Conference Booklet

Transcription

Conference Booklet

Sixth Annual
January 14, 2015
January 15, 2015
New Jersey Institute of
Technology Campus
Center,
The Hilton Conference
Center,
150 Bleeker Street, Newark, NJ
3 Tower Center Boulevard
East Brunswick, NJ
Presented in Partnership by
Table of Contents
Welcome
3
Conference Information
4-5
Partners and Sponsors
6-11
Day 1—NJIT, Newark
Introduction and Keynote
12
Session A
13-15
Session B
16-18
Closing remarks and Keynote
18-19
Day 2— Hilton East Brunswick
Introduction and Keynote
20
Session A
21-25
Session B
25-29
Afternoon Keynote
30
Session C
31-35
Session D
35-39
Session E
40-43
Closing Remarks
43
Changes to the schedule will be posted on
http://onlinelearning.rutgers.edu/ruonline2015
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Welcome
Welcome to the Sixth Annual Conference of the Center for Online
and Hybrid Learning and Instructional Technologies (COHLIT)! We
proudly present this year's conference in collaboration with several
partner organizations recognized for their strong commitment to
online education: New Jersey Institute of Technology; NJEDge; Ocean
County College; and Pearson Online Learning Services. Joining forces
with these institutions has enabled us significantly to expand the
scope and reach of this conference, attracting speakers from institutions near and far and taking this annual gathering to an entirely new
level.
Over the course of the next two days, an exciting program of approximately 50 presenters is awaiting you. Their research, panel discussions, and workshops cover a wide range of topics in online and hybrid
learning, from philosophical and pedagogical underpinnings of the
teaching and learning process to innovative technologies designed to
enrich the virtual classroom experience.
Organizing this event would have been extremely difficult had it not
been for the support of several sponsors: Barnes & Noble; Piazza; Kaltura; lynda.com; Verificient; Respondus; ePlus;, Atomic Learning; and
Unity. We warmly thank these organizations for their generosity to
make this much-anticipated conference possible.
With all best wishes,
Antonius Bittmann
Associate Vice President, Online Programs
Rutgers University
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General Information
Schedule Changes - Please check our website daily as we will post information and all changes about meeting rooms, agenda times, etc.
http://onlinelearning.rutgers.edu/ruonline2015
Live Stream - We will have Live Stream of the general session in Ballroom A
on Wednesday at NJIT and on Thursday, in Salons ABC. By registering for the
program, you give permission to be filmed the general session. The Live
Stream and subsequent recordings will be posted on
https://onlinelearning.rutgers.edu/ruonline2015-livestream
Break-out Evaluations - Please take a moment to complete an evaluation
after each breakout session (located in each room) both Wednesday and
Thursday. We will send you an overall evaluation form via email after the conference concludes. We would appreciate your candid feedback.
WEDNESDAY – 2nd Floor Campus Center, NJIT, Newark
Registration – Please pick up your badge and program materials at the registration desk, located in the second floor Pre-Function area, outside the Ballroom of the Campus Center. Staff will be able to assist you from noon – 2 PM
Kindly bring your program badge and materials with you on Thursday to gain
access to the conference.
Meals - A reception will be sponsored by NJEDge and will be located in the
first floor atrium of the Campus Center starting at 5:45 PM. A cash bar will be
available to you.
Wifi - Wifi is available on a complimentary basis. Please see handout.
Parking – Complimentary Student Mall Parking Deck 154 Summit St, Newark, NJ 07102
Coat Check - A complimentary coat rack will be available. We are not responsible for any lost items.
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THURSDAY - Hilton, 3 Tower Center Blvd,
East Brunswick, NJ 08816 - (732) 828-2000
Hotel and Parking - Please note there is construction on Route 18 in front
of the hotel. The parking is complimentary.
Registration – Please collect your badge and program materials if you did
not attend the Wednesday function at the registration desk located on the
3rd floor (prefunction area). Registration is open from 8:00 AM - 12 PM. If you
registered on Wednesday, we welcome you to please proceed directly to continental buffet located on third floor outside the ballroom.
Coat Check - The complementary coat room will be on Level C. Please look
for directional signs.
Meals - A continental breakfast will be available from 8:00 AM-9:00 AM.
Buffet Lunch - We have allotted a quick 45 minutes for lunch (desserts will
be located on your table and coffee/sodas will be in Salons ABC). There will
be 1 coffee break during the day.
Wifi - For complimentary wifi, please see handout.
Further Assistance - For further assistance, please speak to a member of
the COHLIT staff at the Help Desk located in the vendor display area.
A Semester in a Day: An Online Game
During Thursday’s sessions, conference attendees are invited to join our massive multiplayer online game to build and teach a course. Using web-enabled
devices, participants, as a group, will unlock stages of the game as they complete missions to gain glory and tenure. To do so, you must complete missions that occur during the actual conference. See handout for more information. Please join us for the conference closing and game wrap-up at 4:30
PM in Salons ABC. Prizes will be awarded.
http://ruonlinecon.rutgers.edu
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Conference Partners
Center for Online & Hybrid Learning and Instructional Technologies, Rutgers University
The Rutgers Center for Online and Hybrid Learning and
Instructional Technologies (COHLIT) is a unit of the Division of Continuing Studies, reporting to the Executive
Vice President for Academic Affairs. COHLIT has long
served as the university’s platform administrator for eCollege/Pearson Learning Studio, which hosts the vast majority of Rutgers’ online and hybrid enrollments. More
recently, the Center has expanded its mission to provide
support services to faculty and students on all major
Learning Management Systems currently in use at Rutgers. In addition to Pearson LearningStudio, these include
Blackboard, Moodle, and Sakai. As of Fall 2013, COHLIT
also handles administration and production of the university’s MOOC’s on Coursera.
Among key areas of service, COHLIT offers instructional
design, application development, game design faculty
training, Virtual Worlds and Immersive Design; and a generously staffed Help Desk.
New Jersey Institute of Technology
One of the nation’s leading public polytechnic universities, New Jersey Institute of Technology (NJIT) is a top-tier
research university that prepares students to become
leaders in the technology-dependent economy of the
21st century. NJIT’s multidisciplinary curriculum and computing-intensive approach to education provide technological proficiency, business acumen and leadership skills.
With an enrollment of more than 10,000 graduate and
undergraduate students, NJIT offers small-campus intimacy with the resources of a major public research university. NJIT is a global leader in such fields as solar research,
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Conference Partners
nanotechnology, resilient design, tissue engineering, and
cyber-security, in addition to others. The university has a
long history and commitment to digital/online learning
as the term "Virtual Classroom" was coined at NJIT in the
1980's. NJIT ranks fifth among U.S. polytechnic universities in research expenditures, topping $110 million, and
is among the top one percent of public colleges and universities in return on educational investment, according
to Payscale.com. For more information, see http://
www.njit.edu
NJEDge
NJEDge.Net is a member-driven consortium that connects the state’s Education, Government and Industry
sectors with technology resources. Its mission is to help
build an active and vibrant connected community that
embraces emerging technologies and benefits from academic tools at costs saving from a consortium purchasing
program. NJEDge.Net is building a stronger community
by addressing the technology, academic and professional
development needs of its members while, at the same
time, offering economies-of-scale and expert support and
service. NJEDge sponsors events that allows participants
to share, learn and network. NJEDge enjoys a peerless
reputation among other associations for its work in collaborating with members for ensuring technology advancement and sound pedagogy with teaching in today's
campus environment.
For more information: http://njedge.net
njedge@njedge.net.
To find out if your institution is already a member of
NJEDge go to: http://njedge.net/membership/members/
njedge-net-members/)
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Conference Partners
Ocean County College
For 50 years, Ocean County College (OCC) has provided
area residents with the opportunity to benefit from higher education. A public two-year community college sponsored by Ocean County, the State of New Jersey, and the
students of OCC, the College is located on 275 picturesque acres in the beautiful county seat of Toms River,
NJ. A publicly supported, comprehensive, open admissions institution, OCC is committed to providing high
quality, postsecondary associate degree and certificate
programs, and other learning opportunities on its Main
Campus in Toms River, at the College’s Southern Education Center in Manahawkin, online and at off-campus
sites located throughout Ocean County. For more information about Ocean County College, call 732-255-0400 or
visit www.ocean.edu.
Pearson Online Learning Services
Pearson, the world’s leading learning company, partners
with institutions and educators to provide personalized
and connected learning solutions. Whether your institution requires a full-service approach to creating online
degree programs or individual digital solutions to meet
specific needs, we have answers. Pearson is on a path to
efficacy, with a commitment to measurable and improved
learning outcomes for students worldwide.
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Conference Gold Sponsors
Barnes & Noble College
Barnes & Noble College operates over 725 campus stores
nationwide, delivering 5.3 million students and faculty an
experience driven by innovation and student insights. We
transform stores into destinations with affordable course
materials, must-have apparel and technology, and an overarching commitment to each campus partner’s brand. To
learn more, visit www.bncollege.com.
Piazza
Piazza is the completely free and easy to use Q&A platform
that eliminates redundant emails and creates tremendous
engagement between students and professors. Used and
loved by over 30,000 professors and hundreds of thousands of students around the world, Piazza is FERPA compliant and integrates well with all learning management
systems.
Verificient
Verificient Technologies Inc. specializes in identity authentication. Our flagship product Proctortrack is the leading
solution in automated remote proctoring and continuously
verifies the identity of online test takers.
Online educational programs across the world have eagerly adopted Procotortrack for its unprecedented online
cheating prevention capabilities. Educational institutions
rely on Proctortrack to protect the integrity of their online
programs and intellectual property at scale.
Proctortrack is customizable to align with an institution’s
testing policies. It offers powerful analytics and its dashboard allows administrators to seamlessly investigate any
pre-flagged potential test policy breaches.
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Conference Silver Sponsors
ePlus
ePlus engineers transformative technology solutions. We
see our clients’ horizons and craft sustainable IT roadmaps
to get them there—through imagination, client service,
and tenacity. Our deep partnerships with top manufacturers keep us immersed across the IT ecosystem. From
strategy to fulfillment to managed services, we make technology mean more.
Kaltura
Kaltura provides the world’s first Open Source Online Video Platform, transforming the way people work, learn, and
entertain using online video. The Kaltura platform engages
millions of viewers, employees, students and teachers.
Kaltura provides educational institutions with disruptive
online video solutions for improved teaching, learning, and
engagement across campuses and beyond. For more information: www.kaltura.com, to join Kaltura’s community
visit: www.kaltura.org andwww.html5video.org.
Lynda.com
Lynda.com helps anyone learn software, creative, and
business skills to achieve personal, academic, or professional goals. Users get access to a vast online library of
high-quality, current, and engaging video tutorials taught
by experts. Please stop by and talk to Elma Clark
(Wednesday) and Carin Richard (Thursday) for further information.
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Conference Bronze Sponsors
Unity
Unity Technologies is revolutionizing the game industry
with Unity, the breakthrough development platform for
creating games and interactive 3D and 2D experiences like
training simulations and medical and architectural visualizations, across mobile, desktop, web, console and other
platforms.
Unity was created with the vision to democratize game
development and level the playing field for developers
across the globe. Through industry-disrupting pricing and
business plans, incredible ease of porting to multiple
platforms, a deep yet approachable project editor and our
innovative game promotion, user retention and analytics
services Unity makes making successful games far easier
than ever before.
Game Prizes generously provided by:
Atomic Learning
Atomic Learning provides colleges and universities unlimited access to a library of online learning resources as a
cost-effective, subscription-based service. And, to ensure
your campus is able to make the most of its investment,
each solution includes implementation support and personalized service at no additional cost.
Respondus
Respondus develops assessment tools that work seamlessly with learning systems. LockDown Browser and Respondus Monitor protect integrity of online exams by locking
down the student’s computer and recording the testtaking environment. Respondus 4.0 makes it easy to create and publish assessments to online courses. StudyMate
engages students with learning activities, selfassessments, and games.
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Wednesday, January 14, 2015
NJIT Campus Center, Newark, NJ — Opening Session
12:30 - 1:45 PM
Registration - Located on the second floor of the Campus
Center in the Pre-Function area outside the Ballroom.
1 - 1: 20 PM
Introduction
Gale T. Spak, Associate Vice President of Continuing and
Distance Learning Education, New Jersey Institute of
Technology
Ballroom A
Welcome
Dr. Fadi P. Deek, Provost and Senior Executive Vice President, New Jersey Institute of Technology
1:20 - 2:30 PM
Ballroom A
Keynote: The Move to Online: Transformation
or Transmission?
Wayne Pferdehirt, Director, Engineering Distance Degree
Programs, University of Wisconsin - Madison
The rush to take more courses and more degree programs
online continues to rise exponentially. Too often this decision is made in a “Ready, fire, aim!” mode. Institutions
decide to “go online” to increase enrollments and revenues but do so too often without seriously considering
how course and degree offerings, and the design of these,
align with the institutional mission and strategic goals.
When online learning is simply construed as digitally capturing what already
happens in a traditional on-campus classroom and streaming that to remote
students, institutions fail to capture the exceptional opportunities that online
learning provides for creating fundamentally better ways to teach and learn.
Those opportunities can reach new, strategically targeted students, can increase teaching skills of all involved faculty, and can synergistically improve
teaching on campus. This presentation will explore key strategic opportunities that online learning presents for improving the quality, reach and impact
of engineering education, when focus, effort and resources are explicitly
committed to doing so.
*This session will be live streamed and will be available after the conference
at https://onlinelearning.rutgers.edu/ruonline2015-livestream
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Session A (2:40 PM — 3:30 PM)
Ballroom A
QM 101: Intro to Quality Online Course Design
Debbie Beaudry, Instructional Technology Consultant,
Rutgers University
Unsure of what a quality online course really looks like?
Would you like some guidance to improve the design of
online courses? In this session we'll review the nationally
recognized standards for the Quality Matters (QM) rubric for online and
blended courses. The QM rubric is comprised of standards that are anchored
in research and the expertise of experienced practitioners and can help to
improve student engagement and achievement.
Ballroom B
Scaling Online and Hybrid Courses with Effective Design
and Rubrics
Marshall Sponder, Industry analyst, public speaker and
writer in digital data with specialization and leadership in
social media metrics
Learn how to design more effective online and hybrid
courses that leave your students fully satisfied with what they are learning,
yet curious to learn more. In this engaging session we'll cover effective course
design, rubric design, building courses that can accommodate a quickly growing roster, and departmental curation of material.
Room 235
Quo Vadis Teacher: Lessons from Flipping and Teaching
in Blended Formats
Sarolta Takacs, Professor of History, Rutgers University
John Davis, SUNY Albany
Pedagogical observations, best practices, and assessment
strategies from teaching a flipped classroom and a large
hybrid course
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Session A (2:40 PM— 3:30 PM)
Room 240
Agile Course Design: Teaching and Learning with the OIRT
Instructional Design Team
Sharla Sava, Senior Instructional Designer, Charlie Collick,
Hybrid & Online Course Design Project Manager, Will Pagan, Senior Instructional Designer , Rutgers University
As an instructional design team employed by a large public university, we
would like to share our current work and introduce the key steps involved in
a process we are calling Agile Course Design. Our presentation is intended to
share a work-in-progress with the hope of inspiring dialogue, and, as such, we
will present and invite comments on our current project management set-up
on Asana; the documentation of stages and milestones involved in designing
a single course over 14 weeks; and the key features of the flexible course
template we have created for faculty using Sakai.
Room 230
Adaptive Learning in a Professional Architectural
Curriculum
Darius Sollohub, Director of the New Jersey School of Architecture at the College of Architecture and Design at NJIT,
Institution
This proposal describes plans currently under consideration to apply adaptive
learning methods to NJIT architecture allied courses - structures, environmental control systems, construction and history - in the undergraduate and graduate professional degree programs. Current course delivery of allied courses
is typically through large lecture format In the new format, the lecture and
homework will be ˜flipped," with students drawing knowledge from a series
of online modules, which they will then apply in a smaller and shorter classroom setting.
Room 215
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Using the synergy between multi-media data and domain
ontology to build a new generation of Learning Support
System
Vincent Oria, Associate professor, Computer Science, NJIT,
Soon Ae Chun, Professor, Information Systems, City University of New York, College of Staten Island
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Session A (2:40 PM— 3:30 PM)
This update shows methods and procedures for linking and integrating multimedia teaching materials (slides, videos and textbooks) for use in Information
Security courses based on a security ontology. The semantic linking of multimedia materials allows students to search and compose multimedia and interactive course materials based on the digital contents, methods and learning styles, thus enabling flexible personalized learning.
Room 220
Converged Learning as the New Mode of Instructional
Delivery for the i-Generation
David Ullman, Associate Provost for Information Services
and Technology and CIO, NJIT
This presentation explores "converged learning" as the
functional convergence of the physical and virtual classrooms, with no distinction between on-line and on-ground courses. Curriculum delivery is independent of time and place, allowing for student (and instructor) participation in any of three modes: (i) on-ground, (ii) synchronous
distance learning, and (iii) asynchronous distance learning. The philosophical
underpinnings of converged learning will be discussed and its fit for students
of the i-Generation. Results of three pilot courses delivered in this mode during the fall 2014 semester will be shared.
Room 225
A Model Course Redesign: Introduction to the Dental
Profession
Jeff Gutkin, Ph.D candidate in Educational Psychology, Rutgers University
The Rutgers School of Dental Medicine sought to change
their "Introduction to the Profession" course from a semester long course to
a seven day course while still teaching to the same three competencies; professionalism and ethics, humanism, and communications. The goal was to
equip students with ethical reasoning skills prior to patient contact. As part of
the redesign, the curriculum committee initialized the use of instructional
design models to incorporate active learning, critical thinking and educational
technology. This presentation will outline the design phases and how technology aided learning.
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Session B (3:40 PM — 4:30 PM)
Room 220
Copiloting the converged classroom
Jenna Walther, Instructional Technologist, NJIT
A converged classroom permits students to decide how
they consume the course, whether it is face-to-face, synchronous online, or asynchronous. The copilot, in a converged class, is responsible for managing all the technical
aspects; this ensures that instruction is not disrupted by technology, and the
successful retention of our distance learners through engagement and collaboration.
Room 235
Collaborative VideoWall
Richard Martin, Associate Professor
Department of Computer Science, Rutgers University
VideoWall is a collaborative technology tool that allows
students and instructors to be in different geographic locations and interface with each other seamlessly through
real-time high definition video and audio streams that creates an optical and
audio illusion of a portal to an adjoining room.
Ballroom A
Remedial Education Innovation Panel
Henry Jackson
Veronica Guevara-Lovegren
Remedial education is currently experiencing a major paradigm shift. More emphasis is being placed on success
rates, individualized learning pathways, and adaptive
learning solutions to enhances student achievement and accelerate college
readiness. Please join Dr. Monica Kerrigan (Rowan University, College Readiness Grant Researcher) and a panel of experts in remedial education as they
discuss and explore remedial education innovation.
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Room 230
Creating a library presence in course management
systems
Bonnie Fong, Physical Sciences Librarian and Head of
Emerging Technologies at the John Cotton Dana Library of
Rutgers University
This session will review many of the library resources and
services that can be used by faculty and students in their online and hybrid
courses, and explain how faculty can create a library presence by including
them within their course management tool such as Blackboard, eCollege and
Sakai. We will share guides and training materials designed specifically for
online faculty and students. We will explain how to embed library materials
such as research guides, librarian help services, and links to articles, video,
and audio directly in your courses.
Ballroom B
Introduction to Bioinstrumentation and to
Nanotechnology through Blended Learning
Raquel Perez-Castillejos, Assistant Professor of Biomedical
Engineering, NJIT
Blended learning combines online and face-to-face educational elements that enrich the student learning experience by providing multiple, complementary routes to mastering the topics of
the course. This presentation discusses the development of two introductory
courses at the New Jersey Institute of Technology (NJIT): one on biomedical
instrumentation and one on Nanotechnology, which is supported by a NUE
(Nanotechnology Undergraduate Education) award from the National Science
Foundation. Both courses comprise extensive collaborative work, multiple
hands-on studios (10 of the 28 sessions of the course are dedicated to 10 studios), and numerous (~50) online self-graded Moodle-based questions.
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Room 240
Games-based Learning and Gamification: Improving the
oldest trick in the book
Jennifer Silvia Muller, Instructor and Curriculum Developer,
Rutgers University
Games-based learning and gamification are two of the
practices that are often suggested as examples of the potential benefits of learning in digital environments for students. Many faculty
are intrigued by the possibilities but confounded by the challenges of using
games-based learning in their courses. This presentation will include a brief
look at the history of games in education, practical strategies for integrating
games in a course, as well as playing a curriculum development game. This
workshop is targeted for beginners as well as more practiced online and hybrid educators and will include a special emphasis on games for hybrid course
design.
Room 225
Encouraging Student Engagement: Beyond Post Once,
Comment Twice
Anne-Michelle Marsden, Faculty for SMLR,
Rutgers University
This session focuses on the four engagement areas in an
online course. Student interaction with: course content,
other students, the instructor, and self. Specific engagement strategies discussed will include: student centered learning; teamwork; peer review and
evaluation of assignments; consistent and meaningful faculty presence. The
presenter will highlight strategies that encourage engagement through assignments using tools such as Voice Thread and Campus Pack blogs. A student’s
perspective on what constitutes an engaging course will be offered. Session
includes participant discussion regarding each of the four types of engagement.
Closing Session (4:40 PM — 5:45 PM)
4:40 - 4:50 PM
Ballroom A
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Closing Remarks Gale T. Spak, Associate Vice President
of Continuing and Distance Learning Education, NJIT
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Closing Session (4:40 PM — 5:45 PM)
Keynote: Open SUNY: Transforming Open and Online Education to Meet
the State’s Workforce Development Needs
Kim Scalzo, Director, SUNY Center for Professional
4:50 - 5:45 PM Development
Ballroom A
Open SUNY is a system-wide initiative of the State University of New York (SUNY) designed to expand access to
online learning and meet the increasing demands of the
workforce throughout New York State and the world. As
the largest comprehensive public university system in the
US, SUNY is uniquely positioned to deliver innovative open
and online learning on a large scale. Open SUNY initially
target adults and working professionals looking to advance
their education and careers with online degrees and certificates in high needs areas for NY state employers. Open SUNY launched in
January 2014 with an initial wave of 6 campuses and 8 Open SUNY+ programs. The second wave of Open SUNY+ programs launches in January 2015
with 17 campuses and 56 programs. Central to Open SUNY are a set of signature elements based in quality assurance for online learning and a series of
system-level supports for faculty teaching online, student success, campus
and system-wide infrastructure, and innovative instructional models. Examples include system-wide strategies for Massive Open Online Courses
(MOOCs), open educational resources, credentialing of prior learning assessment, integration of experiential education in online programs, and competency-based learning. This session will provide an overview of the Open
SUNY Strategy, the signature elements for quality assurance and supports
within each signature element, and lessons learned from our Wave I pilot
experience.
5:45
Atrium
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Reception
Appetizers sponsored by NJEDge. Cash
bar available
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Thursday, January 15, 2015
Hilton East Brunswick, NJ
8 - 9 AM
Salon ABC
Registration - Located on the third floor of the Hilton in
the Pre-Function area outside the Ballroom.
9 - 9:15 AM
Welcome
Antonius Bittmann, Associate Vice-President, Online Programs, Center for Online and Hybrid Learning and
Instructional Technologies, Rutgers University
Salon ABC
Richard J. Novak, Vice President for Continuing Studies
and Distance Education, Institution
Salon ABC
Keynote: What Does the Changing Landscape of Higher
Education Mean for Institutions and Learners?
9:15— 10:15 AM
Todd Hitchcock, Chief Operating Officer, Pearson Embanet
With the continued, widespread adoption of online learning, college students are no longer bound by geographies.
They understand that obtaining a degree is one of the largest investments of their lives and are becoming very savvy
consumers. As student debt reaches 1.2 trillion dollars,
and since the cost of an undergraduate degree has increased by 72 percent over the last 10 years, institutions are, and should be,
thinking differently about how to provide quality, affordable and accessible
higher education opportunities that deliver measurable results and improve
learner outcomes. From faculty, administrators, legislators, to service providers and partners, we all own some form of accountability for the students’
success.
This presentation will highlight the dramatic change that is unfolding in U.S.
higher education, how technological advances, delivery models and the
changing demographic of students are driving it, and the key trends that
could affect institutions and their students in the future.
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Session A (10:25 AM — 11:10 AM)
Brunswick C
The Five M's
Andie DiMarco, Assistant Dean, Online Instruction,
Berkeley College
Faculty who endeavor to teach online at Berkeley College
go through a robust, informative training process. This
process, the Five Ms, are support systems to ensure faculty
success through Modeling, Mentoring, Meeting, Maturing, and Maintaining.
Each support system involves the use and learning of technology and multimedia that promotes engagement and interaction. The key to successfully on
boarding and retaining online faculty is to execute the Five M's process with a
significant emphasis on collaboration and the use of technology to humanize
the experience. This interactive presentation will provide multiple teaching
and learning opportunities for training and developing online faculty.
Woodbridge
Mixing Modes: How to Strategically Select Courses for
Alternate Delivery in Both Campus and Online Programs
Karen Hundert Novick, Associate Dean, Rutgers
University's School of Communication and Information
If you are responsible for a campus-based program, how
can you evaluate whether it is a good idea to offer some
courses in online or hybrid formats? What criteria are meaningful for deciding
which classes they should be? For online programs, how do you decide in
what order to launch the elective parts of your curriculum? This presentation
will cover how to think through these issues strategically to support decision
making.
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Session A (10:25 AM — 11:10 AM)
Franklin (5th fl)
Worth the Work?! Team & Collaborative Learning
Anne-Michelle Marsden, Instructor, Department of Labor
Studies and Employment Relations, School of
Management and Labor Relations, Rutgers University
This session highlights best practices and the presenter's
experiences in designing and teaching online courses that
involve teamwork and collaborative learning. Depending on design and implementation strategies, team and collaborative assignments can offer meaningful learning opportunities for the student - while also being a manageable
endeavor for the instructor. Participants are encouraged to bring to the session their ideas and questions associated with team assignments and collaborative work. This session features group interaction and sharing.
Salons ABC
Going Online
Moderated by Richard J. Novak, Vice President-Continuing
Studies and Distance Learning, Rutgers;
Antonius Bittmann, Associate Vice President of Online
Programs, Rutgers University;
James Geller, Professor, Computer Science, NJIT;
Rachel Schwartz, Assistant Director of Online MSW
Education, Rutgers University;
Gale Spak, Associate Vice President of Continuing and
Distance Learning Education, NJIT
This panel presents some of the many challenges institutions face when entering the online education space. The discussion provides viewpoints by representatives of three different New Jersey institutions that offer a broad spectrum of online education, ranging from single online courses within otherwise
traditional programs to fully online degree programs. Topics to be addressed
include, among others, program marketing and branding; recruiting fully
online students; administrative and organizational challenges; and compliance with various federal regulations and accreditation
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Session A (10:25 AM — 11:10 AM)
Brunswick A
Leveraging Streaming Media in Traditional Classrooms
and Converging Institutional Media Assets Using a Unified
Platform
Abhishek Hegde, Service Delivery Specialist , NJVID
Allison Ruppino, Manager and Senior Instructional Technologist, Stevens Institute of Technology
More and more educators are adopting streaming media, be it video or audio
to supplement the teaching and learning experience. We will see how using
media to supplement teaching not only bolsters concepts taught in traditional
classrooms, it also lets instructors act as facilitators that guide students
through rich media and interpret what's seen and heard. Instructors also want
to be able to maximize the integration between existing technologies such as
a learning management systems, lecture capture systems while delivering
media content to the student in a secure Learning on Demand environment.
In this session we will also look at how Stevens Institute of Technology is using
NJVID for faculty, staff and students to stream media content as well as securely categorizing and storing them with their preferred privacy settings. In
addition we will see the success and growth of media usage using NJVID and
its integration in courses at Stevens.
NJVID is being used by institutions across New Jersey and other states as a
streaming, publishing, archiving media platform that not only lets faculty and
students upload content and share them easily but also make and make library licensed educational videos available through the same platform.
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Session A (10:25 AM — 11:10 AM)
Piscataway
How to Organize, Deliver, Evaluate, and Archive Twitter
Chats
Barbara O'Neill, Distinguished Professor, Rutgers
University
Twitter chats are a synchronous learning environment
where participants interact in real time using their Twitter
handles. Participants gather at a specified time to discuss (tweet about) certain topics, questions, or issues. The glue that holds chats together is the designated hashtag which creates a running stream of tweets so everyone can
follow the conversation. This workshop will describe how Twitter chats operate and the process of organizing a Twitter chat from start to finish.
Bridgewater
(5th fl)
Applying Online and Hybrid-Learning Approaches to
Traditional Classroom Courses
Alexander Pichugin, Director of German Language and
Culture Studies, Rutgers University
With online and blended instruction proliferating both in
MOOCs and at established colleges and universities including Rutgers, a new set of educational methods, techniques, and strategies has
been developed by online instructors and course creators. This presentation
evaluates the possibility and necessity of application of some of these methods and techniques specific for online or blended instruction to a traditional
classroom setting. It offers an analysis of several techniques where online
education traditionally excels aiming at finding the best way to productively
bring them back to the traditional classroom reinvigorating and enriching the
traditional offline instruction.
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Session A (10:25 AM — 11:10 AM)
Brunswick B
Going Live: Extending the classroom
Ericka Deglau, Director of the Intensive Weekend Program
SSW, Rutgers University
Amy Strickland, Assistant Director of the Intensive Weekend Program SSW, Rutgers University
A hands-on demonstration of ClassLive, the synchronous
online platform embedded in Pearson’s eCollege Learning Management System, with special attention to strategies that can engage students in interactive learning. Participants will use their laptops to access ClassLive and various
tools, such as the ability to post powerpoints, the use of video-clips to stimulate discussion, polling, and the use of breakout rooms to enhance collaborative work.
Session B (11:15 AM — 12:00 PM)
Brunswick A
Enhancing student engagement with professors, content,
and each other
Erin McKinney-Prupis, Adjunct Lecturer at New York City
College of Technology and Level II Public Health Doctoral
Student
Blackboard tools are used to create learning communities
that enhance student engagement with professors, content, and each other.
Blackboard Collaborate creates virtual world where classes can "chat" and
share work. Collaborate virtual office hours are flexible and convenient. Professors and students share and edit documents, especially useful when assisting students in the learning process. Blackboard Groups and Discussion
Boards are an unintimidating and innovative way for students to present and
for peer assessment. Blackboard Tests encourage students to do readings.
Students complete small multiple choice or open-ended tests created by professors that are automatically graded by Blackboard.
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Session B (11:15 AM — 12:00 PM)
Piscataway
Igniting the Faculty Connection
Nicole Guerrieri, Director of Digital Education, Barnes &
Noble
Nicole Guerrieri, Director of Digital Education at Barnes &
Noble College will discuss how the company connects with
faculty through the campus bookstore and will demonstrate the newest platform developed in partnership with Rutgers to seamlessly connect with faculty and deliver course materials to students through
Pearson LearningStudio.
Brunswick B
Hearing the student voice: engagement and interactivity
in an online course
Christie DeCarolis, Instructional Designer,
Rutgers University-Camden
Dana Pilla, Spanish Instructor, Rutgers University-Camden
Is it possible to teach a language course in an online, completely asynchronous environment? Yes! Learn how Dana Pilla, a Spanish instructor at Rutgers University - Camden, utilized video tutorials, VoiceThread,
audio recordings in Tests & Quizzes, and publisher activities to teach Elementary Spanish I online using Sakai this past summer during which the students
were required to frequently demonstrate their Spanish speaking skills. You'll
see not only how Dana made her course highly interactive, but also how instructional designer Christie DeCarolis assisted in designing Sakai Lessons pages to create a structured and clearly organized course.
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Session B (11:15 AM — 12:00 PM)
Bridgewater
(5th fl)
Balancing Synchronous and Asynchronous Learning in
Online Courses
Michael Bitz, Director of the Instructional Technology ,
Ramapo College
With any population of online learners, instructors need to
balance asynchronous and synchronous learning opportunities. Synchronous online learning means that students and the instructor
are live in real time on a digital platform. The session will demo a synchronous
learning experience with participants as students. This session will examine
best practices and platforms for synchronous online learning and demonstrate the importance of establishing synchronous learning experiences. The
session will demo a synchronous learning experience with participants as students.
Franklin
(5th fl)
Building a Blended Learning Boot Camp (BLBC)
Sandra Miller, Deputy CIO, Center for Teaching and Learning with Technology (CTLT), William Paterson University
Building a Blended Learning Boot Camp (BLBC) As an ongoing commitment to pursuing educational excellence at
William Paterson University (WPU), we wanted to provide
transformative opportunities for faculty moving from traditional to blended courses. We wanted to help them design effective blended courses. The focus of this presentation is to explain how WPU has successfully developed a Blended Learning Boot Camp (BLBC) that models the best
practices instructors need to employ in their own courses. Lessons learned
during the first Blended Learning Boot Camp will be shared.
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Session B (11:15 AM — 12:00 PM)
Raritan
(5th fl)
Why identity verification for online programs matter
Verificient Technologies
How do institutions know that the person receiving credit
for an online course is the person actually completing the
coursework and passing the assessment? Verifying the
identity of students, while preserving the academic integrity and brand of an organization’s reputational standing - is
no longer an option but becoming a requirement. What’s the acceptable balance between a student’s experience vs. an organization’s right to safe guard
their online programs, while also complying to federal government standards
of identity verification? How can online programs contribute to the affordability of education and comply to government standards by deterring, preventing and stopping financial aid fraud which is a taxing cost to government
and tax payers, as required by the 2008 Higher Education Opportunity Act.
Woodbridge
New Rules: Rutgers and Online Learning Regulations
Richard Novak, Vice President for Continuing Studies and
Distance Education, Rutgers University
“Back in the day” it was a much simpler world for online
courses. An individual faculty member could decide to
teach her or his course fully online and would do so without much thought, extraordinary preparation or repercussion. Not so today. The rules of engagement have recently changed at the
state and federal levels and new compliance regulations are being monitored
and reviewed by the regional accrediting bodies. Unfortunately, this situation
is also a moving target as changes at the federal and state levels have continued to evolve. In this presentation, Dr. Novak will highlight some of these
New Rules and will trace out the operational implications for online programs
at Rutgers. While it is no longer simple to offer online courses, the Division of
Continuing Studies, through COHLIT, has been committed to smoothing the
pathway to the development and delivery of fully online courses. This presentation will also detail some of those efforts.
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Session B (11:15 AM — 12:00 PM)
Brunswick C
Extracurricular LMS
James Acevedo, Associate Director, Distributed Education,
Office of the Provost
Learning management systems excel at creating course
sites but can also be extended and used for many learning
activities and support outside the conventional course format. This presentation is for faculty, pedagogical support coordinators, technology support coordinators and online Program Administrators. Although
typically LMSs are used for teaching and learning, this presentation will cover
three examples of how Canvas/Blackboard was used for non-course-related
purposes. For each case, a description of its usage, as well as the challenges
and opportunities, will be described.
Salon ABC
Utilizing Varied Assessments in Science Distance Learning
Courses
Marc LaBella, Associate Professor of Science, OCC; Jeff Harmon, Director, e-Learning, OCC; Besa Luty, Chemistry instructor, Sussex County Community College
Since 2006, Ocean County College has been designing and
teaching Biology, Chemistry, and Physics distance learning courses, and it is
now possible to earn an Associates Degree in Science entirely online. Additionally, many of the Science courses taught at Ocean County College have
been recognized by Quality Matters and other organizations for their content,
organization, and versatility. This presentation will focus on the utilization and
efficacy of these aforementioned assessments, and will also describe how
their integration into our DL courses enhances learning quality and measurability of student performance. Additionally, the role of lab kits and lab reports
will be discussed in their role as an authentic forms of assessment.
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Lunch (12 PM—12:45pm)
Salon ABC
Lunch
We have allotted a quick 45 minutes for lunch (desserts
will be located on your table and coffee/sodas will be in
Salons ABC).
Afternoon Keynote (12:45 PM— 1:45 PM)
Salons ABC
Keynote: Linking Regulations and Good Academic
Practices
Russell Poulin, Interim Co-Executive Director, and Deputy
Director, Research & Analysis, WCET - WICHE Cooperative
for Educational Technologies
The goals for most federal regulations in higher education
are to protect students, protect the federal investment in
student aid, or both. In designing and offering courses
there are a few regulations that you should keep in
mind. This is true whether you are a faculty, instructional
designer, advisor, or an administrator. We will examine a few of these regulations and how they can be linked to good academic practices. We will also
briefly look forward to what we might expect on the near horizon for new or
revised regulations.
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Session C (2:00 PM—2:45 PM)
Salons ABC
Building inclusive course materials and online content:
Creating online content with usability and accessibility in
mind
Bill Welsh, Executive Director, the Office of Disability
Services (ODS) , Rutgers University
Christian Aziz, Manager of Accessible Technology and
Information, OIRT and ODS , Rutgers University
With a multitude of courses being taught online and in hybrid formats, online
course content and associated materials are being accessed through many
different avenues including web and mobile technologies. Furthermore, advances in technology and methods allow us to ensure that those with different abilities have better access to these resources. It is increasingly important
to allow for equal access which involves knowing and employing best practices of usability and accessibility. In this session, we will discuss common ways
in which usability and accessibility are overlooked and explore easy remedies
that, when made an integral part of course creation, can enhance every learner’s experience.
Franklin (5th fl) PedTech: The Merger of Pedagogy and Technology to
Give a Professional Edge to Academic Multimedia
Projects
Justin Smith, Senior Instructional Technologist , Berkeley
College Online
With the growth of online programs, the need to produce
pedagogically sound and visually appealing multimedia presentations for
online courses has increased dramatically in recent years. This presentation
discusses ways to manage the process of developing multimedia projects with
input from Instructional Technologists, Instructional Designers, and Faculty
Members, as well as streamlining the storage and distribution of these projects in a growing online program.
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Raritan (5th fl)
Test Design: Writing Better Multiple-Choice Questions
Monica A. Devanas, Director of Faculty Development and
Assessment Programs, Rutgers University
In this session we will examine strategies and techniques
to improve multiple-choice test design, such as creating
questions that go beyond the memorization and regurgitation model. Take a look at one of your multiple-choice tests. Is the “longest”
answer usually the correct one? Is the correct answer frequently option “C”?
Then you have fallen into the trap of poor multiple choice test design. Students can interpret facts, evaluate situations, explain cause and effect, make
inferences, and predict results to assess critical thinking skills in a multiplechoice format.
Even if effectively designed, is the test an accurate measure of student learning? Three issues need to be addressed: test item analysis (question difficulty
and item effectiveness) will help; test reliability (Is this test consistent in what
it measures?); test validity (Are you measuring what you think you are measuring?).
To prepare for this workshop, each participant should review a multiplechoice test he or she created. Participants will be asked to contribute examples from these tests for discussion.
Piscataway
Using Piazza to Augment Basic Course Technologies
Richard Metzger, Technical Head, Arts Online Division, Mason Gross School of the Arts, Rutgers University
This presentation will give an overview of the use of Piazza
to promote community learning, competency-based learning, in-class interaction, and student retention through the
creation of media-rich student presentations, live interactive review sessions,
and office hours.
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Woodbridge
The Effectiveness of Feedback Writ Large: Student
Perception of Digitally-Delivered Feedback
Jason Chu, Education Director, Turnitin
Turnitin (turnitin.com) conducted a fall 2014 survey of
nearly 3,000 students to gauge their perception of effective feedback--received feedback, that is, that students
feel contribute to the success of their work. Questions about the types as well
as the delivery of instructor feedback were asked in order to better understand what students perceive as effective feedback. One interesting finding is
that despite the value that instructors may perceive the individual, one-onone conference as having as a way of sharing feedback with students; students did not ultimately find that format of feedback delivery to be most
effective. What then did they consider to be effective feedback? Suffice it to
say that they found feedback that was delivered digitally to be most effective.
In this session, we will share key findings of the survey and discuss what the
results suggest in the way of best practices for delivering feedback electronically that students will effectively receive.
Brunswick C
Learning Management System Migration: Decision
through Implementation
James O'Connor, Director of Distributed Education, Provost's office, The New School, New York
This presentation discusses migration to a new learning
management system (LMS) in a university of 10,000 students. The LMS is used in all classes, including approximately 200 classes each
semester. The transition was accomplished in a single academic year, with a
one-semester overlap of existing and replacement systems. It includes the
evaluation of alternative platforms; implementation issues, including user
support and the migration of content; and the results after two full semesters
with the new LMS.
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Brunswick B
Turning Large-Lecture Lemons into Lemonade: Effectively
Transforming the Large-Lecture Format into an Active,
Engaging, Collaborative Learning Environment!
Denise Kreiger, Instructional Design & Technology Specialist, School of Communication & Information,
Rutgers University
Sharon Stoeger, Director of the Information, Technology,
and Informatics, Rutgers University
Traditionally, large lecture hall courses consist of a lecture-based approach to
teaching. In the gateway course for the undergraduate Information Technology and Informatics (ITI) major at Rutgers University, this approach has been
the norm. But not anymore! This presentation describes the journey to transform the large lecture hall course (with up to 450 students) into an active,
collaborative learning experience through online activities and virtual
teams. One that engages students in learning, emphasizes higher-order thinking/skills, and creates a sense of community that can be lacking in such a format. Join the presenters as they discuss how they partnered in this challenging course redesign and made lemonade!
Brunswick A
Creating a library presence in course management
systems
Mei Ling Lo, Mathematics/Computer Science Librarian,
Rutgers University Libraries
Jill Nathanson, Reference and Instruction Librarian,
Rutgers University Libraries
This session will review many of the library resources and
services that can be used by faculty and students in their online and hybrid
courses, and explain how faculty can create a library presence by including
them within their course management tool such as Blackboard, eCollege and
Sakai. We will share guides and training materials designed specifically for
online faculty and students. We will explain how to embed library materials
such as research guides, librarian help services, and links to articles, video,
and audio directly in your courses.
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Bridgewater
(5th fl)
Turning Homework on its Head: Deeper Learning by
Putting Students in Charge
Michael Bieber, Professor, Information Systems
Department, NJIT
CLASS (Collaborative Learning through Assessment) creates learning opportunities, increases student motivation
for learning, and deepens learning through active participation in the entire Problem Lifecycle. CLASS actively engages students in
every Lifecycle stage (including crafting problems for peers, providing solutions, peer grading, and disputes involving self-assessment) for homeworks,
quizzes, exams and other activities. We briefly demonstrate our prototype
used at NJIT in ethics and computing courses We present experimental results
along with really interesting issues, such as motivating students, assessing
learning, learning to design and use rubrics, anonymity, trusting peers, when
students don't participate, and gaining instructor enthusiasm.
Session D (2:55 PM—3:40 PM)
Brunswick A
Massively Online Making: Education Design for Virtual
Making to Real Making
Rick Anderson, Director of Virtual Worlds , Rutgers
University
At COHLIT we are developing a Massively Online Course
for Making. In this phase we’ve are designing a course that
includes hands on making using a design driven approach. This presentation
goes into detail about what technologies are included, what are the design
issues in making virtual designs into real projects. Then we will demonstrate
some of the technology we’ll be working with. Then we will look at how we
can get the materials to the students, and how the projects are reviewed if
the course is taken for credit.
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Brunswick C
Beyond the studio: Using Voicethread to support online
studio courses, and enhance learning experiences
Shira Richman, Instructional Designer, Provost Office, The
New School
It is difficult to teach studio courses online, especially to
replicate class critiques which is a key component of studio
courses. Voicethread has enabled instructors to connect and support a large
community of students across the globe, and allows for dynamic, engaging
critiques.
Franklin (5th fl) Digital Tools and Techniques for Teaching; Creating Connected Online Communities for Learning
Cynthia Pope, Instructor, Rutgers University
This presentation demonstrates the researched digital
tools and digital techniques that help to develop feelings
of connectedness shown to keep students committed to
learning together online. Instructors interested in creating blended or fully
online learning experiences will see a range of strategies and tools that they
can use with their students to foster collaborative learning. From asynchronous communications to video screencasts, participants will learn unique instructional strategies that can be used in online teaching environment
Raritan (5th fl)
Exploring What’s New in the Learning Studio (eCollege)
David Schober, Instructional Technology Specialist, COHLIT,
Rutgers; Chris Valera, Asst. Director IT, COHLIT, Rutgers.
Geared to intrigue the minds of novice through the experienced users, this session will provide a brief but thorough
overview of the Pearson Learning Studio, specifically as it
has been utilized at Rutgers. You will be shown how to navigate through the
basic functions of designing a course, as well as some recent enhancements
that have been implemented within the system. To give you a jump start, you
will also preview features that are set to debut in 2015. As technology is constantly changing, the hope is that you’ll leave this session adopting a new tool
or idea to transform your online course.
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Brunswick B
Active learning online – strategies for getting real
student engagement
Tony Luckett, Director of Instructor Success and University
Partnerships, Piazza
Professors everywhere struggle to initiate and sustain student engagement. With trends in higher education
pointing to larger classes, floods of instructional tools, and students embracing more online courses, you might find yourself overwhelmed, asking: Which
tools should I use? Who among my peers is successfully adjusting to these
trends? Which students might I reach that I haven’t previously? How do I offer
personalized attention to my students without being available 24/7?
This workshop will take a close look at three case studies from leading STEM
professors who are leveraging technology to meaningfully engage their students in hybrid and online learning environments. We will explore the context
and structure of each class – why they decided to use this particular model, at
this time, for this class. We will also dig deep into the benefits and challenges
each professor faces in his/her class and what the key decision points were
that led to their particular use of technology.
Participants will also experience a brief, detailed introduction to Piazza, its
features, as well as best practices.
Read what Dr. Doug McKee, Associate Chair and Lecturer, Department of Economics, Yale University, had to say about his experience with Piazza
see http://bit.ly/1zdAkn5
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Bridgewater
(5th fl)
Curbing Plagiarism: Course Design and Critical Thinking
Barbara Angeline, Instructor of Dance Arts, Mason Gross
Dance Department & Arts Online, Rutgers University
Online courses are frequently or fearfully criticized for
their lack of rigor and attention to academic integrity. Increasingly stressed-out students turn to plagiarism as a
coping device for overloaded scholastic and work schedules. This workshop
explores course design strategies that limit possibilities for plagiarism and
support students in their academic integrity. Topics of discussion will include:
1.
Strategies for educating students about plagiarism.
2.
Connecting critical thinking, course content and original ideas in class
discussions.
3.
Exam questions and strategies that maximize assessment of course content and curb plagiarism
4.
Additional considerations for courses that run for several semesters.
Woodbridge
Beyond Tricks, Tips, and Trends: How online student
engagement levels are impacted by Social Networking
and Gamification
Elizabeth Adkins , Director of Instructional Design,
Pearson Embanet™
Learner engagement provides a powerful opportunity to
strengthen program retention, outcomes achievement, and student motivation. Within online and hybrid learning contexts, trends in social networking
and gamification have become popular avenues for examining engagement.
Current research in both areas shows that while motivation can be positively
impacted, important considerations must be made for performance-based
measures. This session will provide a brief overview of current literature and
highlight practical applications for implementing best-fit practices driven by
objective-based alignment.
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Salons ABC
Theory + Best Practices = Effective Recorded Lectures &
Presentations
Steve Garwood, Assistant Dean for Instructional Support
and Assessment, School of Communication and Information, Rutgers University
This presentation will explain how recorded lectures,
presentations, and worked-examples can be improved for student learning by
incorporating Richard Mayer's principles of coherence, signaling, redundancy,
segmenting, modality, multimedia, personalization, voice, and images. Further, it will review best practices from online and hybrid instructors that can
lead to greater efficiency and time savings for instructors and instructional
designers.
Piscataway
Copyright Guidelines for Online, Hybrid, and Classroom
Teaching
Janice Pilch, Copyright and Licensing Librarian, Rutgers
University Libraries
The Rutgers University Copyright Guidelines for Online and
Hybrid Teaching were introduced in January 2014. This
presentation, based on those guidelines, addresses copyright, licensing, and
other intellectual property issues relevant to online, hybrid, and classroom
teaching. It covers the basics of copyright law, contract law for digital resources, copyright policies and practices at Rutgers, the copyright landscape
in higher education, open access teaching content; educational use of copyrighted works in all formats; distributing works through course management
systems; posting works to faculty websites or online; use of works in ereserve systems; streaming; student uses of copyrighted material; showing
films in the classroom and on campus; and videotaping in the classroom.
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Session E (3:45 PM — 4:30 PM)
Brunswick A
Remembering 2014: Topics and trends in asynchronous
online learning
Lauren Davis, Instructional Technology Specialist, Jersey
Child Support Institute, Institute for Families
During this session, an Instructional Technology Specialist
from the New Jersey Child Support Institute will review
and discuss some of the innovations, topics, and nightmares that dominated
the conversation for those developing in rapid authoring tools in 2014. Who
should attend? This session is appropriate for anyone using or excited about
the use of rapid authoring tools to increase engagement in asynchronous
learning. Topics will include 508 Compliance (Americans with Disabilities Act),
Asynchronous Engagement, NJCSI Showcase and a few free tools.
Bridgewater
(5th fl)
Creating Prezi Presentations as Video for Asynchronous
Use
Frank Bridges, PhD Candidate / Part-Time Lecturer, Rutgers School of Communication and Information
This presentation is for instructors who put presentations
online hybrid, fully online, or as supportive material and it
is also for students wishing to know how to create a video of their presentation.
Salons ABC
Video, Audio and Multimedia Applications for Education
Peter Troost, Assistant Director of Technical Operations
and Production, Rutgers University iTV Studio
Deb Andriano; Peter Mattaliano, Dir. Educational Media,
COHLIT; Rachel Schwartz, Assistant Director of Online MSW
Education, Rutgers University
The many uses for video, audio and multimedia in learning: from online modules, TED lectures, MOOCs, Coursera and podcasts; it's a
vast new world for instructors, teachers and students alike. Where and how
you can learn, as well as why certain content is more valuable in a digital format. The panel will explore and discuss quality, delivery and course integration. *This session will be live streamed and will be available after the conference at https://onlinelearning.rutgers.edu/ruonline2015-livestream
RUONLINEHYBRID #RUONLINE2015
40
Franklin (5th fl) COHLIT Office of Instructional Design
Joseph Evanick, Program Development Specialist ; Arthur
Schneider, Instructional Design Specialist; Priscilla Hockin
Brown, Instructional Support, COHLIT, Rutgers University
Learn about the Rutgers Office of Instructional Design
(OID) and what we offer. We can enhance your student’s
learning experience by providing structured methodologies and increase your
educational technology skill-set at the same time. We provide instructional
design services and consultation on every LMS at Rutgers used with for-credit
courses (eCollege, Sakai, Blackboard, Moodle), non-credit courses (Learner
Community) and MOOCs (Coursera). Come and learn about the training sessions on a regular basis (scheduled face-to-face and online) as well as the
Online Teaching Certificate workshops. We’re also able to produce custom
training resources and deliver custom trainings or presentations to groups or
departments by request. Our team has a wealth of experience applying collaborative technologies and developing new approaches to teaching & learning through technology. OID is your one-stop-shop when it comes to online
learning at Rutgers!
Raritan (5th fl)
Catching Falling Stars: How Self-Perception Affects
Outcomes in e-Learning
Jack Kelnhofer, Dean of e-Learning Faculty; Katheen Mohr,
Supervisor of e-Learning Advising; Veronica Guevara, Coordinator of Academic Support, the Writing Center and Associate Adjunct Professor of English, OCC
This presentation considers how self-perception influences student success in
an online course. As every online instructor knows students very often arrive
in a distance learning course with a nearly unassailable self-concept as either
a highly-skilled user of technology or as a hopeless technophobe that will
never master the course platform. Once this self-perception takes hold it
affects everything the learner does throughout their time as an online student. The cross-functional team at Ocean County College present a consideration of the affect self-perception has on distance learning from a holistic perspective.
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Brunswick C
Designing and Assessing an online public speaking course
Nick Linardopoulos, Public Speaking Course Coordinator,
Rutgers School of Communication and Information
The purpose of this presentation will be to reflect on the
assessment of the outcomes associated with the development of a public speaking course for online delivery. Special emphasis will be placed on the course design, assessments and the incorporation of the QM Rubric in order to meet the learning outcomes of this
course in an online setting.
Brunswick B
Toward the development of effective online STEM learning environments through academic social networks
Darrin York, Professor Chemistry & Chemical Biology, Rutgers University
Considerable challenges exist in the effective teaching of
large gateway STEM courses, particularly at large universities with very high enrollments. In this talk, we present some of the strategies
we have explored at Rutgers for using online technologies in support of education in General Chemistry. In particular, we present several innovative
adaptive online learning technologies that, together, pave the way for the
development of new Academic Social Networks (ASNs) that allow students to
logically connect with one another in study groups or for one-on-one peermentoring centered on general chemistry concepts and problem solving.
These online tools offer the potential to create new online eLearning environments that enhance the student experience, provide social incentives for academic excellence, and deliver a higher level of personalized instruction.
Piscataway
Infusing Experiential Education into On-line Pedagogy
William Sciarappa, County Department Head, NJAES
This presentation provides documented results of my two
main courses - Organic Farming and Environmental Issues.
Similar content was taught conventionally, as a hybrid format or totally on-line over an 8 year period. I will provide
comparative data as to student learning, knowledge gain, satisfaction, grades,
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educator evaluation, and course assessments. Also, explanations will cover
the following questions: A. What is experiential education and why it is effective in learning retention. B. How humans differ in learning modes. C. How
centers of the human brain process and store sensory experiences as short
and long-term memory. D. Why hybrid and on-line formats function well for
today's students.
Woodbridge
On-line class size and the Reality of Humanities Teaching
and Learning
Lisa Nocks, Senior Lecturer, Federated Department of
History, NJIT
Online space is not unlimited space. High online course
enrollment poses challenges to student retention and success. To inspire straightforward discussion about the real cost of this trend, I
describe specific humanities course experience, and encourage creative thinking about managing courses that are discussion and writing heavy.
Closing (4:30 PM — 5 PM)
Salon ABC
Closing remarks
Antonius Bittmann, Associate Vice President of Online Programs, Rutgers University
Please join us for our closing remarks, a review of the conference game and awarding of prizes!
ruonlinehybrid
43
Look for information on the 2016
Seventh Annual RU Online & Hybrid
Learning Conference
at
onlinelearning.rutgers.edu
Looking forward to seeing you next year!
55 Commercial Ave.
Public Safety Building, Suite 201
New Brunswick, NJ 08901
(848) 932-4702
Onlinelearning.rutgers.edu
help@ecollege.rutgers.edu

Conference Booklet

Transcription

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