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Conference Program

MOOCs - Using Accessibility Best Practices to Remove Barriers for All Students

Presented by: Dan Allen, Michel Miller

MOOCs (Massive Open Online Courses) are being hailed by many in the higher education community as the next important development in online education. In particular, they are touted for their potential to make education available to populations who would otherwise not have an opportunity: students who are economically, geographically, and politically disadvantaged. And as with other online programs, when best practices are followed, they also have the potential for providing access to students with disabilities.

In this presentation, we will discuss how following accessibility best practices also bring down barriers for other disadvantaged populations that MOOCs might serve. For example, captioned video not only accommodates the student who has a hearing disability, but also the student whose first language is not English, or the student who cannot afford speakers. Furthermore, accessible content is often more practical to manage and is more adaptable to multiple purposes. An accessible Word document, for example, can easily be turned into an accessible PDF, or copied and pasted into a Learning Management System (LMS) for text that is not only more accessible, but also more searchable.

These techniques are not the exclusive domain of programmers or Instructional technology specialists; anyone -- faculty, instructional designers, and anyone else involved in the management of online content -- can master these "low-hanging fruit" best practices.

Finally, we will emphasize the importance of incorporating accessibility now into our community's ongoing discussion of what MOOCs are, and how best to design and implement them. Accessibility, when considered from the beginning, becomes organic to the process. When it is relegated to an afterthought, the solutions tend to be far less effective, far less eloquent, and far less useful to our larger population of students.

Room 104
The Future of Mobile Learning: Empowering Human Memory and Literacy

Presented by: Danielle M. Villegas

Mobile learning, also known as "m-learning", is a convenient, current day means of delivering informational content to learners using current mobile technology devices. With the fast emergence of mobile technology proliferating in modern society, m-learning has presented an opportunity to those in the e-learning field to establish and promote best practices with instructional design with special consideration for the concepts of human memory and literacy. Because of the screen size restrictions and means of everyday use of mobile devices, methods need to be developed to allow for smaller chunks of information to be delivered for better retention and promoting informational literacy.

This presentation will tie together how early efforts to create and promote literacy are tied to e-learning and how technology helped the evolution of that process, explain the basic concepts behind m-learning practices and instructional design, and provide evidence of efforts now being done to revise how m-learning is conducted on smart devices through current thought in the m-learning industry.

Room 106
Web Conferencing Technology in Online Courses: A 10-Year Perspective

Presented by: Robert Zotti

This presentation looks at 10 years of experience with web conferencing technology at Stevens Institute of Technology and explores what the ideal balance of interaction modes (synchronous and asynchronous) might look like within different kinds of online courses. It suggests how faculty training programs could provide instructors guidance in how to best integrate synchronous and asynchronous features and teaching practices within their courses. An exploration of newer possibilities for utilizing web conferencing applications (such as content reuse and business continuity) will be included.

This presentation will examine the three questions:

  1. What does the ideal online course look like in terms of interaction?
  2. What new possibilities for content reuse can make web conferencing more relevant for on-campus as well as online courses;
  3. What has been the reaction of online students to web conferencing technologies over time?

Data from system logs will help illustrate the level of web conferencing usage across the school's inventory of over 150 online courses. Attitudes of students and faculty towards the use of web conferencing technology will be explored through surveys and interviews. /

Room 108
Engaging an Audience You Cannot See

Presented by: Michael Sunderhauf and William McCool with contributions by Michael Ciocco

Captivating. Engaging. Compelling. These are essential qualities that a professor needs in order to retain student attention while standing in front of a class and lecturing. In the physical classroom, professors are "story tellers" who engage students through anecdotes, informal discussion, and calling on students who may not being paying attention. So how do instructors engage an audience that they cannot see? How can they assess if a student's comprehension when body language and immediate feedback are not readily available? This is one of the most problematic issues that arise when professors transition from a face-to-face class to fully online class. Through the use of cutting edge technology and innovative teaching practices, we have found nontraditional ways to captivate and engage an audience that is not directly in front of you.

This session will provide instructors with new methods of creating engaging multimedia lecture content that faculty at Rowan University actively use today. At Rowan University, many online course instructors have relied on voiceover PowerPoint for mainstream delivery of online lecture content. However, instructors have been seeking more engaging alternatives in the past year to improve. They are experimenting with various hardware, software and teaching practices to create more engaging online lecture content. This session will offer examples that incorporate easy to use and readily available technology, coupled with pedagogical best practices. Online instructors will leave with ideas they can implement to captivate, engage and compel their online students.

Room 120

11:10 AM - 12:00PM

Designing the First Language Learning MOOC on Coursera

Presented by: Amy Bennett, Jordan Boggs, Jackie Candido, Ed Dixon and Claudia Lynn

In Sept. 2014, Penn's Open Learning will launch the first language course "Mein Deutsch: Communicating in German Across Cultures" on the Coursera Learning Platform. In this presentation the teaching and administrative team leaders will discuss course preparations including specific technology requirements, materials development, teaching and learning strategies and technical support. The main objectives for the course are to advance language education beyond the scope of the traditional university classroom and to promote a language learning experience that integrates the interchange of different worldviews about language and culture in a networked global community.

Room 104
Strategies for Supporting the Practice of Reflection in Online Learning

Presented by: Valerie Klein, Annie Fetter

In this session, we will discuss how instructors in the Mathematics Teaching and Learning Master program design our courses by beginning with our learning goals for the course and then use those, in conjuction with the learning experiences we value, to structure our learning environments. In particular, we will focus on the emphasis we place on reflection and how we take advantage of technology to enable students reflect upon their experiences and assignments, which as Dewey suggests, is a critical element of learning.

Our students are practicing mathematics teachers from all over the world. We draw on their existing experiences as both mathematics learners and teachers and create opportunities for them to think about teaching and learning in new ways that focus on creating powerful problem solving experiences for their students. To that end, we engage them in exercises that offer similar experiences through solving mathematics problems collaboratively and learning to look closely at their peers' work, as well as actual student work, to begin to value various methods of thinking and approaches to problem solving. We have found that the asynchronous nature of their collaborations, as well as our employment of the various tools available on Blackboard and controlling when and how they can see each others' work, has created interesting and highly valuable opportunities for learning, many of which focus on reflection on their own experiences both as a student and as a teacher in their classrooms.

In particular, we will discuss on our "I Notice, I Wonder" structure for examining other peoples' work products. Using "I notice, I wonder" creates an atmosphere of evidence-based constructive critique. Students ultimately revise their work product and offer a reflection sharing how the critique helped them move their thinking forward and why the revisions make their work product stronger. In addition, we'll share examples of how the work products our students create take advantage of available technology and how this process overall creates a genuine learning community.

Room 106
Walking the Talk: 10 Best Practices for Teaching Online

Presented by: Johanna Inman, Carl Moore

Teaching evidence-based best practices to a room full of college professors? You better be using those practices yourself! This session will describe the course Innovation, Technology, and Teaching in Higher Education, a component of Temple University's Teaching in Higher Education Certificate. In this hybrid course, the facilitator is applying ten best practices for teaching online from Boettcher and Conrad's "The Online Teaching Survival Guide" (2010). Participants will hear examples of the application of these practices in a hybrid format and plans to apply these practices in the course when it is taught fully online this summer. Activities will allow participants to apply these practices to their own course.

Room 108
The Evolution of a Course: From a Face-to-Face Experience to Online

Presented by: Jim Caruso, Mike Gregory, Jody van de Sande

How do you translate and maintain the instructional integrity and rigor from a face-to-face course to online while providing a worthwhile and rich learning experience? Our students demand that course offerings be flexible and varied. To meet the needs of students and other stakeholders, Drexel LeBow's faculty, executive education and instructional technology teams have collaborated extensively to develop courses in various academic disciplines delivered with different instructional methodologies. Recently, Drexel LeBow converted a number of face-to-face courses and developed them for instructor-led online delivery. Then, the development was then taken a step further to develop other online resources.

This presentation will outline the path taken and lessons learned along the way. It will describe how to convert courses from face-to-face to online. Attendees will learn how instructor-led face-to-face programs differ from virtual programs from an instructional design/technology, faculty, participant, technical, and administrative perspective.

You will learn more about:

  • Opportunities and challenges of designing and developing online programs versus traditional classroom offerings
  • Faculty identification, cross-functional collaboration, and other critical elements to developing a successful online course
Room 120

1:30 PM - 2:20PM

New Strategies for Library Partnerships in Online Learning

Presented by: Kristine Rabberman, Jacqueline Candido, Karrie Peterson

In 2013, the Online Learning Team in the University of Pennsylvania's School of Arts and Sciences and Penn's library instruction program started a pilot program: the Library Lounge. The Library Lounge embedded a reference librarian in online seminars, and provided discussion forums, a Personal Trainer for training in basic library research skills, and in-class library orientation sessions. Plans are underway to develop Library Lounges in online communities for undergraduate and graduate programs in Penn's College of Liberal and Professional Studies, as well as to continue refining them in online seminars.

In this presentation, instructors, reference librarians, and administrators will introduce the pedagogical aims served by the Library Lounge, describe our experiences and lessons learned in piloting the program, and reflect about how faculty, librarians, and administrators can contribute to success in developing similar modules.

Our pedagogical aims include the following:

  1. addressing students' variable skills and levels of preparation for assignments that involve library research, in a way that's scalable and sustainable;
  2. developing students' abilities to analyze complex information-providing stimulating exercises to analyze what information would count as evidence for a given assignment or discipline, what types of information they should be searching for, etc.;
  3. providing students with the skills to develop and use keyword search strategies to support meaningful data retrieval in a digital world;
  4. introducing students to contextual use of library resources, so they develop skills and approaches appropriate to different stages of the research process;
  5. introducing librarians as consultants - positioning the librarian as a normal step in research, and as part of the group (rather than an outsider);
  6. fostering students' meaningful engagement in the research process, by helping them think about research the way practitioners do, so they can develop the skills to conduct research in their own areas of interest.
Room 104
Providing Students Multiple Means of Expressing Learning in the Online Environment

Presented by: Michel Miller

This session will look closely at Principle II of the Universal Design for Learning (UDL) Guidelines: Providing multiple means of action and expression. Students enrolled in online courses vary in the ways they can best demonstrate their learning and some students with disabilities actually face barriers to expressing their learning due to the nature of the assignment or assessment. Participants will learn what types of assignments can be difficult for students with visual, hearing, physical, cognitive, and social and/or emotional impairments and why a particular assignment is not an accurate measure of the students' learning. Participants will also learn how to provide accommodations or alternatives to a difficult assignment for each category of disability so they as instructors can most effectively assess their students' learning. Participants will be provided with other considerations, ideas, and resources for creating accessible assignments for a variety of students with disabilities in their courses.

Instructors designing assignments or assessments usually do not know before a course starts if they will have students with disabilities in their course. So, it is important for instructors to recognize the barriers and to be able to accommodate or provide alternatives when students enroll. Another approach is to create assignments that allow students choices in demonstrating their learning.

This session will also share the results of a choice assignment case study. Participants in this case study were graduate students enrolled in a masters program. They were provided an opportunity to choose between three projects to complete to demonstrate their mastery of the assignment objectives. Results shared will include an overview of the students' mastery of the assignment objectives based on the grading of the projects and the students' perceptions of the choice assignment based on a student survey completed after the assignment was submitted.

Room 106
Ensuring Academic Integrity with Online Proctoring

Presented by: Erik Cederholm, Sandra Hartmann

As students navigate through a plethora of available resources, plagiarism and academic dishonesty continue to be major problems in academia. In an effort to curb or redefine academic dishonesty, some instructors tailor their online exams so that outside resources are permitted, thus weakening the integrity and lowering the educational standards of their exams.

Most plagiarism comes from social networking sites, Wikipedia and other online resources where students can collaborate and share work from previous classes. Approaches such as strategic exam design and online proctoring can help minimize some of these factors and ensure academic integrity.

Attendees can expect to learn:

  • The differences between identity authentication and attendance verification
  • How to employ anti-plagiarism tactics
  • The major sources of online plagiarism
  • Ways to develop secure exam structures
  • Key elements to creation of a culture of academic integrity among administrators, students and faculty members
  • How to tighten proctoring requirements
  • The benefits of creating large test banks
  • The importance of limiting or eliminating "slippery slope" exams
Room 108
Neuro-Instructional Design & Neuropedagogy: Strategies for Developing Compliant & Dynamic Online Courses

Presented by: Kristen Betts, Tony Brown

The presentation provides best practices for developing dynamic online courses that align with accreditation and federal regulations, while concurrently engaging students in active learning. Content delivery is based upon published research on neuroplasticity - the ability of the brain to change based on experience. Attendees will reconceptualize the online classroom through the introduction and discussion of neuro-instructional design and nueropedagogy for online education as they relate to teaching, learning, and assessment. Additionally, strategies will be provided to support faculty development, engagement, and student retention in online education. This presentation is hosted by a 15-year online course developer with a research focus on student engagement, faculty development, and instructional design; and a cognitive neuroscientist experienced as a physician-teacher.

Room 120

2:30 PM - 3:20PM

Global Classrooms - Technology Driven International Engagement

Presented by: Heidi West

Global Classrooms are courses that engage Drexel students with students at one of our partner universities abroad through a range of interactive technologies. The program is run out of the Office of International Programs and is designed to support faculty from across the university who want to utilize technology to add a global element to one of their existing courses.

This presentation will focus on the importance of technology in development of Global Competency, one of the Drexel Student Learning Priorities, and include feedback from faculty and students. This type of program is a growing trend in international education.

For the pilot round at Drexel, there were six successful Global Classrooms with students collaboratively addressing global challenges with partners in China, India, Israel, and Italy. Five additional courses were added with several of the first round courses continuing in subsequent terms. The program has continued to expand across disciplines and include a variety of Drexel's international partners.

Faculty members from any discipline who are ready to incorporate a global dimension into their scheduled class and link it to a class of students at an international partner institution apply to receive a small stipend and partnership development support.

Faculty (and in some cases the students) choose which technology is appropriate for their course and assignments. We have seen a broad range of online interactive technology choices and selected technologies vary based on the partner country, language, and accessibility.

The hope is that both professors and students find this experience enriching in many ways, we have many more such proposals in the future, and faculty members continue to offer their established global classrooms yearly. Eventually, all students should have the opportunity to participate in such a class.

Room 104
Video Lectures in Blackboard - The Cheap and Easy Way

Presented by: Russ Lichterman

Flipping the classroom, dynamic multimedia content online, lecture capture, etc. are the buzz words of modern education. Everyone wants video, but sometimes the barriers seem insurmountable. Cost, complexity, hardware failure and more can leave us with a poor product or prevent us from even trying.

We have looked at dynamic video content for face-to-face and online courses in a different way and come up with a solution that is inexpensive, easy to use, and provides instructors with a do-it-yourself cloud-based solution to creating rich multimedia content.

Using iOS devices like iPad minis and the Swivl robotic camera system do-it-yourself video capture can be deployed to instructors in a simple and cost effective manner. The videos can be deployed to free services like YouTube and Vimeo, paid online video platforms like Kaltura, or using Swivls own cloud-based video management system.

Room 106
The Implementation of Kellerization Using Online Learning Tools

Presented by: Elise Turner, Alexandra Greenfield

Background: Kellerization, a self-paced teaching method in which students utilize various resources to master segmented course material, includes: (1) individually-set movement through material (2) unit mastery requirement for advancement (3) written sources of essential information and (4) a personal-social aspect (Keller, 1968). Kellerization has been shown to improve end-of-course performance and long-term retention of knowledge (Schwartz, 1981). We implemented Kellerization using Blackboard Learn to promote and evaluate student mastery of the content of Introductory Psychology, a required course of nearly all disciplines in the University curriculum.

Method: Participants included students enrolled in live (n = 577) or online (n = 32) Introductory Psychology courses at Drexel University. Demographic information was not collected to maintain anonymity. Students completed five open-resource online exams, each consisting of 15 questions randomly pulled from a pool of 1,000-2,000 questions from psychology test banks and 5 randomly pulled from a pool of 20-30 lecture-based questions created by the instructors. Students were allowed 1 hour for each exam and unlimited exam attempts, each with new randomly-pulled questions, within a 2-week period. This procedure deviated from traditional Kellerization based on the limitations of Blackboard Learn. Students' highest score was counted as their exam grade. / Results: Students attempted each exam a mean of 3.97 times (SD = 2.73). Growth curve analysis, which included random effects of student across exams, revealed a significant decline in performance based on the number of times students attempted exams (p < .001). These effects were not moderated by class type (live vs. online) or exam number. Likewise, students who used fewer attempts performed better than students who used more attempts (p < .001).

Conclusions: It was possible to implement a modified form of Kellerization for both the live and online courses using Blackboard Learn. Our findings indicate that number attempts and performance on exams were not affected by whether students were enrolled in the live or online courses.

Room 108
Mobile Devices, Apps, and Leaving the LMS

Presented by: Joshua Isard

Many of the major LMS systems, like Blackboard and Moodle, have mobile apps, but ones which lack significant functionality, and full course content often cannot be accessed through a mobile web browser. However, studies show that students in higher education are accessing digital information from mobile devices at a greater rate each year. Therefore, in order to conduct a successful online course, faculty must increasingly find solutions that allow students total access to the course from both desktop computers and mobile devises.

In this presentation, I will discuss a few solutions to this access issue, as well as why embracing mobile devices in e-learning is so important over the next few years, and an area that many disciplines are leaving behind. Particular issues will include: current apps that work well across platforms right now; a model of what LMS apps should do going forward; and whether or not using an LMS is necessary or desirable at this point of technological development.

Room 120

Poster Sessions - 1:00pm - 1:30pm - Atrium

Can E-Learning be Better Than Face-to-Face Learning?

Presented by: Emily Foote (e-mail)

E-learning can be tough. It is often passive. It often lacks meaningful feedback loops. While 69.1% of chief academic officers at higher education institutions across the country believe e-learning is critical to their long-term strategy, only 33.3% of faculty accept the value and legitimacy of online education compared to face-to-face learning. Why? Face-to-face learning is active. It provides opportunities for students to practice skills. It is social. It provides opportunities for students to interact with each other and the professor. It has higher retention rates than online learning and employers trust degrees from face-to-face institutions. ApprenNet built and online learning platform that aims to change the minds of the 66.6% of professors who do not value online education. Backed by learning science, ApprenNet's video-based learning platform provides professors easy to use tools to design e-learning exercises that rival face-to-face interactions. All ApprenNet exercises start by asking students to practice a particular skill and capture their practice on video. Students than engage in a peer review process where they give feedback to each other's practice videos and receive feedback on their own practice video. Next students watch an expert (oftentimes the professor) demonstrate the same skill. Finally, students read expert feedback (again, oftentimes the professor) to select student submissions. Together this process fosters skill acquisition by asking students to practice skills, observe peers and experts, give and get feedback and read expert feedback. With ApprenNet, online learning is not only active and social with rich, meaningful feedback loops, but it also leverages experts in way that motivates student learning while simultaneously lessening professors' grading burdens.

Poster (PDF)

Incorporating Rich Media into Teaching and Learning

Presented by: John Kahler

Rich media is a highly desirable, pedagogically valid component in today's courses, be they structured for distance, blended, flipped classroom, MOOC or face to face learning. This session will present examples of instructor produced, library-based, and other media as full session content, discussion starters, quiz and exam prompts, and review material for self tests and other uses. The session will show how this content can be incorporated in Blackboard course sites, including using the CollegeAnywhere Blackboard Building Block.

The presenter has been an educational media producer, faculty trainer and instructional designer in higher education for over 25 years. CollegeAnywhere, a Blackboard partner, is a non-profit consortium of higher education institutions which supports faculty and students in their teaching and learning through streaming media, content collections and cloud-based tools.

Engaging Virtual Groups Using Collaborate

Presented by: Dana Kemery

Ensuring equitable student engagement during group work is difficult in any learning environment. I am using the Collaborate Breakout Room (CBR) feature during a synchronous session to engage students during a course group activity. The students are presented with a scenario and then placed into CBRs to work together in an abbreviated time frame to create a group presentation based on the text and the scenario. I can "walk" between CBRs to provide assistance to the groups if necessary or to monitor engagement. The sessions can also be recorded for review after the session. Students report positive results using this technique including increased personal engagement as well as equitable distribution of tasks for the activity.

Introducing Blended Learning to Medical Students in a Clinical Training Environment

Presented by: Erik Langenau

Medical educators are confronted with a variety of challenges when educating third-year medical students during their clinical rotations: inconsistent clinical exposure to patients whose demographics and presenting problems vary from site to site, inconsistent training and quality of clinical preceptors at each of the clinical sites, and insufficient number of clinical training sites to accommodate expanding class sizes. As traditional hospital-based programs are becoming more and more limited, new educational models are required to meet the educational needs of students, who in turn will care for a growing patient population.

As a new model for clinical education, the Philadelphia College of Osteopathic Medicine (PCOM) has developed a blended-learning program for third-year students in their pediatric clerkship, combining the best pedagogical principles of face-to-face clinical education and e-learning. This pilot program combines online collaborative learning with asynchronous discussion boards and blogs, podcasts, video demonstrations, didactic presentations, scenario-based instruction, virtual patients, online reference material and resources, and face-to-face clinical instruction with a faculty preceptor. Through this pilot, PCOM has expanded its utilization of Blackboard Learn, the learning management system (LMS) used across the institution.

Presentation attendees will learn how e-learning has been integrated into a clinical training environment, which has traditionally resisted e-learning initiatives for fear of sacrificing time for face-to-face patient contact. Participants will learn how careful pedagologic strategies and learning support have contributed to the successful implementation of the blended learning program. Participants will learn the advantages of a blended-learning program to improve consistency across training sites, maximize learning opportunities, reduce the burden of clinical preceptors at the onsite training facilities, allow students to link experiences to previous knowledge, and increase the number of educational opportunities for students.

MOOCs at the College of Computing & Informatics: Successes and Challenges

Presented by: Monica Maceli, Vanessa Morris, and Vicki Brace

Drexel University's College of Computing & Informatics has recently developed and offered two free massive open online courses (MOOCs) delivered in winter term of 2014. The MOOCs covered, respectively, the diverse topics of multicultural resources and an introduction to informatics. This reflects CCI's broad degree offerings and serves to offer continuing education opportunities to the community, as well as attract new students. Developed in collaboration between faculty, instructional designers, and marketing teams, this session will report on our experiences in creating and running the MOOCs. These findings are relevant to future MOOC develop at Drexel University as a whole, helping inform the larger Drexel community as to the opportunities and challenges generated by this novel trend in education.

Interactive Global Faculty Development Through Webcasting

Presented by: Shiyao Yuan

Creative approaches to global learning can lower access barriers to education for participants in distant locations. Faculty development is an important tool for improving education with potential to impact a large number of learners. The Foundation for Advancement of International Medical Education and Research (FAIMER), offers a two-year fellowship for international health profession educators to improve education at their institutions. International Medical Education (IME) Day is a four-hour workshop component of the fellowship program that focuses on topics relevant to health professions education through an interactive process. In 2013, FAIMER expanded access to IME Day by webcasting the workshop to global participants. Through cooperation with Drexel University Online Learning Team, a local video production company, and FAIMER, the IME Day workshop on "Appreciative Inquiry" was distributed live on Blackboard Collaborate using streaming media technology.

Forty-three individuals from 20 locations in 10 countries, in addition to 59 onsite attendees, participated in the live streamed workshop. Online participants were located in Aruba, Bangladesh, Brazil, China, India, Pakistan, Peru, Sri Lanka, Thailand, and the US. Workshop design was highly interactive and consisted of a keynote presentation, paired interviews, group tasks and discussions, and a synthesis session at the end. Some offsite participants participated in small groups at a single location; others organized online groups organically during the workshop to complete the tasks. The onsite and offsite interaction was transmitted through Blackboard Collaborate; offsite participants were engaged in the workshop using the chat function. Two onsite monitors followed the online interaction and orally transmitted questions and outputs from the online groups. The recorded program was later shared on our website and listservs through a link to Blackboard Collaborate.

75% of registered online participants responded to post-webcast evaluation requests. 83% of them reported that they benefited from the session and were satisfied with the live streaming process. Global webcasting of workshops can broaden access to faculty development.