student s family, culture, and work. The University of Florida's Microbiology and Cell Science Department established a 2+2 undergraduate degree program in 2011 in which students would obtain their AA degree from a community college and then transfer to a B.S. program but take all lecture courses by distance. This format allowed students to remain home and maintain family responsibilities and work schedules. Required laboratory courses are taught face- to- face and can be met in three different ways to be as convenient to students as possible. This program was designed to employ the seven factors described as essential for the success of an online educational program. These include planning, marketing and recruitment, financial management, quality assurance, student retention, faculty development, and course design and pedagogy. In addition, the program was designed to ensure that graduates would be eligible for admission into professional and graduate schools. This online program recently completed its fourth academic year. The program has grown from 11 students in the fall of 2011 to 79 students in the spring of A recent survey of our students showed that the increased enrollment in our online program is not at the expense of on- campus enrollment. In fact, the marketing of our online program has increased our visibility statewide resulting in an increase in on- campus transfer students. The retention rates, graduation rates, and GPAs of students in the online program are not statistically different from the corresponding on- campus transfer cohort. The most striking outcome is that underrepresented minority students in STEM represent the majority enrolled in the online program. In fact, the percent of URM students online is more than double the percent of the first time in college cohort. A carefully created online degree program can increase diversity in STEM with learning and graduation outcomes identical to on- campus students. Our online program echoes the importance of partnerships with community colleges for broadening participation in STEM. Title: Delivering Highly Tailored Support for Post- Traditional Students At Scale Author: Chris Tilghman Affiliation: InsideTrack In this session, Chris Tilghman, Vice President of Program Development at InsideTrack will share insights from his organization s work supporting post- traditional students and the institutions that serve them. Mr. Tilghman will share original research on students needs and preferences and discuss what makes for effective engagement with corporate partners and vendors. Participants can expect an interactive session with many opportunities for comments and questions. Title: From Side Stream to Mainstream: Learning from Innovative Structure Authors: Dave King, Ruth Claire Black, Sona Andrews, Mark Wheeler Affiliations: Oregon State University, California State University Systems, Portland State University, Boise State University 11

12 Disruptive innovations often start in a corner of the institution and some make their way into the mainstream over time. As we look to the future of on line learning at each of our institutions, what can we learn from the genesis and current structure some of these innovative programs? Are some destined to lead the way into the future? Our panelists each takes a different approach to what defines success, what roadblocks to innovation our online programs face, and how to move past them. Session 6, Wednesday May 27 th Title: Digital Badging in Higher Education and the Private Sector: A Case Study from Oregon Authors: Chris LaBelle & Laura McKinney Affiliations: Professional and Continuing Education, Oregon State University; Industry Partnerships, Oregon University System As more learning experiences are decoupled from a traditional residential degree program, students expect more flexible means of documenting these experiences using micro- credentials such as digital badges. These alternative credentials must be portable, highly flexible and provide detail about the educational activity that aligns with one s occupation or professional development portfolio. Learn more about how Oregon State University and various groups in Oregon s private sector have begun to use digital badges to help students, employees and hobbyists document their professional and continuing education learning activities. Title: Waves of Change, Enhancing Sociotechnical Infrastructure for Online Learning Authors: Lindsay Armstrong Vance & Andrew Lau Affiliation: Office of Instructional Enhancement, University of California Los Angeles Extension UCLA Extension is one of the largest providers of continuing education on the West Coast, offering approximately 4,500 courses over 100 certificate programs and across more than 20 disciplines. However, UCLA Extension has been faced with a panoply of issues within the last decade, affecting its ability as an institution of higher education to provide engaging quality course content through methods of delivery that reflect the 21st century technological landscape. Faced with an aging infrastructure for online learning and changing technical competencies among learners, these issues extend beyond UCLA Extension and are issues faced by many established institutions of learning across the United States and internationally. Today, online education is an area of massive growth, spurred in no small part by recent technological developments and increased competition in the educational marketplace. How are universities and colleges to grapple with the need for increasing technological capacities? What do university/college administrators, instructors/faculty, and other stakeholders need to know about developing and implementing infrastructural enhancements for improve the learning outcomes and experiences of students? Inspired by Participatory Action Research methodologies, this presentation reports on the recent waves of online learning initiatives at UCLA Extension from the perspective of the Office of Instructional Enhancement (formerly the Distance Learning Unit). The presentation will begin with a brief history of distance education at UCLA Extension, and its more recent transformations into online learning and institution- wide initiatives toward the enhancement of infrastructures for online learning. The presentation will then provide insight into the complexities of infrastructure enhancement, the development and implementation of sociotechnical standards and best practices, and recommendations for handling both. Findings include the need to engage communities of practice as stakeholders, both internal and external to the institution; the development of structures and mechanisms for supporting stakeholders in the midst of infrastructural expansion and change; the need for establishing strategic alliances within and across departments; tapping into the expertise and knowledge of early adopters and technology enthusiasts around content strategy, technical enhancement; and identifying opportunities for the improvement of course quality and delivery. An old adage posits that the only constant is change. With respect to the enhancement of infrastructures for learning, this particularly rings true to the extent 12

13 that enhancement is an always- evolving process with shifting opportunities and goals. Successful uptake and adoption of these require institutional agility in response to change, as well as the development of strategies that engage the spectrum of institutional stakeholders. CABTS forum, Wednesday May 27th Title: Developing a Learning Module for Improving Forage Species Selection Authors: David Hannaway, Becky Pietrowski, Victor Yee, Kimberly Japhet, Shelby Filley, Nicole Anderson, Yang Xiumei, Li Xianglian, He Feng, Yoana Newman, Joe Brummer Affiliations: Oregon State University, Sichuan Agricultural University; Chinese Academy of Agricultural Sciences; University of Wisconsin; Colorado State University Forages are plants grown for feeding herbivorous domestic livestock and wildlife, soil improvement, and soil conservation. The process of selecting an appropriate forage species is an important management decision for forage production and soil improvement. It sets the framework for the forage- livestock system or cover cropping soil improvement program being developed. However, information currently available to guide plant species selection is generalized and often not helpful for specific locations and specific uses. The process would be greatly improved by combining location- specific information about climates and soils with plants species requirements for these factors. This project will develop a quantitative database of forage species information and combine that with the available GIS- based climate and soil information allowing comparisons to be made between the conditions of specific locations and plant tolerance levels. Organizing these components within a simple- to- use web application will provide students and other adult learners (including farmers and ranchers and those who advise them) with the tools necessary to optimize species selection. It will also provide a marketing tool for increased use of the many important forage species that are primarily Oregon- grown. A multi- language design will be developed, with English, Chinese, and Spanish languages accommodated. Mandarin and Spanish language components will be developed in concert with native speakers and forage, media, and educational design specialists. Anticipated outcomes and impacts include: (1) improved forage species selection by land managers leading to: increased forage production, nutritional quality, and more even seasonal distribution, reduced need for purchase of hay and supplements, and improved profitability of forage livestock systems; (2) increased understanding of physiological ecology and its role in developing sustainable agricultural systems, and (3) greater visibility and awareness of forage legumes leading to increased use of appropriate species and decreased use of (unnecessary) fertilizer nitrogen. Title: Hybrid Teaching and Learning in Cooperative Extension: Faculty Development and Value Proposition Authors: Cub Kahn & Jeff Hino Affiliations: Center for Teaching and Learning, Oregon State University; Extension and Experiment Station Communications, Oregon State University The advent of widespread, high- speed Internet connectivity, mobile devices, sophisticated learning management systems, and advances in online pedagogy have disrupted traditional models of teaching and learning. Simultaneously, Cooperative Extension clients learning preferences are diverging from historical patterns of reliance on face- to- face programs augmented by printed publications. Systematic application of blended delivery models for Extension programs is in its infancy, but offers great promise. This presentation will describe a pilot effort to develop Extension faculty capacity in design and delivery of hybrid educational programs via 8- week Extension hybrid learning communities offered in a blended format. Online learning activity and face- to- face meetings are strategically integrated in these learning communities to teach participants how to design and develop hybrid educational programs, even while immersing them in a blended learning experience. Goals of this presentation are to demonstrate the structure of a successful hybrid faculty learning community, introduce the 13

14 value proposition of systematic implementation of blended learning in Extension, and enumerate administrative and infrastructure challenges facing application of hybrid learning in Extension. The value proposition of Extension hybrid learning includes leveraged teaching capacity, reduced duplication of effort expanded reach, greater flexibility, adaptability, scalability, cost savings, application of learning analytics and potential to attract new educational funding sources. This value proposition is potentially applicable to the implementation of hybrid pedagogy in non- traditional and informal learning settings beyond Extension. Challenges to widespread adoption of blended learning in Extension include identification of programs well- suited for hybrid delivery, release time for faculty to develop hybrid curricula, faculty training in hybrid pedagogy and technology, digital tools for development and delivery of online modules, and leveraging of resources to hybridize educational programs. Suggested administrative actions to further blended learning in Extension are development of an online Extension hybrid learning toolkit, funding of additional hybrid faculty learning communities, consideration of blended learning in strategic planning efforts, mentoring of Extension faculty by learning community alumni, building system- wide capacity for technical support, provision of grants and release time for development of hybrid programs, and encouragement of scholarship of teaching and learning by hybrid Extension faculty. This pilot program has demonstrated that key elements in hybrid faculty learning community success include modeling of the hybrid model of delivery, establishment of swift trust, authenticity of learning activities, reflection by participants on their roles and practice as professional educators, and emphasis on iterative sharing and peer review in hybrid course planning. Title: The OSU Small Farms On- line Training Authors: Sam Angima & Garry Stephenson Affiliation: Oregon State University The small farms program at Oregon State University (OSU) aims to equip current and aspiring farmers in the USA to run farms as business entities able to respond to market forces and consumer demands. The emphasis is on training farmers to produce high value products and also increase value added processing on small and medium farms. The small farms curriculum is based on a holistic farm management approach that looks at farm inputs, farm labor, farm machinery, direct and wholesale markets, disease management, farm finances and storage. After successfully developing and teaching a face- to- face, hands- on farm management approach to farming program for eight years, the course has now been adapted and presented as an online course featuring a hybrid/blended approach, fully online course, or a stand- alone/self- paced online course to meet the needs of a diverse learner audience. The online content is rich in multi- media videos and images, downloadable and fillable content, farm resource templates, interactive learning and sharing, quizzes and answers and evaluations to help guide the learners to think, develop and choose their own style of farming that fits their lifestyles. The modules are simplified to resonate with the wide range of education among farmers reflecting something they already do and can relate to. While more than 10 Extension faculty serve day- to- day needs of a growing number of small farms across the state, the online modules have substantially expanded the university s reach to learners in many regions that do not have access to training using conventional face- to- face meetings. The online modules also utilize a wide range of digital content providing learners with overview and selection of content they want to learn, resources to help them get started, worksheets that help them develop their own goals and online references for further professional development. Continual assessment will help guide future development and use of online training. 14

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18 Location of symposium The Symposium will take place at the CH2M HILL Alumni Center, on the campus of Oregon State University, Corvallis, Oregon. The address for the Alumni Center is 725 SW 26th Street, Corvallis, OR Parking is available on campus close to the alumni center. Several restaurants are in close proximity during lunch break. Included in the registration are the following: Symposium attendance Continental breakfast on May 26th and May 27th Morning and Afternoon Refreshments Evening receptions on May 26th and May 27th The registration fee for the ADEC EdFuture symposium is $ Please go to the following website to register for the symposium and to obtain further information: symposium

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