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Conference Program

Abstract Booklet

If you would like to have a full list of sessions with rooms, times and abstracts, you can download the Abstract Booklet (PDF).

Registration - 8:00am - 12:00pm - Atrium

Keynote - 9:00am - 10:00am - Room 120

Full Sessions

10:10 AM - 11:00AM

Helping Faculty Get Beyond Lectures

Presented by: Melissa Scrimo and James Kinnamon

Through a Research & Development (R&D) initiative at the Practising Law Institute (PLI), we are developing and testing innovative instructional methods. Having already developed expensive serious game and e-learning alternatives, we have turned our attention to less costly alternatives with shorter development cycles. We are currently working with faculty to help them replace some of their lectures with simulation activities.We'll report on student reaction to introducing simulation activities and our first-hand experience, including successes and challenges, in working with faculty.

Room 104
Taking a Risk: Using Technology to Foster Collaboration, Encourage Creativity and Engage Students

Presented by: Cathy Littlefield, EdD, Meghan Radosh, EdD and Laura Taddei, EdD

"One of the most essential elements of innovation is risk taking" (Reimers-Hild & King, 2009). Innovation is frequently associated with technology, yet for all the good that comes from technology, faculty still fear the unknown, thereby do not take risks. This presentation will share and discuss qualitative research collected during faculty development sessions where faculty shared their success, challenges, and fears in using creativity and innovation in their classrooms to engage students. The presenters will also demonstrate several applications of technology and will provide recommendations for the use of these applications to increase student engagement and learning. Throughout the presentation, participants will be asked to share ideas from their personal experiences. Four main themes arose from the data collected, which include the need for active learning, community building, collaboration, and risk taking. This presentation will triangulate the findings from the qualitative research, demonstrated applications, and ways to reduce the risk and fear of the unknown. Finally, participants will be provided with resources with which they may integrate innovation and creativity into their learning environments, both online and face-to-face.

Learning goals:

  • Discuss current techniques used to improve teaching and learning
  • Identify sources and resources to promote innovation and creativity
  • Plan ways to integrate new technology or innovative techniques to increase student engagement
Room 106
How to Make a Successful Technology-based Instructional Game

Presented by: Sarah Toms

When educators have a great idea for an instructional game, it can be stressful when it comes time to engage a technology partner to develop their concept. For one, educators and technologists rarely speak the same language, which leads to frequent disconnects between what the educator thinks they are asking for and what the technologist ends up actually delivering. This problem isn't restricted to just instructional game design. Bridging the communication gap between technical and nontechnical professionals is a common challenge regardless of the end product.

This presentation starts by providing the audience with an understanding of what serious games and simulations are, and real world examples of how they offer faculty a dynamic way to engage their students. Developing soft skills is a prime example of how simulations can help students apply concepts they are learning in class and explore different techniques. The presenter will show a video of students playing a multi-party negotiation simulation as an example of how theories about negotiation, such as the shadow of the past and the shadow of the future, can be taught using instructional games.

The presenter will guide the audience through some crucial design considerations for the intended game, which tie back to the learning objectives. These early decisions form the foundational requirements for the technical partners when they begin their design work. Examples of various design options will be shown and how these support the learning objectives versus other choices that are available and why they may not be as suitable.

Another key area of game design is player motivation, which will also be discussed and demonstrated using examples. Self Determination Theory speaks to player motivation based on the need for autonomy, competence and relatedness, and Flow Theory speaks to ensuring the rules of the game are in line with player skill levels.

Finally, the presenter will provide ideas on how to pull all these elements together in a way that can easily be shared and discussed with a technology partner. In this section, communication strategies will be covered for how to effectively work with technologists to ensure the deliverable meets the intended goal.

Room 108
From Distraction to Engagement - Integrating Mobile Devices into Teaching

Presented by: Tricia Robak, PhD and Alan Hecht, MEd

As laptops, cell phones, and tablets have inundated the classroom, teachers have either had to institute a "no electronics" policy or do their best to fight for student attention. But what if we turned the situation around and used those same devices to better engage students during class?That's what Drexel's LeBow College of Business set out to do with a recent hybrid course. By targeting compatibility with devices that students already have with them, the instructor and technology staff found ways to leverage BYOD (bring your own device) to increase student engagement and add some "wow" to the course.

In this session, participants will learn about the types of activities utilized and what aspects contributed to their success. Several web and mobile apps will be demonstrated during the session, so participants are encourage to bring their laptop, tablets, or smartphones. Activities include: in-class polling, quizzes, facilitating breakout discussion groups, instant dissemination of in-class materials, and more.

Room 120

11:10 AM - 12:00PM

Reclaim Class Time With VoiceThread

Presented by: Katrina Wehr and Mike Gregory

The time instructors have with their students is already limited, and instructors have a lot to accomplish during those precious two to three meetings per week. Between assessments, answering questions, handing out materials, collecting papers, and giving directions, not to mention actually lecturing, where does that leave time for activities like presentations? In a class of 15 students, presentations can easily absorb an entire week or more of class time. With VoiceThread, reclaim that time by moving the presentation and feedback process online. And for online instructors, VoiceThread provides a method for incorporating this essential learning activity into your online course in an asynchronous way.

VoiceThread is an online presentation tool that can be used to share video, images, slideshows and other media with a class. The tool also allows students and instructors to leave text, video or audio comments on what has been shared, which allows the process of listening to and giving feedback on presentations of all kinds to take place outside class time. In courses where presentations make up a large portion of assessment, this tool allows instructors to reimagine the way they utilize class time. Instead of watching presentations, instructors can use this newfound time to answer questions or provide additional instructional materials that will increase students' retention of essential concepts that will help them succeed in the course. With this tool, students in online courses have the opportunity to hear the voices of their classmates and experience presentations in a way reminiscent of the traditional classroom.

This presentation will showcase the ways VoiceThread can be used to help instructors reclaim class time and reengage students in their face-to-face and/or online courses.

Room 104
Online Course Development: Balancing Student Load and Regulatory Demands

Presented by: Andrew Esposito and Rodney Murray

What good is a class discussion if there's no way the students can complete the work in time to participate? Developing strong online learning with non-traditional populations requires a special touch. Not only does the content and the delivery need to be engaging, but the student's work must be balanced against an increasing number of competing needs and obligations. At USciences we have an Online Course Planning & Development Process that uses a unique Online Course Student Load Calculator to help us ensure we're being rigorous, meeting our regulatory requirements, and not over burdening the student. Our process helps demystify the regulations and assists instructional designers supporting faculty members.

Room 106
Tweet2Learn: 10 Ways Teachers Tame Twitter

Presented by: Stephanie Taitano and Marc Drumm

Twitter can be seen as a confusing, overwhelming, fast-paced and sometimes senseless sphere of hash-tagged, retweeted, "favorited," and "celebritied" nonsense that may or may not be contributing to the decline of civilization -or at least the decline of traditional literacy and focus. However, Twitter might also be seen as a powerful instructional tool.

In this presentation I will propose ten specific, pedagogically sound strategies for implementing Twitter as an instructional tool which, especially when combined with other social media and web tools, can have a profound influence on learning.

Attendees will leave this session with an understanding of how Twitter works, how to use hash tags strategically, how teachers and students can utilize Twitter without having to Follow one another, how to integrate Twitter with tools such as TweetDeck and Storify for more effective content delivery and engagement, how to embed Twitter feeds into an LMS or web site, and more.

Room 108
Teaching Digital Pedagogies: Two Cases

Presented by: Benjamin Wiggins and Angelina Conti

Online Learning at the University of Pennsylvania is tasked with (among other things) advising a broad range of groups across the university effective methods for teaching in an online environment. In this presentation, Penn's Director of Digital Learning Initiatives and Associate Director of Online Learning will share their experience teaching digital pedagogies to two groups: faculty and graduate students.

Benjamin Wiggins will discuss the "Mini-Course in Online Teaching. "Produced in conjunction with Penn's Center for Teaching and Learning, the course aims to provide Ph.D. students with the basic vocabulary of online learning and to introduce them to the tools and pedagogies of online teaching. In addition to multiple on-campus class meetings, this hybrid course also employs synchronous virtual meetings and a period of asynchronous learning to immerse students in the online learner's position.

Co-presenter Angelina Conti will discuss "Teaching Online," an asynchronous online course for faculty. This course is module-based and is constructed to be both an exemplary model course site and a learning space focused on the development of digital pedagogies.

After outlining each course, the two presenters will consider the challenges specific to each population and how these parallel courses have informed one another, specifically highlighting the courses' instructional design and delivery. To conclude we will share learner feedback and data on each course and will strategize how these courses may inform faculty and graduate student development at other institutions.

Room 120

Lunch - 12:00pm - 1:30pm - Multiple Locations

1:30 PM - 2:20PM

The Director and the Professor: Timelines in Academic Video Production

Presented by: Jordan Boggs-Hines and Tamer Hassan

We will guide you through a complete production schedule using video clips from a variety of learning objects. This framework is used for everything from short how-to videos to semester-length courses. But what do you do when the realities of academia put you behind schedule? Find out how we adapt as you see notes on paper transform into raw footage and finally into a polished product.

Room 104
When Teams Aren’t Fair – Empowering Student Peer Evaluation

Presented by: Alan Hecht, MEd and Maggie Regan, MS

Student team projects are popular in education. They encourage students to become experts on a topic and allow for larger assignments since group members will collaborate together as a team. From the student perspective, however, group assignments have the potential downside that teammates who slack off receive the same grade as everyone else. One way to address this is using peer evaluations where students rate the contributions of their teammates, but often these peer evaluation tools have either been hard to use or ineffective at identifying slackers.

This past year, Drexel's LeBow College of Business used a new tool which greatly enhanced the peer evaluation process. In fact, results showed that students provided more qualitative feedback on themselves and their team members than with previous methods, and set up took just minutes.

In this session, participants will review the various challenges of peer evaluation and see a demo of the recommended solution. The tool is free, does not require students to create accounts, and provides useful ratings data which can then be used to give each student an individual score.

Room 106
Incorporating Open Educational Resources into Your Online Classroom

Presented by: Kimberly Stott

There are lots of excellent tools available to faculty teaching online and hybrid courses today. Free, and open resources abound, making course design less cumbersome and less time consuming than ever before. In this session, we will review a variety of open educational resources that you can access and incorporate into your classes and explore a number of courses that do just that.

Room 108
Online Course Design by the Numbers: Leveraging Analytics to Improve Course Delivery

Presented by: Shaun Holland and Mike Sunderhauf

Online courses are a virtual goldmine of student data. Did you know that it is possible to tap into that data to gain insight to the effectiveness of your online teaching practices and course design? Numbers can be overwhelming at times, but there is a simple way to collate and interpret online course data using visual representations, often referred to as analytics. Unlike a traditional face to face course, where data collection has to be engineered by the instructor, many online learning platforms are designed with inherent data collection systems. The challenge then shifts from collecting that data to translating that data into an understandable representation, and gleaning a deeper understanding from that representation that you can apply to future course design and performance. Translating that data into meaningful questions and actionable items can be a very delicate process, but can result in a profound re-understanding of how the course functions, where deficits lie, and what steps might be taken in order to improve the overall course experience.

Rowan Online, a division of the Rowan Global Learning Partnerships unit of Rowan University, leverages the analytics system in their learning management system and media delivery platform to enhance and evolve individual course design. This session will discuss how can we translate the analytics into improvements in online course design. Example analytics will be shared to show the audience how data can be interpreted. Instructional designers Mike Sunderhauf and Shaun Holland will share their experiences and offer practical ideas for improving typical online course design problem areas that can be easily implemented by course designers and instructors.

Room 120

2:30 PM - 3:20PM

Enhancing Learning Through Collaboration Between Instructional Technologists and Faculty

Presented by: Joe Montcalmo and Elizabeth Becker

Learn how leveraging collaboration can lead to improved learning outcomes. Through a collaboration between Instructional Technologists and faculty, we transformed our undergraduate Behavioral Neuroscience class and lab experience to incorporate eLearning and social media by including digital storytelling, iPads, and meaningful interaction with high school science students.

Room 104
Creating Community in the Online Classroom: Lessons Learned and Strategies for Success

Presented by: Theodore Arapis, Stephanie Nissen and Ralph Gigliotti

Villanova University officially launched its on-line Master in Public Administration (MPA) Program in Fall 2012. Its intention in offering the degree in both on-campus and on-line platforms was to broaden its academic reach, advance its institutional mission, and build community engagement.Inspired by Villanova's motto, "Ignite Change," the University's Department of Public Administration put forth a three-prong approach to community engagement: (1) building a seamless community presence, (2) delivering consistent academic content, and (3) collaborating with a range of community actors. Using the Villanova MPA program as a case study, in this panel we will discuss how the program has utilized technology to overcome the challenges of promoting community engagement in on-line and on-campus public service education formats.

Room 106
Diversifying Discussion: Organization and Function in Online and Blended Learning

Presented by: Lesley Skousen

The transformation of educational approaches over the past fifteen years has the potential to increase personalized education while reducing the costs associated with running a traditional brick-and-mortar institution. However, the relative failure of MOOCs and large-scale online universities such as Corinth Universities demonstrates the risk of embracing this technology in a cavalier way. Neither conservative fears of e-learning nor rapid embrace of these technologies will strengthen our learning communities. In this presentation, Lesley Skousen draws on her seven years of using online platforms at four institutions in order to recommend the best practices for novices and experts alike. Included are sample lesson plan models, variations on the traditional exam, and a variety of content delivery ideas through innovative technological platforms.

Room 108
Can An Online Learning Platform Mimic a Highly Interactive, Engaging, and Effective  Live Classroom Experience?

Presented by: Diane DePew and Emily Foote

A small group of educators and coders set forth to replicate the magic of classroom teaching in an online world. They built an online platform called ApprenNet. Shortly thereafter, the group met innovative, early adopters from Drexel College of Nursing and Health Professions. The feedback from these early adopters accelerated platform improvements to ensure ApprenNet mimicked a highly interactive, engaging, and effective live classroom experience. Engage with a co-founder and early adopter to learn how this platform has changed the way students learn online. See how Drexel CNHP uses ApprenNet and learn how you can replicate the magic of a live classroom experience in an online world.

Room 120

3:30 PM - 4:20PM

Video Roulette: Making a Deceptively Complex Undertaking Easier for Faculty and More Useful for Students

Presented by: Robert Zotti

As the use of videos in online courses is growing in popularity, the process of creating them is getting easier. Or is it? Although there are dozens of devices, applications, and editing tools that can be used to create academic content, the actual process of producing it demands that choices be made, either implicitly or explicitly, about which side of the video quality spectrum to aim for. On one side is the low end "quick and dirty" effort, which may be perfectly suitable for one-off situations. Towards the other end are higher-quality efforts that can be excruciatingly complicated but pay off in terms of content re-use. Is there a middle ground of reasonable quality with relatively low complexity?

This presentation explores the different challenges and trade-offs inherent in the production of videos for online courses. These challenges include those related to content, format, technology, administration, and to the speakers themselves. For example, who does the filming? The editing? The uploading? Who takes care of the storage (and eventually the disposal), the revisions (if needed), and the support? How long should videos be, and how much effort should it really take to create them? What kind of videos (voice-over Powerpoint presentations, demonstrations, or assignment feedback) are most useful to students?

This presentation concludes with ideas for how online instructors can develop and deploy good quality videos without climbing a steep learning curve. Two approaches are explored: desktop solutions for maximum flexibility (though they still involve a relatively deep involvement on the part of the instructor) and a studio solution (which minimizes the demands on the instructor but involves a higher cost of overhead).

Participants will receive a checklist of items to consider when embarking on a new video project.

Room 104
Engage, Captivate and Inspire – Creating a Multi-Platform e-Learning Classroom

Presented by: Michael Castrilli

Students arrive to our e-Classrooms with a limited attention span and an unlimited desire for learning that meets them at the intersection of their technological and educational lives. It can be overwhelming for instructors to address the variety of learning styles and meet the needs of the technologically advanced students that sit before them. Social media, video sharing, mobile computing, social networking, and other technology consume students 24/7. Michael Castrilli, an online adjunct professor at Villanova, former high school teacher, and corporate educator will discuss simple, executable, and practical strategies that have helped him develop a Multi-Platform e-Learning Classroom. The key components include strategies for delivering powerful webinars, creating stimulating videos, and utilizing the wide-variety of technology available to help achieve learning outcomes.

At the end of the presentation, participants will have learned:

  1. Tips and tricks for leading engaging, instructive, and enjoyable live webinars.
  2. How to create Hollywood style (ok, not really Hollywood but certainly enjoyable to watch) videos with user-friendly technology that will present content beautifully and offer teachers a transferable resource year-in and year-out.
  3. Strategies to create e-Assignments that will motivate your students to produce deliverables that focus on their strengths.
  4. The latest and greatest productivity solutions that can help you become a more efficient and effective e-Instructor.
Room 106
Web-based Evaluation of Trainee Knowledge and the Quality of Our Educational Program

Presented by: Michael Cheung and Paul Schick

Introduction: We developed and used an interactive web-based tutorial to complement lectures to train cardiology fellows how to interpret electrocardiograms (ECG). ECG is critical for diagnosing and managing cardiac disorders. The tutorial asked key questions to assess knowledge about EGCs in order to evaluate the quality of the tutorial and our training programs as well as the competence of the trainees. Our hypothesis was that monitoring basic knowledge by questions imbedded in the tutorial would be more effective and better tolerated than stand-alone exams. This approach could be applied to assessing knowledge in all levels of student education and professional training.

Methods: We created a web-based ECG tutorial using Microsoft Visual Studio software. Abnormal ECGs were shown, and questions were asked about the features as well as the diagnosis of ECGs prior to the discussion of topics or subtopics to assess background knowledge. Fellow feedback was also recorded. All responses to questions and feedback were stored in a database and transferred to a Microsoft Excel spreadsheet for analysis.

Results and corrective efforts: 1) Average grade for features was 67% and for diagnosis 85%. In response, we have placed a greater emphasis on recognizing abnormal features to enable fellows to diagnose ambiguous ECGs. 2) One fellow underperformed and remediation was considered. 3) Fellows scored low grades in both features and diagnosis of AV Blocks and on the features of arrhythmias. Hence, we have devoted additional time reviewing these disorders. 4) Difficult ECGs to interpret were identified. One was found to be of poor quality and replaced. 5) Fellows had the option of restudying the tutorial. Analysis revealed that the sections on ST abnormalities and myocardial infarctions were the most restudied. This information on how fellows used the tutorial helped determine how seriously participants used the tutorial. 6) Feedback which was overwhelmingly positive, indicated that asking questions asked in the tutorial were not intimidating.

Conclusion: Our strategy served two purposes: 1) The tutorial represented hybrid education since it complemented lectures and experience in our training program. 2) It tested the quality of the tutorial and our training program as well as participant knowledge in an unobtrusive manner. Our strategy for testing mentor performance and fellow knowledge can be applied to all levels of education included K6-12 and graduate training. It appears to be superior to traditional stand-alone exams: a) Questions directly related to topics in lectures cover currently accepted essential knowledge. b) Results are immediately available and readily applied to correct deficiencies; c) Questions incorporated into tutorials can be educational, less likely to generate anxiety, and avoids the allocation of time and effort for stand-alone exams. In addition, the surveillance of how participants study the tutorial is helpful for determining whether participants studied the tutorial seriously. Currently, monitoring student knowledge and the quality of education is a priority at all levels of education and training, especially in K6-K12 education. Our approach would be a more efficient and tolerable way of achieving this goal.

Room 108
Introductions to the PA/DE/NJ Distance Learning Association & Wireless Collaboration Technology

Presented by: Louis Stricoff (PADLA Executive Director)

Stop by for an introduction to the region’s largest non-profit professional community dedicated to the latest advances in Distance Learning, e-Learning, Mobile Learning, and Learning Technologies. For over 14 years, our bi-monthly meetings and Annual Conference have brought together the “best & brightest” from are higher ed, corporate, and K-12 organizations to share their experiences and resources for the improvement of human performance in the classroom and workplace.

As an example of the topics we explore @ PADLA, we will present an introduction to Wireless Collaboration Technology which allows any internet-enabled device (laptops, tablets, mobile phones, etc) to display and share their content on a wide variety of displays. The use of this technology fosters collaboration and is on the forefront of changing how we teach, train and learn.

Room 120

Closing Remarks and Door Prizes - 4:20pm - 4:30pm - Atrium