30th Annual Conference on. Distance Teaching & Learning. August 12-14, Conference. Proceedings. uwex.edu/disted/conference

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1 30th Annual Conference on Distance Teaching & Learning August 12-14, 2014 Conference Proceedings 2014 TEACH LEARN CONNECT uwex.edu/disted/conference

2 Table of Contents This publication includes 78 three-to-five page proceedings papers and 56 one-page summary sheets from concurrent sessions, and alternate presenters. The proceedings papers are a requirement of eposter Research and Information Session presenters and optional for other formats. The links below take you to pages with brief session descriptions of all papers. Click on the session title to view the paper. You may also select papers from the bookmark menu on the left. (Click on the bookmark icon if this feature is not open.) Proceedings Papers Information Sessions (organized by tracks) Challenges/Emerging Issues DE Management Engagement and Interaction Evaluation and Research Track Faculty Development Track Instructional Design and Development Track MOOCs Track Social/Collaboration Track Teaching Strategies Track Technology, Tools, and Media Track eposters Additional Proceedings Papers and Summary Sheets Alternate Sessions Discussions Speed Sessions Workshops Visit Conference website for Updates Many presenters will be providing PowerPoint slides and handouts from their sessions. We will post these additional resources in the Resource Library on the conference website in September.

3 Discussions D-1 Lessons learned in growing an online professional engineering education program Yvonne Ballester, Instructional Designer, Continuing Education Division, University of Kansas Learn about the challenges and opportunities for online delivery of professional engineering education programs for a global audience. Find out how to effectively expand your online professional education course offerings and create a robust platform from which to grow your program. D-2 Measuring the ROI in online learning (no paper) Jack Phillips, Chairman, ROI Institute Participate in this discussion with a world-renowned expert on accountability, measurement, and evaluation. Determine the value of technology-based learning by exploring how return on investment (ROI) can be adapted for processes in elearning, mobile learning, and blended learning. The use of ROI is at an all-time high. Be part of the dialogue. D-3 Actively pursuing online learning outcomes - analyzing CMSs Camille Dickson-Deane, Instructional Designer- Virtual Campus, Montgomery County Community College and Joi Moore, Associate Professor SISLT, University of Missouri There are several course management systems (CMS) that are used to deliver online education. Tools such as wikis and discussion boards are available in the architecture of the CMS and the resulting implementations sometimes hinder the learning experience. This presentation will address the additional factors that need to be addressed as online courses are created and used. D-4 Grading online discussions R.L. Erion, Professor and John Howard, Instructional Designer, South Dakota State University Discussions are used in online courses for a variety of reasons. There is also a great deal of variability in how people choose to evaluate online discussions. Find out about several frameworks for considering online discussions as well as the opportunity to learn what others do. D-5 Are games and simulations a good "fit" for your curriculum? Penny Ralston-Berg, Senior Instructional Designer, The Pennsylvania State University and Eric Bauman, Founder, Clinical Playground As course authors, designers, and providers seek to enhance existing online courses or training programs, the possibility of adding games and simulations often comes into play. But what types of games or simulations are most appropriate for a particular course? Discuss strategies and key questions to ask in determining what makes a good curricular "fit" for games and simulations. D-6 Applying staged self-directed learning model in online instruction Yunhong Tu, Instructional Designer/Assistant Professor, University of Wisconsin-Superior Adult learners rely a lot on self-directed learning in the online learning environment. It s very easy for distance educators to ignore the fact that learners have varying degrees of self-direction. Grow s Staged Copyright 2014 the Board of Regents of the University of Wisconsin System 3

4 Self-Directed Learning (SSDL) Model provides insights in solving this issue. This presentation reviews the SSDL Model and discusses its application in online distance education. D-7 Engaging faculty in their professional development Gerard Flynn, Senior Director of IT Administration and Client Services, Pepperdine University Most universities provide technology training to faculty teaching online, yet few professors take full advantage. Most just post syllabi and share resources. Few seek to learn more. Pepperdine has partnered with faculty to make professional development more desirable so that professors drink deeply from the pool of training resources and of their own volition. D-8 You say you know it? Prove it! Deborah Bushway, Vice President of Academic Innovation and Lee Scholder, Instructional Architect, Capella University Competency-based direct assessment models are springing up across the country. The promise of increased affordability and speed to competency provides a huge incentive for students to consider earning their degree via direct assessment. Institutions are actively pursuing innovations to deliver high quality academic experiences at lower costs. The philosophy driving this model, as well as the trial and tribulations of creation and implementation, will be covered. D-9 Saving lives with distance education Jim Keiken, Deputy Director and Richard Valenta, elearning Program Director, University of Illinois Fire Service Institute Participants will see first-hand how this model of distance learning can be comfortable, flexible, and effective for firefighters both on the ground and in the web setting. The presenters will answer questions and engage the audience on how they might transfer what they learn to their own programs. D-10 Shattering traditional frameworks: Competency-based assessment in the digital age Patrick Ochoa, Partnership Coordinator, ProctorU Existing assessment models have remained suspended in a traditional framework and have not kept pace with the high-tech environments that distance learners currently demand. Competency-based education will disrupt traditional models through a self-paced approach that meets the needs of nontraditional students seeking skills for a worldwide workforce. D-11 Social interactions of new STEM teachers using video annotation Joshua Ellis, Graduate Research Assistant and Tasneem Anwar, Graduate Research Assistant, STEM Education Center, University of Minnesota Learn how new teachers can use video annotation to increase their pedagogical repertoire, develop their content knowledge for teaching, and learn to notice important features of classroom interactions. Explore how the social, technological, and social affordances of a video annotation tool support or inhibit new teachers' reflective practices in an online learning environment. D-12 Teacher as a designer: Deconstructing the design process in K12 online course design Khendum Gyabak, Graduate Student, Indiana University Bloomington Copyright 2014 the Board of Regents of the University of Wisconsin System 4

5 This case study explores the design process in online course design of K12 teachers. This study is beneficial for K12 online learning coordinators, school administrators and first-time online teacher/designer to understand the processes involved when designing online courses for the first time. Discussion will include current design procedures and further inquiry into how designers think and what really goes on in the field of practice. D-13 Bridging the gap: Faculty workload perception and curriculum design Scott Hovater, Online Full Time Faculty Manager and Michael Coplan, Online Full Time Faculty Manager, Grand Canyon University This study presents an easy to use analytical tool that allows higher education institutions to examine online faculty workload perception. The tools will be presented along with aggregate data on a recently completed study of over 100 online full-time instructors to help guide curriculum design. D-14 Instructivist and constructivist pedagogies within two accounting modules: a comparative study Alan Parkinson, Director of Studies, Management Science and Innovation, University College London (UCL) The presenters will discuss the nature and relative merits of constructivist and instructivist approaches to learning within the 'conventional' classroom experience, with a view to 1) improving student learning experiences in that setting and 2) drawing lessons for the development of distance and open learning courses. D-15 Faculty and student international, online collaborations: Meeting learning outcomes across disciplines Janet Thompson, Associate Chair, The College of Westchester Online, international course collaborations may cross disciplines, geography, and time. The College of Westchester and its international online collaboration partners (Empire State College-Panama and Champlain College-Quebec) applied learning management systems, blogs, video conferencing, and an academic social media resource to engage students in an international education context and enhance learning outcomes. D-16 Why are digital textbooks so hard? Carrie Watkins, Digital Consultant, MBS Digital Solutions Group, a division of MBS Textbooks Exchange Many online institutions and faculty are eager to use digital course materials for various reasons, but many students have been slow to adopt these materials even as reading on screens has become second nature. This discussion invites course designers, instructors, and administration to examine why online students seem to be apprehensive toward digital course materials, especially textbooks. D-17 Culture and online learning: Global perspectives and research Insung Jung, Professor, International Christian University In global online learning, understanding learners and learning approaches from a cultural perspective is critical to build online environments that appeal to diverse audiences. Based on a recent book, Culture and Online Learning, the presenters will discuss cultural influences on online learning, emerging cyber- Copyright 2014 the Board of Regents of the University of Wisconsin System 5

6 cultures, and key challenges in multicultural online learning, plus they will explore practical guidelines for culturally appropriate design and support. D-18 elearning and libraries: Bringing the pieces together Navadeep Khanal, elearning Librarian, MU Libraries, University of Missouri Little attention is paid to libraries as spaces for, and content providers of, instruction within institutions of higher education particularly in elearning environments. This discussion highlights the evolving practices and initiatives taking place in academic libraries and the key role they can play in the success and the future of their institutions online programs and initiatives. D-19 Implementing the degree qualifications profile framework at a fully online institution Karan Powell, Provost and Executive Vice President and Jennifer Stephens Helm, Vice President, Institutional Research and Assessment, American Public University System (APUS) APUS is implementing the Degree Qualifications Profile (DQP) framework across all programs at the associates, bachelors, and masters levels. Find out about the strategies and processes that were used to engage stakeholders at this fully online institution. Tools, templates, and resources will be made available to the audience for use at their institutions. Findings as a result of the work will also be discussed. D-20 Synchronous and asynchronous strategies for online student support Simone Conceição, Professor and Johanna Dvorak, Director of Educational Support Services for Panther Academic Support Services (PASS), University of Wisconsin-Milwaukee The presenters will describe synchronous and asynchronous technologies to aid in online student support; provide a sample online session for advising, teaching, and academic or student support; and provide an opportunity for participants to discuss and share strategies for conducting online academic or student support sessions. D-23 Leveraging apps and mobile tools for online learning Nicole Ellison, Instructional Designer, Regis University Mobile apps and tools are not just for classroom learning! In this discussion, the presenter will focus on the idea of leveraging apps and mobile tools for online learning and illustrate a path for getting started. All participants will be encouraged to share and discuss specific examples and examine challenges and concerns. D-24 New visual culture and future competencies in online learning Ilju Rha, Professor and Younyoung Kim, Ph.D. candidate, Department of Education, Seoul National University This session discusses critical features of online visual culture that has emerged with the development and daily use of digital technologies, and examines how these features have affected today s online teaching and learning. It invites the participants to identify future competencies needed for effective online learners and online educators in the emerging visual context. Copyright 2014 the Board of Regents of the University of Wisconsin System 6

7 D-25 Digital badges as incentives for online faculty development Margaret Blodgett, Online Faculty Mentoring Specialist, Concordia University Wisconsin This session will discuss the use of digital badges as incentives for participation in online instructor professional development. Digital badges provide the individual with a means to identify their specific competencies for online teaching while also providing schools with the ability to verify an applicant s specific online teaching competencies. D-26 Developing and supporting online faculty: Institutions can do better! Peggy Storm Muller, Instructional Designer, Sullivan University For those of us involved in online education, technological advances help us to improve our online courses and services; however, most of us can do a better job at developing and supporting our most critical resource our online faculty. Join us for a discussion on how we can develop a culture of continual development and support of our online faculty. eposter Sessions E-1 Speedy learning: Best practices in accelerated online instructional design Anastasia Trekles, Director of Learning Technology, Purdue University North Central This session will help instructional designers, program coordinators, and others understand more about the unique needs of students in accelerated online programs, which in turn can help them develop coursework that better supports deeper and more thorough approaches to learning. Specific examples of the types of course objectives, assignments, assessments, and overall course designs will be shared. E-3 Using PowerPoint and YouTube to create video lectures with captions Joseph Zisk, Professor, California University of Pennsylvania Create video lectures using MS Office PowerPoint and host the videos on YouTube. Procedures and strategies for making narrated PowerPoint videos and adding closed captions will be illustrated. The videos can be embedded into a learning management system for student viewing. E-4 Student success factors in graduate psychology professional programs Noelle Newhouse, Associate Professor and Jessica Cerniak, Associate Professor, The Chicago School of Professional Psychology What differentiates students who successfully complete their online degree program from those who do not? This study explored the relationships between various factors, including pre-admission and matriculation data and final grades, and whether students successfully completed their fully online master s degree programs. Implications for the development of student support, retention, and recruitment efforts will be discussed. E-5 A nurse-led distance medical course for laymen: An Indian experience Susheela Immanuel, Nurse Educator and Elizabeth John, Nurse Educator, Christian Medical College, Vellore Copyright 2014 the Board of Regents of the University of Wisconsin System 7

8 Imparting cost-effective, quality medical training using distance learning methodologies to socially, responsible laymen, living among the poor, is a challenge. This nurse-led initiative with strong student support, provides basic health training covering knowledge, skill, and attitude components designed to impact the health status of the numerous Indian villages with poor healthcare access. E-6 Reconceptualizing feedback from the student s perspective Simone Conceição, Professor and Anita Samuel, Graduate Assistant, University of Wisconsin-Milwaukee Feedback in education traditionally has a more narrow focus and generally refers to information on how a student performs with reference to an identified goal. Research into online education has consistently documented the need for timely, detailed, and appropriate feedback. The presenters will share student perceptions of feedback and discuss how to engage and enhance student participation in online courses through communicative feedback. E-7 Issues in open and distance learning (ODL) in Turkey Cengiz Hakan Aydin, Professor, Anadolu University The purpose of this presentation is to summarize the current status of ODL in Turkey, elaborate on issues in management and design of ODL offerings; and initiate a discussion with participants on how to cope with these issues and to improve the research and the practice of ODL in Turkey. E-8 Show me what you know: Student choice and scaffolding Renee Chandler, Associate Professor, University of Wisconsin-Stout Learners have different ways of showing us what they know. See how one online instructor utilizes student choice and scaffolding to make learning more accessible for all students. Participants in this session will have the opportunity to ask questions, reflect on the material presented, and discuss possible applications to their own course design. E-9 Providing and tracking mobile professional development using multimedia modules and badges Carolyn Awalt, T3 LEAP Grant Co-PI, Technical Advisor and Teresa Cortez, Visiting Professor, College of Education, University of Texas at El Paso Professional development workshops last for a few hours or a day; then they are gone. Find out how this university developed web-based modules that were available anytime and could be used on mobile devices. Learn how they assessed student understanding and awarded student achievement with badges while providing administrators a comprehensive trail of all their activities. E-10 Online learning with equity pedagogy Sara Schoen, Training Coordinator and Irene Duranczyk, Associate Professor, University of Minnesota Do you have an interest in multicultural education? Or perhaps you are wondering where and how equity pedagogy aligns with online learning? Does Chickering and Gamson s 7 principles of good practice for undergraduate teaching sound vaguely familiar? Come to this poster presentation to discuss how these connect to each other and online teaching. E-11 An examination of motivational factors in a virtual choir Justin Whiting, Doctoral Student and Curtis Bonk, Professor, Indiana University Copyright 2014 the Board of Regents of the University of Wisconsin System 8

9 Informal online projects such as Eric Whitacre s Virtual Choir are a powerful space for participants to learn and share common interests. This presentation will present research examining what motivates participation in this project. Findings such as, wanting to be a part of a global choir, will be discussed as they relate to motivation and participation in online informal learning environments. E-12 Online teaching journal to monitor performance of teacher education candidates Amy Otis-Wilborn, Professor, University of Wisconsin-Milwaukee and Wanda Routier, Assistant Professor, Concordia University Wisconsin Increasingly, teacher preparation is conducted in online environments. While there is substantial information about delivering courses, there is less about effective methods for evaluating students teaching, planning and assessment performance. This session will introduce the design, structure, and use of an online teaching journal to supervise and support developing special education teachers in field-based teaching experiences. E-13 Access to success: Serving diverse populations in online education Adam Rusch, Graduate Research Assistant, Center for Innovation in Teaching & Learning and Randi Congleton, Graduate Research Assistant, Office of Community College Research and Leadership, University of Illinois This research project examines the support given to domestic minority students enrolled in online graduate programs from the University of Illinois and the perceptions of students on the support they receive. The presenters will share the results of their research and engage in discussion of what this might mean for the future of online learning. E-14 Creating visual contexts for learning Eileen Horn, Instructional Designer and Tae Keun (John) Jeon, Senior Instructional Designer/Project Manager, University of Wisconsin Extension How do you present complex information developed by experts to novice learners? This session will help you design and develop your online instruction visually to increase the learning opportunity for students. The presenters will discuss the benefits of creating visual contexts for learning and show multiple examples from their institution. E-15 The Digital Learning Faculty Certificate Program Emily Hixon, Associate Professor of Education, Purdue University Calumet In its ninth year, the Digital Learning Faculty Certificate Program at Purdue University Calumet is a mentoring-based program designed to support faculty as they develop an online, hybrid, or technologyenhanced course. In this session, directors of the program will explain the program, showcase the program s course site and learning activities, and overview research findings highlighting the program s keys to success. E-16 Flipped learning: Using SCORM for formative assessment Joseph Zisk, Professor, California University of Pennsylvania Flip your classroom by having students watch video lessons outside of class and perform studentcentered activities in class. The session describes flipped learning and incorporating quiz questions into Copyright 2014 the Board of Regents of the University of Wisconsin System 9

10 video lessons via SCORM/LMS import tool. The LMS scores the questions and helps instructors monitor the students viewing of the video lessons and student learning. E-17 Is personality related to career and life satisfaction of online instructors? Jeral Kirwan, Assistant Professor, Ashford University and Elizabeth Roumell, Assistant Professor, North Dakota State University Researchers purport that online education involves features of teaching, learning, and communication that are fundamentally different than conventional education. Based on this understanding, it would be fair to suggest that online educators also must bring a different set of characteristics to their online educational ecology. Relationships between online educator personality traits and their life and work satisfaction will be explored. E-18 Virtual and remote science lab effectiveness: What the research say Jim Brinson, Assistant Professor, American Military University Which are more effective, hands-on or virtual/remote labs? How can we know? It is an increasingly important debate in online science education. This presentation investigates these questions by developing a new assessment model and surveying recent data trends from empirical studies since 2005, which seem to strongly support non-traditional labs as being equally or more effective as/than their traditional counterparts. E-19 Using videos and discussion to enhance a blended lab Kristina Obom, Program Director and Patrick Cummings, Program Director, Johns Hopkins University This session will highlight the development of a compressed, three-week blended lab course Bioprocessing and Scale-Up Laboratory. To maximize the in-class time, online content, with lab videos and discussion forums, was included. The presenters will discuss the format of the class, topic choices, and production, along student satisfaction for the videos, the discussion forum, and the overall course. E-20 No mess, no myth: Better math courses online Juan Xia, Instructional Designer, Penn State World Campus This session will showcase a variety of technologies and instructional design strategies applied to two online undergraduate mathematics courses at the Penn State World Campus. The presenter will share the feedback collected from faculty and students, along with a data analysis for a brief overview of the value and weak points of the technologies and strategies. E-21 Integrating library instruction and resources into your distance classroom (no paper) Donna Mullin, Reference Librarian, University of Massachusetts Lowell Distance learners are often unaware of the library resources that are available or how to use them. We have seen that having this information greatly enhances student success. Using technology, students have the ability to learn how to use library resources and services on their schedule. Virtually meeting and working with librarians is an additional benefit. Copyright 2014 the Board of Regents of the University of Wisconsin System 10

11 E-22 elearning readiness assessment at a graduate institution Sean Nufer, elearning Specialist and Lisa Thompson, elearning Project Coordinator/Intern, TCS Education System The TCS Education System is conducting ongoing research regarding student attitudes toward online learning. Through the use of surveys and focus groups, researchers are able to quantify trends in classroom attitudes and better assess the utilization of technology in order to better engage students and instructors in the online classroom milieu. Data will be presented which demonstrates these observed trends. E-23 Developing quality online degree programs: A faculty perspective Laurel Newman, Director-Online Programs, University of Illinois at Springfield What drives faculty to develop high quality online courses? In this session, the presenters will explore: 1) Faculty perceptions about online course quality; 2) Factors that influence faculty motivation to develop high quality courses; and 3) Ideas about designing an organizational culture that promotes excellence in online learning. E-24 The role of questions embedded in online lecture to facilitate learning Khadija Bakrim, Programmer Analyst II, Texas Tech University A questioning strategy is especially important online, where the learner relies heavily on interaction with the content. Research shows that, in most cases, active interaction with content increased gains in recall and comprehension. This study will examine whether embedded questions in online lectures activate students thinking and improve their learning, with the intent of helping online instructors and instructional designers implement interactive instructional strategies. Information Sessions Instructional Design & Development Track I-1 Using a design manifesto to create engaging elearning Jon Aleckson, CEO and Andy Hicken, Product Innovation Specialist, Web Courseworks The presenters developed the C.O.M.P.A.S.S. manifesto to guide distributed teams of sponsors, designers, developers, and subject-matter experts working on large-scale adult-learning projects. The manifesto holds that adult learning must be concise, outcome-oriented, metrics-driven, precise, appealing, significant, and social. Concrete strategic and tactical steps that can be taken to propagate a manifesto with a development team will be outlined. I-8 Designing an online program using UDL and adult learning principles Kevin Roessger, Assistant Professor of Adult Education & Training, Seattle University Find out how the Adult Education and Training faculty at Seattle University transformed a face-to-face graduate program into a blended program using principles of Universal Design for Learning and adult learning. Courses were specifically designed to offer learners multiple means of representation, action, expression, and engagement; and to encourage action, content relevancy, and experience sharing. Copyright 2014 the Board of Regents of the University of Wisconsin System 11

12 I-15 Too many courses, not enough time? Supporting scalable, collaborative design Jessica Resig, Instructional Designer and Jana Hitchcock, Instructional Designer, The Pennsylvania State University This presentation will highlight one innovative design approach that addresses both the concern of scalability and the need for collaboration while accommodating the increased demands on the instructional designer s time. Presenters will share the processes, policies, and practices developed to facilitate collaborative design of a thriving online undergraduate program. I-22 Collaborative curriculum: A model for innovative course development Rena Palloff, Curriculum Area Coordinator and Julie Frese, Director of Assessment and Academic Quality, University of the Rockies This session focuses on the results of preparation for a Higher Learning Commission substantive change visit focusing on the development of three new online programs using a unique, innovative, efficient, cost-effective and creative way to develop online programs and related courses initiated and carried out by University of the Rockies. I-29 Universal Design for Learning: Addressing learning variability in blended environments Alyssa Boucher, Associate Research Scientist and Christina Bosch, Instructional Designer/Research Associate, Center for Applied Special Technology (CAST) Universal Design for Learning (UDL) is an approach that addresses systematic learner variability from the outset of curriculum design. The presenters will address the challenges and opportunities in integrating the principles of UDL to meet the needs of all learners in postsecondary blended learning environments. They will also share practical tools for institutions to apply UDL. I-36 Creating effective faculty-instructional designer collaboration through deep listening Karen Franker, Director of Online Learning and Jessica Rebstock, Lead Instructional Designer, Edgewood College In this interactive session the Edgewood College Online team will share how they apply deep listening skills to bridge faculty-instructional designer communication gaps and collaborate productively, respectfully, and harmoniously on course design projects. Audience members will be encouraged to analyze role-playing scenarios which explore common fears and frustrations on both sides of the issues, and reveal strategies for success. I-43 21st Century professional doctorates: Mining the nexus of distance, competency-based, and professional education Leslie Dinauer, Professor and Program Director, University of Maryland University College At the intersection of recent initiatives in higher education within the realms of (1) distance education, (2) competency-based assessment, and (3) professional education lies the professional doctorate degree. This informational session demonstrates how developments in these three areas come together to support the design and delivery of professional doctorate programs and offers practical advice for starting such programs. Copyright 2014 the Board of Regents of the University of Wisconsin System 12

13 I-50 Using Bloom s Taxonomy to promote student learning Tae Jeon, Senior Instructional Designer/Project Manager and Ryan Anderson, Director of Instructional Design and Development, University of Wisconsin-Extension How do you take complex information from an instructor and present it in a way that helps facilitate student learning? After analyzing information for a healthcare course, the presenters concluded that structuring the information using Bloom s Taxonomy would greatly facilitate student learning. Join this session to understand how to do this for your own courses. Teaching Strategies Track I-2 Gamification strategies for scaling efficiency in online courses Sunay Palsole, Associate Vice Provost & Director of Educational Technology and Kenneth Pierce, Associate Provost, The University of Texas at San Antonio Online courses still face design issues in terms of keeping students on task, developing self-efficacy, and motivating students for course success. Even if achieved, there are challenges with instructor time or loss of efficacy when the number of students increases in the course. Find out how gamification strategies keep students motivated by using competitive elements and self-directed learning pathways for skills acquisition in courses. I-9 Increasing learning: Classroom assessment techniques in the online classroom Kelly Sanderson, Senior Vice President and Ted Cross, Program Chair, Grand Canyon University This presentation will discuss the findings of a study centered on discussion forum classroom assessment techniques (CATs) in online courses. Data gathered from over 100 sections of online courses with a student count of approximately 2,100 reveal that CATs embedded in the online discussion forums significantly increased student participation frequency and positively impacted student quiz scores. I-23 Greeting students at the virtual door: Developing an online orientation Tamra Swann, Coordinator, Center for Distance Education, Mississippi State University Mississippi State University s online orientation will be outlined and the tools included within the course will be described. Suggestions are given for developing a course which educates students about the university while using the learning platform, and thereby allowing students practice time within the classroom. I-30 Be an elearning rock star! Best practices in online facilitation Kay Lehmann, Online Instructor/Course Developer and Susan Manning, Online Instructor/Course Developer, University of Wisconsin-Stout Be an elearning rock star! Come discuss best practices in online education with two award-winning instructors! From pre-course setup (Sound Check) to post course evaluations and reflections (After Party) learn how to work efficiently and effectively (time management tips) and channel your inner rock star. Get the best work from your students and have fun doing it! I-37 Effective whole-class feedback for second language writers Maureen Andrade, Associate Vice President, Utah Valley University Copyright 2014 the Board of Regents of the University of Wisconsin System 13

14 Online instructors may struggle with providing effective feedback on writing assignments and managing learner expectations for extensive commentary. In the case of English language learners, expectations for such feedback is high but must be carefully facilitated to encourage self-regulation. This presentation shares a whole-class feedback strategy that decreases grading time and facilitates learner responsibility for revision and error correction. I-44 A Dash of DOTS: Ingredients for award-winning faculty development Note: Presentation from the 2014 Schullo Award recipients based on their 2013 Information Session. Sharon Guan, Director, Faculty Instructional Technology Services and Daniel Stanford, Assistant Director, Faculty Instructional Technology Services, DePaul University In 2012, the DePaul Online Teaching Series (DOTS) received the Excellence in Faculty Development for Online Teaching Award from the Sloan Consortium. The Sloan Award selection committee a group composed of national leaders in online education graded DOTS as an exemplary program among a large number of strong competitors. Developing an exemplary faculty development program is a bit like baking the perfect cake. It requires the right ingredients and proportions as well as an appropriate baking environment for both the cake and the cooks. I-51 How to most successfully teach an online freshman year seminar course Alyse Jones, Associate Professor, Georgia Perimeter College Want a sure-fire way to fully engage even your most at-risk students? Find out how a multi-campus twoyear college in suburban Atlanta and a community college in San Diego teach online Freshman Seminar courses specifically designed for their rapidly growing online populations. See how they used a powerful online program to dramatically improve college readiness and promote student success and persistence among distance learners. Technology, Tools, and Media Track I-3 ipad lecture capture James Moore, Director of Online Learning, Driehaus College of Business, DePaul University It has been said that the best camera is the one you have with you. Educators carried laptops with them that allowed for the creation, presentation, and recording of lecture material for online and blended teaching. Now many educators carry an ipad rather than the heavier laptop. This in-depth session will demonstrate how educators can record both live and pre-recorded presentation material via the ipad. I-10 If you record it, will they watch it? And will it matter? Exploring student perceptions of online video Patrick Lowenthal, Assistant Professor, Boise State University Online videos can help build presence and community in online courses. But do students actually watch these videos? The presenter will share his experience using asynchronous video (e.g., video announcements, video feedback) as well as share research on students perceptions of asynchronous video, while engaging the audience in their own use of rich media. I-17 Lessons learned from offering a survey course face-to-face and simulcast (no paper) Perry Samson, Professor, University of Michigan-Ann Arbor Copyright 2014 the Board of Regents of the University of Wisconsin System 14

15 The tension between offering excellent education and the financial incentives of large classes is real. This talk explores the use of mobile devices to increase student engagement and attentiveness in large survey courses offered in a hybrid environment. Results show technology can improve larger face toface courses and that these courses can be offered to a mix of learners without decreasing outcomes or engagement. I-24 Creating a MAP for deep distance learning David Pratt, Associate Professor of Education, Purdue University North Central A successful online course is one that provides engaging content and creative tasks to assure a deep understanding of course concepts. This presentation outlines the specific Methods, Applications, and Philosophy (MAP) necessary to provide deep distance learning. Several unique and highly effective web 2.0 applications will be shared with examples of how they can be used to support students learning. I-31 Center stage and back stage: Two views of student-produced content Amanda Quinton, Instructional Designer and Louise Sharrar, Instructional Designer, The Pennsylvania State University World Campus This session will be a combined look at how to effectively integrate activities for student-produced content in an online course, case examples, a demonstration of student-produced content activities, and reflections on the administrative tasks related to implementing a third-party tool across multiple online courses. I-38 Two trends: Incorporating mobile and flipped strategies into distance learning Ann Bell, Online Instructor/Course Developer and Kay Lehmann, Online Instructor/Course Developer, University of Wisconsin-Stout Discover new strategies for engaging learners in online and blended courses by incorporating the use of mobile learning and the flipped model of course design. Explore how the active project-based strategies in the flipped model of learning translate into online education. The presenters will also discuss assessment strategies and case studies for these learning models. I-45 Powerful instructor presence via video: Intros, bios, and digital stories Kelly Jones, Instructional Designer and Julie Phelps, Instructional Designer, Missouri University of Science & Technology Strong instructor presence engages students and can help them be more successful in distance courses. One strategy that instructors can use to promote social presence is to include introductory videos designed to encourage personal connection and increase motivation. This session will showcase three types of easy-to-create instructor videos and provide resources and tips needed to create them. I-52 Developing mobile friendly content Nell (Helen) Eckersley, Director, New York City Regional Adult Learning Network, Literacy Assistance Center Do your students have smart phones and tablets? Are you using mobile devices in your classes? In this session learn about free tools you can use to develop mobile friendly content which can be accessed Copyright 2014 the Board of Regents of the University of Wisconsin System 15

16 inside and outside the classroom. The presenter will look at developing websites, QR Codes, polls, and quizzes, which can turn smart phones into content delivery machines. Evaluation and Research Track I-4 Digital knowledge mapping instructional strategy to enhance knowledge convergence Darryl Draper, Assistant Professor, Old Dominion University The presenter will discuss the use of digital knowledge mapping as an instructional strategy to promote knowledge building and student engagement in online environments. The study results and recommended instructional strategies and approaches will also be featured. I-11 Using textbook alternatives to decrease cost and increase student engagement (no paper) Tanya Joosten, Interim Director and Dylan Barth, Interim Associate Director, Learning Technology Center, University of Wisconsin-Milwaukee During the academic year, the UW-Milwaukee s Learning Technology Center began the pilot process for curating open educational resources and open textbook authoring using the web-based application, GinkgoTree. Initial results from qualitative and quantitative survey data regarding faculty and student perceptions of the pilot, as well as lessons learned, will be shared during this session. I-18 Learner-valued interactions and learning support: Course design for both Kathryn Ley, Associate Professor, University of Houston-Clear Lake Session participants will receive examples based upon a cognitive design tool that juxtaposes learnervalued interactions with effective learning support. Online course features and conditions designed with the design tool will assure that online educators create a learning environment in which learner-valued interactions build an instructor s positive social presence, provide useful feedback to learners, and promote their self-regulation. I-25 Optimizing success: A model for persistence in online education Hilda Glazer, Chair, Psychology First Course and Educational Psychology and John Murphy, Manager, Learner Pathways, Capella University Program planning to increase persistence in an online university will be presented. A model was developed based on the literature and tested in a pilot study using selected programs. The presenters will share the implementation experience of a large master of psychology program as well as curriculum modifications, assessment results, changes in persistence, and lessons learned. I-32 Deep learning in distance education: Are we achieving this goal? Rick Shearer, Director, World Campus Learning Design, The Pennsylvania State University In distance education, an area of research that has started to emerge over the past two to three years has centered on the level of understanding our students are achieving in our courses. This session discusses the results of a case study where World Campus Learning Design examined changes in design to help achieve a better level of deep learning. Copyright 2014 the Board of Regents of the University of Wisconsin System 16

17 I-39 Student perceptions of online learning: An analysis of online course evaluations Patrick Lowenthal, Assistant Professor, Boise State University Many faculty are still afraid to teach online. They worry about things such as whether or not their students will learn as much as well as whether or not teaching online could hurt their chances for tenure and promotion. Are these fears realistic? The presenters will provide an analysis of student end-ofcourse-evaluations in face-to-face and online courses. I-46 Practical uses of data visualizations for educators Andy Johnson, Senior Software Engineer and Jason Haag, Research Analyst and Mobile Lead, Advanced Distributed Learning The big data movement has created the ability to generate a lot of information about a learner s progress and ability. However, looking through massive databases of information is not a quick or easy way to determine learner needs. The ADL Initiative is researching data visualization to explore practical ways to see what a learner needs without the mess. I-53 Does your presence matter to students? Teaching presence in online education Kristi Preisman, Associate Professor, Peru State College The presenter will examine the creation of teaching presence in online education from the instructor s point-of-view. Results of completed research and structured questioning guide this presentation to allow participants of varied levels of online teaching experience to discuss the benefits and challenges of creating teaching presence in online learning. Social/Collaboration Track I-5 Social networking in distance learning: Help or hindrance? Kelley Conrad, Full Time Academic Faculty and Mary Weber, Adjunct Academic Faculty, School of Advanced Studies, University of Phoenix Of interest to academic educators and industrial trainers, this session will demonstrate and discuss the intentional design of distance education courses to include social networks. Research results will be presented supporting the specific implementation of strategies demonstrated and discussed. The research will show how, when used effectively, social networking improves student attention and engagement while supporting retention of learning. I-12 Designing collaboration into the course development process Amy Shenot, Owner, Cloud 9 Course Design and Christiane Reilly, Director of Online and Educational Services, College of Continuing Education, University of Minnesota When several people are involved in developing online courses, effective collaborative processes and efforts are essential for success. In this session, you will learn how a team of learning and technology experts at The University of Minnesota-Twin Cities College of Continuing Education uses a collaborative approach built on best practices to design, develop, and continuously improve elearning initiatives. I-19 Using social media in education: Connection or isonection? Ron Hannaford, Director of Digital Learning and Program Development, Biola University Copyright 2014 the Board of Regents of the University of Wisconsin System 17

18 While recognizing the reality of social media and its benefits, this session offers participants the opportunity to reflect and respond to research presented and to consider better ways to incorporate creative connection in the learning process. Awareness of these issues will assist educators of the need for an appropriate use of technology, strategic instructional design, and sound pedagogy aimed towards building authentic, connected relationships with learners. I-26 Collaboration for innovative and research-based distance learning Wayne Centrone, Vice President, Research and Design Lab and Kathleen Ferreira, Senior Associate for Distance Education and Research Team Lead, Center for Social Innovation The presenters will describe how grant funded and commercially viable training initiatives can be enhanced by collaboration between small businesses and non-profit organizations, institutes of higher education, and government entities. Through demonstrating case-study-based and simulation-driven training and presenting research findings from an RCT studying online and face-to-face training, presenters will lead discussions to critique innovation and encourage new and ongoing collaboration. Faculty Development Track I-6 Can they flip? Training instructors to flip classes through flipped training Rena Palloff, Faculty, Fielding Graduate University An effective way to help instructors learn how to flip their classrooms is to flip the training. This session will present the experience of designing and conducting flipped faculty training as a model for helping instructors learn how to flip their own classrooms. You will leave with ideas and techniques to incorporate into your own faculty training program. I-13 What is needed for K12 professional development to prepare teachers to teach online? Rebecca Clemente, Professor, Department of Education North Central College What does it take to prepare effective online teachers? Explore how a multifaceted professional learning approach can address the four essential conditions that results in well prepared online teachers whose teaching impacts student learning. I-20 Facilitating faculty success in the online learning environment Nancy Chapko, Instructional Designer and Margaret Hunter, Learning Technologist, Gateway Technical College Learners embrace it; faculty adapt. Growth in online learning continues to outpace that of classroom enrollment. But are instructors ready? How do they link pedagogy and technology effectively? What is most important in helping faculty prepare to teach online? Learn from the collaborative efforts of one institution and hear what five years of data suggest about preparing faculty to teach online. I-27 Teaching faculty to teach online: A comprehensive faculty development program Barry Grant, Associate Dean and Linda Bloomberg, Associate Director, Center for Faculty Excellence, Northcentral University The goal of faculty development at Northcentral is a consistent and effective, yet personal and creative, approach to online teaching. The presenters describe their comprehensive, ongoing faculty Copyright 2014 the Board of Regents of the University of Wisconsin System 18

19 development program and their qualitative and quantitative data on the effectiveness of their training and teaching approaches and lessons learned to date. MOOCs Track I-7 Skeptically optimistic in an open online course David Stein, Associate Professor and Constance Wanstreet, Adjunct Faculty, The Ohio State University The presenters will explain and demonstrate the GTA Boot Camp for Online Teaching which was built around engagement theory (Kearsley & Schneiderman, 1997), to encourage participants to relate, create, and donate for the good of the group. Participants with mobile devices may access the itunes U course and apply what they see to their own course design (relate) by conceptualizing a new learning activity (create), and sharing with others (donate). I-14 SMOOCH: Using MOOC technology for sustainable credit courses Brad Hokanson, Associate Dean, College of Design, University of Minnesota Contrast the appeal and challenge of MOOCs: while reaching a large number of learners in an open and online environment, students don't earn credit and they fail to generate revenue to support the academic mission. This presentation will present the experience of creating a MOOC as well as the use of MOOC-like technologies to offer a credit-bearing massive course. I-21 Understanding MOOCs and their application in the health sciences Jaami Dawan, Manager, Instructional Design and Darrylinn Todd, Vice President, Academic and Student Affairs, City Colleges of Chicago, Malcolm X College The presenters will share their belief on how community colleges can increase the enrollment of online learning by designing effective MOOCs for the health sciences. Participants will be able to define MOOCs, understand the theory and history of MOOCs, discuss the pros and cons of employing MOOCs, and learn best practices. In addition, this session will cover the steps involved in designing MOOCs for a community college Health Sciences program. I-28 Diving into our MOOC: Lessons for those taking the plunge Donna Liljegren, Director, Elmhurst College Online Center & Manager of Instructional Support, Elmhurst College Have you been given a goal to develop MOOCs? Not sure how to begin? Learn how Elmhurst College, a small, private college in Illinois, leveraged its resources and partnerships to develop and market a MOOC to promote programs in geographic information systems and geospatial science. DE Management Track I-33 Leading the distance education strategic planning process Tonya Amankwatia, Director, Distance Education and Instructional Technology, DeSales University Shelton and Saltsman (2005) cautioned that administrators may not be comfortable developing a vision for elearning; thus, it might be challenging integrating online programs into the academic culture Copyright 2014 the Board of Regents of the University of Wisconsin System 19

20 without champions and certain realizations. One realization is the need for change. Implementing a strategic plan is a large scale change initiative, and leading the process to develop a plan worthwhile. I-40 Adapting online programs to changing enrollment demographics Kevin Shanley, Manager of Distance Education, Utah State University Online education has been known for its flexibility and availability to adult learners. With enrollment trends changing, find out how this university expanded flexibility by breaking the traditional semester mold, offering condensed online courses and more open entry/open exit options. Learn about these new models and the challenges and solutions in providing a highly flexible program without compromising course quality, registration processes, or course delivery infrastructure. I-47 Hitting the target: Leveraging distance delivery data to impact enrollment goals Heather Huling, Assistant Vice President for Distance Learning Planning and Development and Susan Kenter, Assistant Director for Distance Learning Planning and Development, Old Dominion University The Office of Distance Learning has been tracking student data from inquiry to admissions since 2011, and now has a handle on how online program offerings can impact their university s enrollment management targets. Learn how they implemented an online program expansion plan and corresponding marketing strategy that enabled them to understand what works, what doesn t, and how many prospective student inquiries are needed to reach enrollment goals. I-54 Making sure your distance education is legal Rebecca Butler, Presidential Teaching Professor, Northern Illinois University Presented by the author of Copyright for Academic Librarians and Professionals (2014), this session addresses U.S. copyright law and current distance education. Topics covered include course presentation tools such as Blackboard and Moodle; MOOCs, blogs, wikis, and Nings; Internet world environments; Social Networking; special interest networking; Skype and similar digital communication tools; video streaming; Internet-based computer/video games/gaming; and open-sourcing. Challenges/Emerging Issues Track I-34 Leveraging virtual environments for cultural competency training Rebecca Sisk, Associate Professor, Chamberlain College of Nursing and Eric Bauman, Associate Director, Center for Excellence in Simulation Education, Devry, Inc. Healthcare Group This presentation will provide an overview of how and why virtual learning environments are well suited for providing cultural competence training. Find out about storyboarding as a scenario building process for virtual environments and discuss the how the Ecology of Culturally Competent Design can be leveraged to increase psychological fidelity. I-41 Rethinking course design for mobile learners Vickie Cook, Director and Carrie Levin, Assistant Director, Center for Online Learning, Research and Service, University of Illinois Springfield Today s students expect to be able to use mobile devices for learning. The ability to rethink course design is critical for a quality mobile learning (mlearning) environment. Participants will take away Copyright 2014 the Board of Regents of the University of Wisconsin System 20