program - College of Continuing Education

Transcription

PROGRAM BOOKLET
July 27–28, 2016
Minneapolis Community and Technical College
Partners:
Facilitated by:
www.mnelearningsummit.org
July 27–28, 2016
Welcome to the 2016 Minnesota
eLearning Summit!
Welcome from Minneapolis Community
and Technical College (MCTC)
On behalf of the steering and program committees, we welcome
you to the 2016 Minnesota eLearning Summit. The conference
location, Minneapolis Community and Technical College, has
been invaluable to the success of this event.
The Summit provides a unique opportunity to interact with
professionals from across P-20 educational institutions, library,
and workforce communities on all things “e”.
The Summit demonstrates the ongoing collaboration of the
Minnesota Learning Commons and its members: the University
of Minnesota; Minnesota State Colleges and Universities
(MnSCU); and the Minnesota Department of Education (MDE).
These sponsors ensure the quality of the Minnesota eLearning
Summit and are committed to seeking and promoting the best
and most promising practices within our community throughout
the year.
For those returning to this conference, we are honored to have
you back. If this is your first time attending, we welcome you
and know you will be in great company for the next two days!
This conference is a place where innovators, leaders, and
educators meet for knowledge exchange and to further enhance
collaborations across disciplines, departments, institutions, and
educational systems.
This year we’ve added two exciting events: a Poster, Exhibitor,
and Networking Reception on the afternoon of the first day of the
conference, and the first eLearning Summit Excellence Awards,
recognizing teachers, faculty, administrators, and staff engaged
with exceptional eLearning experiences, practices, and projects.
We welcome presenters, attendees, and exhibitors, and are
confident you will enjoy a great learning and networking
experience at the Minnesota eLearning Summit.
Minneapolis Community and Technical College welcomes you to
our campus! We serve more than 12,000 students in the heart of
Downtown Minneapolis. We offer more than 120 liberal arts,
career, and technical programs in a dynamic, supportive,
affordable environment.
2016 MN eLearning Summit Program Co-Chairs
Summit Welcomes........................................................ page 1
Exhibitors........................................................................ page 2
Steering Committee....................................................... page 2
Registration and General Information................... page 2–4
Excellence Awards....................................................... page 3
Campus Map and Floorplan......................................... page 5
Exhibitors Map and Floorplan...................................... page 6
Program at a Glance .......................................... page 7–10
Summit Program.................................................... page 11–26
Poster Presentations............................................ page 27–30
Our students take classes days, evenings, weekends, and online.
Our online classes fill quickly and demand is increasing. We are
pleased to host the eLearning Summit this year and to learn from
attendees about important trends and best practices in this
growing segment of higher education.
To learn more, visit Minneapolis.edu.
Thank you for attending the Summit!
Partners
Facilitated by
TABLE OF CONTENTS
Lesley Blicker, Minnesota State Colleges and Universities
Mary Mehsikomer, Technology and Information Education
Services (TIES)
Bob Rubinyi, University of Minnesota
Mark Your Calendars for the
2017 Minnesota eLearning Summit!
July 26−27, 2017
#mnsummit2016
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Thank You To Our Exhibitors
Steering Committee
Beth Barsness, High School Specialist, Minnesota
Department of Education
Lesley Blicker, Director of IMS Learning and Next Generation
Technology, Minnesota State Colleges and Universities
Heather Dorr, Associate Program Director, College of
Continuing Education, University of Minnesota
Susan Engelmann, Associate to, Center for Educational
Innovation, University of Minnesota
Brad Hokanson, Professor, Department of Design, Housing
and Apparel, University of Minnesota
Sheri Hutchinson, Faculty, Computer Science Program,
North Hennepin Community College
Mary Jetter, Education Program Specialist, Center for
Educational Innovation, University of Minnesota
Carla Johanson, Online Supervisor, Online Support Center,
Northwest Technical College
Zack McGough, Program Associate, College of Continuing
Education, University of Minnesota
Mary Mehsikomer, Technology Integration Development
and Outreach Facilitator, Technology and Information
Education Services (TIES)
Mary Parker, Associate Director, Minitex, University
of Minnesota
Bob Rubinyi, Senior Analyst for Online Learning, Center for
Educational Innovation, University of Minnesota
Katherine Hagberg, Program Administrative Specialist,
College of Continuing Education, University of Minnesota
Peg Sherven, Academic Technology Support Coordinator,
Academic Health Center—Information Services, University
of Minnesota
Maran Wolston, Faculty, Department of Philosophy,
REGISTRATION AND GENERAL INFORMATION
Location
Registration desk hours:
The 2016 MN eLearning Summit will be held at Minneapolis
Community and Technical College, July 27−28, 2016.
Minneapolis Community and Technical College (MCTC)
1501 Hennepin Avenue
Minneapolis, MN 55403
Registration, exhibits, and keynote sessions will be held in
Building T. Concurrent sessions will be held in adjacent buildings.
Wednesday, July 27
Thursday, July 28
Registration and Information Desk
Continental breakfasts, lunches, and refreshment breaks will be
available throughout the conference.
University of Minnesota staff will be at the registration desk
in the skyway level of Building T during the times listed below.
Information about Minneapolis and Saint Paul is available
at the registration desk area.
7:30 a.m. to 5:00 p.m.
7:30 a.m. to 3:00 p.m.
Name Badge
Your name badge is your entrance ticket to all keynote
presentations, poster presentations, and sessions.
Refreshment Breaks
Social Media #mnsummit2016
Follow the Minnesota Learning Commons Twitter account,
@mnlcorg, for updates and other valuable information. Join the
conversation by using the conference hashtag in your tweets:
#mnsummit2016.
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#mnsummit2016
Excellence Awards
To get the guide, for iOS and Android users:
• download “Guidebook” from the Apple App Store or the Android
Marketplace
• scan the following code within the app:
The Minnesota eLearning Summit committee is pleased to
announce the first MN eLearning Excellence Awards. The
Excellence Awards will recognize teachers, faculty, administrators,
and staff engaged with exceptional eLearning experiences,
practices, or projects.
This year, the committee will present awards to 11 submissions
at the presentation on Wednesday, July 27, at 1:00 p.m. Please see
the program insert for more information.
AWARD CATEGORIES
Innovation
Given to organizations or individuals who demonstrate
exceptionally creative methods or technologies to address
important student needs. The drive for creative and continuous
improvement is paramount to innovation. A nomination to this
category should demonstrate a break with conventional processes
to address needs and go beyond marginal improvements. This
innovation can be within a course, a program, or project at the
individual, institutional, or community level.
Collaboration
Given to organizations or individuals who demonstrate
exceptional collaboration within a course, department,
institution/school, or system of institutions. Collaboration
denotes communication between and among learners,
instructors, administrators, internal and external experts/
mentors, researchers, and/or community members. A
nomination to this category could include creative collaboration
within a course, department, or institution; collaboration could
also involve external agencies, corporations, K−12 schools or
school districts, Colleges and Universities, and/or consortiums.
Especially welcome are nominations for collaborations between
secondary and postsecondary institutions or systems.
Impact
Given to organizations or individuals who through their work,
construct or reflect an extraordinary impact on teaching and
learning or other desired outcome. High, significant, or
extraordinary impact on teaching and learning, service to
students, institutional effectiveness, and/or leadership are
paramount to this award category. A nomination to this category
should be able to be replicated by others either internally to the
nominee’s institution or externally by others. It should have wide
influence and scope. Additionally, it should be worthy of being
considered an effective practice with broader implementation.
Poster Session Schedule
Presenters set up posters: Wednesday, July 27, beginning at 8:00 a.m.
Posters available for viewing: Wednesday, July 27, 8:00 a.m.−5:30
p.m., Thursday, July 28, 8:00 a.m.−3:00 p.m. Presenters should be
near their assigned poster areas and be available for discussion
with attendees during the poster session times listed in the final
program (i.e., breaks and Wednesday poster session with
presenters from 4:00−4:30 p.m.).
Presenters remove posters: Thursday, July 28, anytime after 3:00 p.m.
Exhibitors
Exhibitors will be displayed during the Summit in the Skyway, in
Building T. We recommend viewing exhibits during breaks and
open sessions. View a full list of exhibitors on page 2.
New this year! Poster, Exhibitor, and
Networking Reception!
We hope you’ll stick around at the end of the first day to meet
with poster presenters, visit our exhibitors, and network with
your colleagues. We’ll serve snacks and beverages, and we’ll have
a mobile app scavenger hunt with our exhibitors. Join us for the
reception, and then make plans for dinner afterward, to avoid
that late afternoon traffic!
Lunch Discussion Groups
On Thursday, July 28, lunch discussion groups will be held in the
T Plaza. Four tables will be reserved for discussion on the
following topics:
Quality & Online Learning
Accessibility
K-12/Higher Education Intersections
Badging/Gamification
Tables will be marked with table tents. Additional blank table
tents will be available for any participants who wish to start a
new discussion topic. MN eLearning Summit Steering Committee
members will be joining in on each of the four predetermined
discussion groups to help facilitate the conversation. Grab your
lunch and join a discussion group!
Mobile Guide
We encourage you to download our Mobile
Guide to enhance your experience at the
Summit. You’ll be able to plan your day
with a personalized schedule and browse speaker information,
exhibitors, maps, and general information.
The app is compatible with iOS and Android devices. Windows
Phone 7 and Blackberry users can access the same information
via our mobile site.
#mnsummit2016
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MnLC Professional Development and
Networking Survey (in Mobile Guide)
Continuing Education Units (CEUs)
Summit attendees will receive 1.10 University of Minnesota
Continuing Education Units (CEUs) signifying 11 hours of course
participation. A CEU certificate will be mailed to attendees after
the conference.
One CEU is defined as 10 contact hours of participation in an
organized continuing education program. A permanent record of
CEUs earned will be maintained by the University of Minnesota.
Participants who wish to receive CEUs are expected to attend all
scheduled sessions of the Summit. Forms will be collected at the
end of the day on Thursday. If you need to leave early, drop your
form at the registration desk, and your CEU hours will be adjusted.
The Minnesota Learning Commons is interested in your opinion
as to what to offer in between summits in the way of professional
development, networking opportunities, and joint licensing of
academic software/apps related to online and blended learning.
Please take a few minutes to provide your feedback within the
Mobile Guide.
Selected presentation materials will be
available on the Minnesota eLearning
Summit website
To access materials, click on the “2016 Presentation Materials”
link on the Minnesota eLearning Summit website at
www.mnelearningsummit.org.
Cell Phones, Mobile Devices, and Tablet Devices
Please mute your cell phones, mobile and tablet devices while in all
meeting rooms. Also, please turn the sound on your laptops to mute.
*RETURNING THIS YEAR FOR PRESENTERS*
Internet Access
Opportunity to showcase your high-quality presentation
beyond your institution in the year ahead
One of the important goals of the Minnesota eLearning Summit
is to promote the widespread sharing of ideas on teaching,
learning, and technology. To accomplish this, we are asking
that presenters post their materials on the Summit content
repository. You will also have the option of assigning one of the
three commonly used “Creative Commons” licenses to allow for
further dissemination.
Posting your materials is easy (less than 10 minutes):
1. Go to: http://pubs.lib.umn.edu/minnesota-elearning-summit/.
Click on “Submit Presentation” on left side bar.
2. Create a new account by clicking “sign up” and filling out the
account information. You will receive an email message with
a link to activate your account.
3. Click on the link in the email and follow the instructions on the
screen.
Additional information about your session including description,
audience focus, schedule, biography will be automatically
populated when posted on the site.
Access to the MCTC wireless network is accessible to conference
participants. To connect to this network, select “STARLAN” from
the list of wireless networks. Enter in the following information:
Username: events01
Password: eLearning2016 (caps sensitive)
Please note: Anyone with a StarID can use that via the STARLAN
network to login to Wi-Fi.
MCTC provides an IT Helpdesk from 8:00 a.m.−4:30 p.m., Monday−
Friday. Call them at 612-659-6600, and select option 2.
Parking for Summit Participants
Summit registrants receive free parking in Parking Ramp R,
directly across the street from MCTC. The parking ramp is
connected to Building T by skyway.
The parking ramp gate will be open from 7:00−9:00 a.m., and
registrants can enter the ramp freely during this time, and then
exit at the end of the day (no ticket required).
If you arrive after 9:00 a.m., you will give your name to the parking
ramp attendant, and let them know you are parking for the MN
eLearning Summit. They will let you into the ramp, and then you
may exit at the end of the day (no ticket required).
Note that free parking is allowed for one entry, and one exit per
day. If you leave the ramp, and return, you will be charged $5 upon
your second entry.
The MCTC Parking Ramp is located at 1420 Hennepin Avenue S,
Minneapolis, Minnesota (north side of Hennepin Ave).
Ramp entrances are right turn only off of Hennepin Ave., and right
or left turn from Laurel Ave., on the north side of the building. It is
illegal to make a left hand turn into the MCTC parking ramp from
Hennepin Ave., and the Minneapolis Police department actively
enforces this restriction.
For questions about your presentation
submission:
Sandra Ecklein
[email protected]
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#mnsummit2016
MCTC CAMPUS MAP
#mnsummit2016
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EXHIBITORS MAP
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#mnsummit2016
MINNESOTA ELEARNING SUMMIT - PROGRAM AT A GLANCE
Wednesday, July 27, 2016
Time Slot
Session
1
K3311
2
K3320
3
K3360
4
T3470
5
T3480
Welcome to the Minneapolis Community and Technical College, Gail O'Kane, Vice President and Chief Academic Officer, MCTC
Welcome to Summit: Kim Lynch, Senior System Director for Educational Innovations, Minnesota State Colleges and Universities
8:30 a.m.
Introduction of Speaker: Al Beitz, Director, Center for Educational Innovation, University of Minnesota
Keynote Presentation: Higher Education in the New Digital Ecosystem
Randy Bass, Vice Provost for Education and Professor of English, Georgetown University
Closing Comments and Dismissal: Jeff Plaman, Online and Digital Learning Specialist, Minnesota Department of Education
10:00–11:00
a.m.
11:00 a.m.
A
1:00–1:30 p.m.
B
Engaging Icebreakers
for Online or
Face-to-Face Courses
Robin O’Callaghan,
Winona State University
2 Specializations + 10
MOOCs: How Coursera
Changed the Way We
Create Online Learning at
the Carlson School of
Management
Amie Norden, University
of Minnesota
Designing Blended
Courses: An Integrative
Approach
Darcy Turner, St. Paul
College
Open Source Course
Management System
(OSCMS): Providing
Online Learning
Experiences and Positive
Alternatives to Addictive
Internet Use
Benjamin Agbo,
University of Minnesota
ConnectED Learning for
Minnesota Educators
Jen Kohan, Education
Minnesota
Using eService-Learning
to Engage Students in
Experiential Learning
Jean Strait, Hamline
University
Using Google Docs in
Your Online Instruction:
Save Time AND
Give More
Meaningful Feedback
Sara Nystuen-Royzenfeld,
Make Google Work
For You! Google
Customizations and
Features That Support
Teaching and Learning
Wendy Wolfe,
Totino-Grace High School
& Concordia University
Six Pack to the Rescue:
3rd-Party Integrations
Karen LaPlant, Hennepin
Technical College
Maximizing Brightspace
Tools to Create a
Gamified Online
Learning Environment
Carrie Miller,
Minnesota State
University, Mankato
Beyond Captioning: 10
Tips for Accessible
Course Design
Jenessa Gerling, Hennepin
Technical College
Impact of Training and
Course Reviews on
Faculty and Student
Satisfaction for Online
Courses
Nima Salehi,
University
of Minnesota
Awards Presentation
C
Student Portfolios
Through the Lens
of Formative
Assessment Strategies
Sheilla Norton, cmERDC
Break, Posters, and Exhibits–Skyway Level
3:00–4:00 p.m.
4:00−5:30 p.m.
Consistency Matters:
Templates in Course
Design and Maintenance
Jay Hopkins, University
of Minnesota
Lunch
1:45-2:45 p.m.
02:45 p.m.
Writing with Light:
Building a Low-Cost
Lightboard at
Carleton College
Eric Mistry, Carleton
College
11:15 a.m.–
12:15 p.m.
12:15 p.m.
Global Classroom
Collaborations with a
Twist: LocationIndependent Teaching
and Learning from Here,
There, and Back Again
Helen Mongan-Rallis,
Duluth
D
3 Classes, 2 Teachers,
1 Course
Kristin Lundstrum,
DeLaSalle High School
Storytelling for STEM
Educators
Patrick O’Leary,
Poster, Exhibitors, and Networking Reception
4:00−4:30 Poster Session with Authors at Boards
#mnsummit2016
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Designing Accessible
Course Materials:
Practices You Can Start
Implementing Today!
Catherine Artac,
Minnesota State
University, Moorhead
6
T3600
Beyond Content: The
Life-Changing MOOC
Brad Hokanson,
Deep Dive Into Digital
Content: Minnesota
Reflections Primary
Source Sets
Jennifer Hootman,
Creative Commons
Licensing: Why
Liberating Curriculum
Might Make Sense
Stephen Kelly,
Century College
Beyond Four Walls:
Enhancing Project-Based
Learning Through
VoiceThread
Jody Lawrence,
7
T3850
Engaged Brains:
Strategies for Mastering
Learner Engagement
Tracy King, InspirED
Online Learner
Discussion Self-Grading:
Sharing of an Innovative
Teaching-Learning
Strategy
Laura Schwarz,
Minnesota State
University, Mankato
Using Technology to
Bridge Understanding:
Connections between
the US & Norway
Heather Bandeen,
Hamline University
Guerrilla Video: Ten
Minute, Onsite
Documentaries Made
Fast & Cheap
Eric Daeuber, MN State
Colleges & Universities,
Mankato
Successfully
Implementing New
Technology in a College
Course: Google Sites
for a Collaborative
Student Project
Kalli-Ann Binkowski,
University of
Minnesota
Capture that Outcome:
From Moodle Outcomes
to Campus Labs
Christiane Reilly,
9
L3000
10
L3100
Exhibitor Showcase
L3400
Do It Yourself
Recording Studio
Dan Hoisington,
University of St. Thomas
Perceptions of
Cyberbullying Within
Higher Education
Julie Luker, Inver Hills
Community College
A-EA
What Should Your
College/University’s Next
LMS Look Like? For
Many, It’s Schoology!
Robert Tousignant,
Schoology
How the New Generation
of eAuthoring Tools Is
Making Our Lives Easier
Stephen Kelly,
Century College
Making Accessibility
Accessible: Engaging
Instructors
Empathetically
Cynthia Sarver,
University of St. Thomas
A-EB
Adaptive Learning—
The Time Is Now!
Niki Bray, WCET
8
T3930
Online Proctoring Case
Study: Success Factors
for Implementation &
What We’ve Learned
Mark Kayser,
Exploring the Flipped
Side: Inside and Out
Caroline Hilk,
Hamline University
The Role of Technology in
Student Satisfaction
Peg Sherven, University
of Minnesota
Creating a Hybrid
Executive Education
Course
Steven Webster, University
of Minnesota
Using Technology to
Enable Lightweight
Teams
Mary Lebens, Anoka
Technical College
Data Analytics: Finding
the Sustainable
Sweet Spot
Greg Argo, Concordia
University
A Strategic Approach to
University Online
Programs: Engaging
Faculty and Staff with the
OLC Quality Scorecard
Bob Rubinyi,
Technical Administration
of an LMS Pilot
Erik Epp,
Do I Continue to FLIP
or Should I Scramble?
Kashif Ahmed,
Northwestern Health
Sciences University
Faculty Migration from
Text-based to Media-rich
Content: Crowdsourcing
the Meaningful
Application of
LMS (D2L) Quizzes
Marion Judish, St. Cloud
State University
8
C-E
Mazimize Budgets with
Dual-Funded BYOD
Programs
Ryan Gritz, Best Buy
Education
Digital Inequity Among
Tribal College Students
Hannah Buckland, Leech
Lake Tribal College
VoiceThread as a Tool to
Support Engagement in
Online Business Courses
Glori Hinck, University
of St. Thomas
#mnsummit2016
MINNESOTA ELEARNING SUMMIT - PROGRAM AT A GLANCE (CONTINUED)
Thursday, July 28, 2016
Time Slot
Session
8:15–9:15 a.m.
9:15 a.m.
E
1
K3311
2
K3320
3
K3360
Best Technology
Practices
Jodee Lund, Minnewaska
Area School District
The POETry of
Collaboration:
Collaborative Training,
Evaluation and Progress
Through the POET
Program
Jody Ondich,
Lake Superior College
GPS LifePlan 2.0: Launch
Party—Create the Life
You Want:
Goals + Plans = Success
Randy LaFoy, MNSCU/
Century College
4
T3470
5
T3480
Keep Calm and Assist
They Aren’t Wrong, We
Learners with Developing
Are: Designing Online
Multimodal Writing
Courses for How Students
Nancyruth Leibold,
Actually Use Them
Southwest Minnesota
Ellyn Buchanan,
State University
9:30–10:30
a.m.
F
What’s Next for the LMS?
From Walled Gardens to
Open EcoSystems
Lesley Blicker, MN State
Colleges and Universities
What Does Recent
Pedagogical Research
Tell Us About eLearning
Good Practice?
Christina Petersen,
Free Digital Resources for
Teaching and Learning
Mary Mehsikomer, TIES
Video: The New Paper
Norb Thomes, Winona
State University
Welcome and Comments: Steve Dibb, Deputy Commissioner, Minnesota Department of Education
11:00 a.m.
12:15 p.m.
Introduction of Speaker: Rebecca Ropers-Huilman, Vice Provost for Faculty and Academic Affairs, University of Minnesota
Keynote Presentation: Can Online Education Make Us Better Teachers?
Dr. Marie Norman, Associate Professor, School of Medicine, University of Pittsburgh
Closing Comments and Dismissal: Lesley Blicker, Director of IMS Learning and Next Generation Technology, Educational Innovations,
Minnesota State Colleges and Universities
Lunch
1:45–2:45
p.m.
2:45 p.m.
G
Purple Ribbon Selfies:
An In-Person Method
for Increasing Social
Engagement in an Online,
On-Campus Course
Brad Hokanson,
Treat It Like the War
That It Is: A Realist
Approach to the Future
of Higher Education
Sara Hurley,
Using Social Media to
Increase Student
Engagement
Robin O’Callaghan,
Trying to Get a Square
Peg into a Round Hole?
The Path from F2F
to Hybrid Format
Verena Van Fleet,
Northwestern Health
Sciences University
Conquering the Forum
Discussion
Kimi Johnson,
Sharpen Your Webinar
Facilitation Skills
Kari Robideau,
Extension
Who’s Holding the Reins?
Crucial Conversations
about Learning Analytics
Timothy D. Harfield,
Blackboard
Break, Posters, and Exhibits - Skyway Level
3:00–4:00
p.m.
4:00 p.m.
Make it Meta: Modeling
Blended Learning for
Teachers
Karen Qualey,
Bloomington Public
Schools
H
Easy Formative
Assessment Options
For Mobile Learning
Chris Turnbull,
St. Paul Public Schools
Teaching in the New
Millennium: Instructors
as Designers of Learning
Christiane Reilly,
Adjourn
#mnsummit2016
9
6
T3600
Service-Learning in
Online Courses: Research
and Best Practices
Molly Wickam,
Bethel University
7
T3850
On the Road to Quality—
Using Quality Matters as
Your Guide
Elizabeth McMahon,
Northland Community
and Technical College
Preparing Faculty to Flip:
Lessons from a Faculty
Learning Community
Kris Gorman,
Designing and Teaching
with an Open Textbook
Pete Border,
ADA Compliance in
Course Design Today
and Tomorrow
Martin LaGrow, Ellucian
8
T3930
Canvassing Moodle Comparing Learning
Management Systems
(LMS) to Canvas
& Moodle
Elias Mokole,
A Digital Storytelling
Course—An All-Inclusive
Resource for K-College
Faculty Who Want to
Develop Digital
Storytelling Activities
for their Courses
Greg Steinke,
Using WordPress Web
Engaging and Sustainable
Portfolios to Demonstrate
Online Faculty
Learning from First-Year
Presentations
to Senior Capstone
Susan Tade,
Caroline Hilk,
Hamline University
The Changing Story:
Adaptations for Diverse
Learning Environments
Linda Buturian,
Tips for Teachers To
Streamline Online
Courses, Engage Online
Learners, and Enhance
Quality Matters
Applications
Rita Rahoi-Gilchrest,
9
L3000
10
L3100
L3400
Video Production at the
James Ondrey,
Informed Course Design:
Moving from Individual
Isolated Consultations
to a College-Wide
Framework
Tracy Wilson,
Digital OER for
Elementary Grades
Dan McGuire, Sabier
Being OPEN-ly Sexy and
ADAPT-ably Beautiful:
An Open Educational
Resource (OER) Look at
Attractive, Sustainable
Course Design!
Michael Wiechmann,
Minnesota Online
High School
Gentle Project
Management: Shepherding Pedagogical Change
Sara Schoen,
Digital Creative
Awareness
Daniel Reiva, Lincoln
International High School
Learning from Mistakes:
Share Your Experience!
Mackenzie Krzmarzick,
Anoka-Ramsey
Community College
Ghost Voices: Using-Textto-Speech Technology to
Improve the Quality of
Learning Online
Sheri Hutchinson, North
Hennepin Community
College
Taking the Lead on the
Path to Digital Access:
Ways to Make a
Difference on
Your Campus
Peter Angelos, University
of Minnesota Duluth
Piloting a Remote
Proctoring Service—
Lessons Learned
Chlene Anderson,
Morris
10
Fostering Engagement
and Reflection Through
Social Learning Analytics:
A Design-Based
Research Study
Bodong Chen,
An Alternative Pathway
of Learning Math
Taskin Haque,
Metropolitan State
University
#mnsummit2016
2016 MINNESOTA ELEARNING SUMMIT - PROGRAM
8:30 a.m.
UMD instructor spent three weeks with the AUPP students and one of
their professors, but continued to teach UMD courses back in the USA
using a variety of synchronous and asynchronous online tools.
Presenters will describe and demonstrate the background planning
involved and the actual experience of using a web conferencing tool
and learning management system to teach students in one country
from another country. They will also share how students from the two
different universities used online collaboration and social media tools
to share cultural experiences with each other. This session will be
co-presented by the AUPP professor who will join us synchronously
from Cambodia. Presentation will include time for discussion
and sharing.
T Plaza
Welcome to the Minneapolis Community and Technical College:
Gail O’Kane, Vice President, Academic Affairs, Minneapolis
Community and Technical College
Welcome to Summit:
Kim Lynch, Senior System Director for Educational Innovations,
Minnesota State Colleges and Universities
Introduction of Speaker:
Al Beitz, Director, Center for Educational Innovation,
A-3 Room K3360
Writing with Light: Building a Low-Cost Lightboard at
Carleton College
Keynote Presentation: Higher Education in the New Digital
Ecosystem
Randy Bass, Vice Provost for Education and Professor of English,
Georgetown University
How might the new digital context—the whole of the emerging
learning ecosystem—help us make higher education widely available
to and meaningful for an expanded population of college students?
Designing for that question compels us to look beyond the impulse
to scale or automate current practices to a broader paradigm for
learning, one that is native to this moment and is focused on the kind
of graduates we are trying to produce for the year 2025 or 2030 or
beyond. This keynote presentation will explore concrete approaches
to this challenge through the lens of educating the whole person,
where the role of digitally enhanced learning is much broader than
teaching targeted knowledge and skills. Approaches to educating the
whole person ask that we join the best of what we know about deep
and durable learning with the capacities that are intrinsic to the
emerging digital ecosystem.
Randy Bass is Vice Provost for Education and Professor of English at
Georgetown University, where he leads the Designing the Future(s)
initiative and the Red House incubator for curricular transformation.
For 13 years he was the Founding Executive Director of Georgetown’s
Center for New Designs in Learning and Scholarship (CNDLS).
Eric Mistry, Carleton College
The rise of “flipped” classrooms creates a challenge: how can we create
interesting, usable content that works well on digital platforms? This
challenge presents opportunities to create educational experiences that
can’t exist in a normal classroom environment. We’ve built a Lightboard to explore those opportunities. A Lightboard is a clear whiteboard that is illuminated via LEDs. The instructor stands on one side
of it and writes using fluorescent markers. A camera on the other side
captures the writing that glows on the screen. The footage is then
flipped, cropped, and edited. The end product is footage that captures
not only what the instructors are writing, but also their expressions
and personalities. This presentation will cover what a Lightboard is
and how we’re using it at Carleton. I’ll also discuss how we built an
inexpensive version of the Lightboard, as well as our workflow for
designing, capturing, and distributing content.
A-4 Room T3470
Consistency Matters: Templates in Course Design and
Maintenance
Jay Hopkins and Mark Kayser, University of Minnesota Twin Cities
For several years the UMN CCE has been developing a template for
online courses both as a starting point for all courses and as a tool
for instituting design changes. The benefits of using a college-level
template include (but are not limited to): timely and efficient updating
and maintenance of our catalog, increased consistency of design, and
wider faculty adoption of new tools. This has resulted in more courses
meeting the Quality Matters requirements, improved usability, faster
design, and a better student experience. This presentation will share
the template architecture, the thought process behind its design, and
the impact these decisions have had on teaching, learning, and course
design/maintenance.
Closing Comments and Dismissal:
Jeff Plaman, Online and Digital Learning Specialist, Minnesota
Department of Education
Session A
10:00−11:00 a.m.
A-2 Room K3320
Global Classroom Collaborations with a Twist: Location
Independent Teaching and Learning from Here, There and
Back Again
A-5 Room T3480
Engaging Icebreakers for Online or Face-to-Face Courses
Helen Mongan-Rallis and Kara Hanson, University of Minnesota
Duluth; Donald Rallis, American University of Phnom Penh
During early spring semester 2016 University of MN Duluth (UMD)
students engaged with students at the American University of Phnom
Penh (AUPP). One unique feature of this collaboration was that the
#mnsummit2016
Robin O’Callaghan, Winona State University
This session will focus on creating icebreakers for your online or
face-to-face course that engage your students, create a sense of
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A-9A Room L3000
Do It Yourself Recording Studio
community, and set the stage for future discussions. Participants will
learn how to design icebreakers that will have their students producing multimedia posts and introductions. This session will also give
you excellent examples of how you can meet Quality Matters
Standards for your online course with creative student and faculty
introductions. Real classroom ideas, best practices, and examples will
be provided.
Dan Hoisington, Lisa Burke, and Glori Hinck, University of St. Thomas
Our faculty struggle with the complexities of video content creation
for their online and blended courses. It can be costly to provide
necessary equipment and software to multiple users and timeintensive to train users on these systems. In response, we have
converted a small, unused space on our campus into a self-service
multipurpose recording studio that supports mini-lecture captures,
interviews, and screencasting. In this presentation, we will present
use cases for this space, describe the logistics and equipment needs
involved, and describe a range of equipment options appropriate for
a variety of budgets.
A-6 Room T3600
Beyond Content: The Life-Changing MOOC
Brad Hokanson and Jody Lawrence, University of Minnesota
We surveyed and interviewed students who completed our Creative
Problem Solving MOOC to understand more about the online learning
experience of our massive, worldwide course. Two-hundred seventy
students completed the survey, and thirteen learners were interviewed
by Skype or Google Hangout. Our analysis of the interviews revealed
a striking theme among learners: students shared that the course
significantly changed their individual lives, beyond academic
expectations. While most instructors expect changes in their students
in terms of content understanding, our findings suggest that this
international, online course affected the learners in unexpected ways.
Our course resulted in improved social relationships, personal
accomplishments, and courage. In this presentation we’ll share
anecdotes from our students, the methodology of our study, our
findings, and the implications of this research.
A-9B Room L3000
How the New Generation of eAuthoring Tools are Making
Our Lives Easier
Stephen Kelly, Century College
A new generation of eAuthoring software is making it easier for
educators to scale their materials across the web. In this presentation
we’ll touch on the latest advancements in cloud-based authoring
software. You will learn about what makes these softwares different
from their predecessors, how they expand access to more users, and
the possibilities they create for future online pedogogy.
A-10A Room L3100
Perceptions of Cyberbullying within Higher Education
A-7 Room T3850
Engaged Brains: Strategies for Mastering Learner
Engagement
Julie Luker, Concordia University, St. Paul
A large research study that I recently conducted within the United
States and abroad (N = 1,587) has uncovered that 90% of faculty and
administrators within higher education feel less than fully prepared
to handles cases of cyberbullying between students. Yet one in every
five participants has intervened in a cyberbullying incident before.
What’s more, only 24% of participants indicate that their institution
has enacted a policy that specifically addresses cyberbullying. The
impact that such unpreparedness can have on students as well as the
institution itself will be discussed in this presentation.
Tracy King, InspirEd
In an age of constant distraction, how do we rein in student focus?
Neuroscience offers insights into what it takes to create an optimal
learning environment. It all starts with learner engagement. In this
session we’ll explore the neurobiological underpinnings of attention
and address five key strategies you can immediately apply in your
eLearning course design.
A-8 Room T3930
Online Learner Discussion Self-Grading: Sharing of an
Innovative Teaching-Learning Strategy
A-10B Room L3100
Making Accessibility Accessible: Engaging Instructors
Empathetically
Laura Schwarz, Minnesota State University, Mankato
Nancyruth Leibold, Southwest Minnesota State University
The goals of this presentation are to share the what’s, why’s, how’s,
and successes of online discussion self-grading. The presenters have
successfully implemented discussion self-grading. We will provide a
step-by-step how-to for execution of online discussion self-grading
through employment of a well-crafted rubric in conjunction with the
learning management system quizzing tool. We will discuss how we
have shared our discoveries and successes of this innovation with
others who have in turn gone on to implement it with positive
results. Finally, we will share empirical findings from a first-of-itskind study on learner perceptions supportive of this innovation as
further support. Study findings indicate 1) the rubric and self-grading
quiz are clear, fair and easy to apply; 2) learners are honest and use
reflection in critical self-assessment of discussion performance; and
3) the rubric and process motivate and assist learners in improving
their discussion performance.
Cynthia Sarver, University of St. Thomas
The problem with most digital accessibility training lies in the
approach: it tends to be presented as a list of instructions for
properly formatting headers, images, and other document features
rather than as a strategy for including disabled students in the
classroom. This subtle difference between the traditional process-centered training framework and the more human-centered one
that is the focus of this presentation can make all the difference in
trainees’ ability to retain and transfer their learning. What’s more,
framing digital accessibility with what I call “scaffolded empathy”—
a series of increasingly focused opportunities for considering the
perspective of the disabled—has the potential to permanently
diversify instructors’ image of the students for whom they design
their courses.
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Session B
Exhibitor Showcase Presentations
A-EA
Room L3400
What Should Your College/University’s Next LMS Look
Like? For Many, it’s Schoology!
11:15 a.m.−12:15 p.m.
B-1 Room K3311
ConnectED Learning for Minnesota Educators
Robert Tousignant, Schoology
Students today want their online learning tools to help them Create,
Learn, Explore, and Socialize. As your institution evolves and adapts
to delivering new and better digital pedagogy to support the needs of
digital natives, you’ll need to be sure your LMS platform is up to the
task. In this session we’ll demonstrate why aligning you institution’s
online teaching and learning tools to a S.M.A.C. model (Social/
Mobile/Analytics/Cloud) makes sense. In addition, we’ll provide
participants with valuable insight and understanding into the
benefits a learner-centric platform has over traditional, coursecentric systems. Throughout this session we’ll be showcasing how
the CODiE-award-winning Schoology LMS platform helps meet the
online and blended learning needs of today’s colleges and universities.
Jen Kohan, Education Minnesota
Discover ways to drive your own professional development beyond
the “workshop model”, and connect with other like-minded
colleagues around the globe via Minnesota ConnectED, Education
Minnesota’s online platform for professional growth. Organize your
own learning through effective use of professional social media, video
conferencing, and other innovative digital learning experiences. Find
out how to integrate connected learning into your own classroom, by
participating in online communities of practice. Bring your own
device to this session to make the most of this interactive experience.
B-2 Room K3320
2 Specializations + 10 MOOCs: How Coursera Changed
the Way We Create Online Learning at the Carlson School
of Management
A-EB
Room L3400
Adaptive Learning—The Time is Now!
Amie Norden, University of Minnesota, Carlson School of Management
Dean Pedersen and Katie Brink, University of Minnesota Twin Cities
The Carlson School of Management embarked on a journey to launch
two Coursera Specializations starting in January/February 2016: one
in Human Resource Management and another on the Healthcare
Marketplace. The Coursera specializations consist of a suite of five
courses, with the concluding course being a capstone experience.
The project schedule resulted in two new MOOC courses launching
every month, with two new faculty every month, for a total 10 MOOC
courses and different 10 faculty in about six months. The accelerated
nature of the project timeline required close coordination among
multiple moving elements. The presenters will share the process of
working to create and highlight faculty content expertise: all the way
from designing lecture presentations with ‘pop’ to creating lecture
videos that ‘stick.’ The lead presenter will share lessons learned and
overall project management considerations for embarking on a
MOOC odyssey at your own institution.
Niki Bray, WCET
In 2015, the WICHE Cooperative for Educational Technologies
(WCET) launched a new programmatic focus on adaptive learning,
beginning with a leadership summit titled “Adaptive Learning in
Higher Ed: Improving Outcomes Dynamically”. Commercial
providers of adaptive learning courseware and platforms engaged
in a discussion of whether adaptive learning is evolutionary or
revolutionary, and the answers were mixed. Institutional innovators
of adaptive learning shared valuable lessons learned from their
deployment of adaptive learning courses in a mix of scenarios: online
and flipped delivery, from general education to graduate level
courses, from public two-year colleges up through professional
health sciences institutions. Clearly, WCET’s summit was just the
beginning. In winter 2015, WCET appointed Niki Bray as the WCET
Fellow on Adaptive Learning to continue this important work. Bray, a
doctoral student at the University of Memphis, has developed a
wealth of information about the growing level of experimentation
and adoption of adaptive learning in higher education. Coupled with
her own research for her dissertation on adaptive learning, Bray has
built an extensive network with the adaptive learning providers and
the institutional innovators. Her presentation will address why the
time for implementing adaptive learning is now. The technology is in
place, the cost is reasonable, and preliminary data is exciting. Bray’s
weekly Twitter Chat (#WCETadaptive) features provosts, faculty,
researchers, instructional designers, and the vendor community in a
rich dialogue of raising awareness of the potential of personalized
learning to significantly impact student success. This showcase will
conclude with a brief overview of WCET and the range of issues they
are addressing in 2016, including 21st-century teaching competencies,
student identity verification, and the innovations occurring to
support connected credentials for 21st-century learners.
B-3 Room K3360
Designing Blended Courses: An Integrative Approach
Darcy Turner, Saint Paul College
Blended (hybrid) courses are often used by faculty (and assigned by
administrators) as a stepping stone to teaching fully online. When
this happens, the blended course takes on one of two identities: a
face-to-face course with online components, or an online course with
face-to-face components. Both descriptions are inaccurate and
thinking about the format in this way can have far-reaching negative
consequences. In this presentation, I will describe the unique nature
of the blended format and explain why each blended course requires
an individualized design and development plan. I will discuss the
questions you need to ask when designing a blended course and offer
strategies to maximize the advantages and minimize the challenges
of this format.
11:00 a.m.
Break, Posters, and Exhibits
Skyway Level
#mnsummit2016
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B-4 Room T3470
Open Source Course Management System (OSCMS):
Providing Online Learning Experiences and Positive
Alternatives to Addictive Internet Use
research, Minnesota Reflections Primary Source Sets. We’ll discuss
the content and creation of the Primary Source Set project, using
and highlighting access to secondary resources for added context
(includes scholarly articles from the Electronic Library for Minnesota
databases and government websites). Finally, we’ll also introduce
related, original teaching guides which supply educators and
researchers with discussion questions and classroom activities for
each Primary Source Set.
Benjamin Agbo, University of Minnesota, Twin Cities
Paul O. Onaga, Engu State College of Education (Technical)
The provision of learning experiences with eLearning Technologies
at all education levels is growing rapidly and the cost of doing so is
not cheap either. This notwithstanding, our society is more than
ever being bombarded with information resulting from the use of
digital technologies. Consequently many people, especially
school-age groups, are addicted to the Internet and sometimes
spend unproductive hours daily surfing the Internet. Thus, this
presentation explores the use of Open Source Course Management
System (OSCMS) for the provision of free online learning experiences
for both teachers and students. It also discusses using OSCMS to
providing positive outcomes for addictive Internet use. Specifically,
the presentation focuses on OpenEd course management system and
its resources/affordances. The OpenEd is free OSCMS designed for
K−12 teachers/students. The OpenEd provides in its resource library
ready-made materials for formative assessments, homework, and
lesson plans based on an approved standard (e.g., common core
curriculum). Educators and educational organizations all over the
country provide these materials free to teachers and students. This
presentation will provide participants with the skills needed in
setting up and using OpenEd OSCMS in their subject areas.
Therefore, at the end of the presentation, participants will be able to
sign up for an OpenEd account, register student at various grade
levels, assign lesson plans using resource library, assign assignments,
and homework.
B-7 Room T3850
Using Technology to Bridge Understanding: Connections
Between the US & Norway
Heather Bandeen, Hamline University
Henriette Selvig, Sola VGS—Rogaland Fylkeskommune
This session will be co-presented by a teacher from Stavanger,
Norway, and a faculty member from Hamline University. It includes
a collection of open-source data visualizations that were used
during a 2014−15 Fulbright grant as a means to illustrate patterns
and connections across both countries. Participants will have the
chance to experiment with these interactive tools and talk with one
another about using them with student groups of any size—whether
face-to-face or online. They will theorize about trends at the county,
state, and national levels while also developing an understanding of
the history and the future of our world.
B-8 Room T3930
Guerrilla Video: Ten-Minute, Onsite Documentaries Made
Fast & Cheap
Eric Daeuber, MN State Colleges and Universities
Online delivery of material can be an isolating experience for both
instructors and students. This can be particularly difficult in the
Humanities where what it means to be human is the core content
of the course. It’s hard to encourage a hunger for the subject, or
underline the significance of the events, works of art and architecture,
or philosophy at hand without a little passion for the people and
places that have given rise to great ideas. Visiting interesting
locations, equipment-poor, ill prepared, with an open mind, and
talking about—and sometimes with—important people on camera,
can give your students a window on places they may never have
the chance to see. It can put your face to your content, make the
material uniquely your own and, as a bonus, give a bit of a bump
to your credibility.
B-5 Room T3480
Using eService-Learning to Engage Students in
Experiential Learning
Jean Strait, Hamline University
This session will discuss current practice and research on engaging
students in service-learning projects through technology. With
an emphasis on social justice, parent involvement, and cultural
competence, the discussion on eService-learning will further the
work in schools promoting 1:1 technology. This session discusses
the five ways service-learning and eLearning intersect to create the
optimum learning experience called eService-learning. Strait is
the pioneer of this pedagogy with over twelve years of experience,
sharing her new book, eService-Learning: Creating Experiential
Learning and Civic Engagement Through Online and Hybrid Classes.
B-9A Room L3000
The Role of Technology in Student Satisfaction
Peg Sherven, University of Minnesota
Which factors impact student satisfaction? This presentation will
discuss how instructors’ ability to use technology, their choice of
technology tools, and faculty engagement makes a difference in
students’ satisfaction. Other factors, such as technology obstacles
and course specific behaviors that can impede performance will be
discussed. Finally, elements of students’ personal social responsibility
will also be examined, such as their ability to appreciate the fine arts,
cultural and global diversity, and self-awareness and understanding.
B-6 Room T3600
Deep Dive Into Digital Content: Minnesota Reflections
Primary Source Sets
Jennifer Hootman and Greta Bahnemann, Minitex, University
of Minnesota
The work of gathering primary sources on a specific topic and then
providing the necessary context to those sources can be a difficult
process for both educators and researchers. Join us as we dive into
digital content and demonstrate a new, unique resource for historical
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B-9B Room L3000
Creating a Hybrid Executive Education Course
C-2 Room K3320
Using Google Docs in Your Online Instruction: Save Time
AND Give More Meaningful Feedback
Steven Webster, University of Minnesota
MOT 8232 Managing Technological Innovation is part of the
executive Master of Science in Management of Technology degree
program, where a cohort of working professionals meets once a week
for 21 months. With the many time demands on these students, the
goal is to keep classroom time as engaging and interactive as
possible, while covering all the material. This presentation will report
on an experiment to move “lecture” topics online, keeping the most
interactive material and case studies for classroom time, while giving
students one day without coming to class. Working with Academic
Technology Support Services, the syllabus was mapped into specific
learning objectives, 52 short videos were produced, with 20 quizzes
to check student progress, and 13 discussion forums to create dialog.
How it was done, the course results, student feedback, and lessons
for the future will be covered.
Sara L. Nystuen-Royzenfeld, Center for Spirituality and Healing,
This presentation explains and demonstrates modes in which using
Google Drive (Docs/Slides/Pages) for online coursework submission
can substantially reduce grading time for instructors, while
simultaneously increasing meaningful feedback for students. Piloted
in many online and hybrid courses at the University of Minnesota’s
Center for Spirituality and Healing, both student and instructor
reaction to the practice have been overwhelmingly positive.
Integrating specific Google Apps into Online Learning Platforms
(such as Moodle) offers both students and instructors a free,
organized, and reliable way to create and present material (papers,
presentations, web pages, group work) for submission, and then
to receive timely and meaningful input or feedback from both
instructors and collaborators. Note: Examples for this session will be
demonstrated in the Moodle LMS, but the information presented is
transferable to other systems.
B-10 Room L3100
Using Technology to Enable Lightweight Teams
Mary Lebens, Anoka Technical College
Do your group projects suffer from the dreaded “free-riders”:
students who receive a grade but don’t participate? This presentation
explains how higher education instructors can use lightweight
teams to get rid of the “free-rider” problem. The lightweight team
methodology uses freely available educational technology to develop
engaging team projects and to encourage positive collaboration
between students. Using lightweight teams helps instructors assess
outcomes more accurately than traditional group projects. This
methodology can be used in face-to-face, hybrid, or online courses. A
brief demonstration of relevant educational technologies is included
in the presentation.
C-3 Room K3360
Make Google Work For You! Google Customizations and
Features That Support Teaching and Learning
Wendy Wolfe, Totino-Grace High School & Concordia University
Change your approach to all things Google! This session explores
customizations, add-ons, extensions, and hacks for Google Docs,
Slides, Sheets, Forms, and Chrome that can transform how educators
teach and students learn with Google. Attendees will learn how to:
create multimedia-rich, beautiful, and unique Forms; create
interactive “notebooks” for learners leveraging Google Forms and
Gmail filters; expedite the assessment and feedback process with
Google Forms and Sheets; improve the research process with
add-ons for Google Docs, extensions for Google Chrome, and
customized templates for note-taking using Google Slides; create
interactive virtual tours using Google Tour Builder; improve
accessibility with text to speech and speech to text add-ons.
Attendees will explore classroom-tested teaching strategies and
learning activities and will receive video tutorials and editable text
directions for all skills presented.
12:15 p.m.
Lunch
1:00 p.m.
Awards Presentation
Session C
C-4 Room T3470
Six Pack to the Rescue: 3rd Party Integrations
1:45−2:45 p.m.
C-1 Room K3311
Student Portfolios Through the Lens of Formative
Assessment Strategies
Karen LaPlant, Hennepin Technical College
Sheri Hutchinson, North Hennepin Community College
Want to get your classes ready to show off a marvelous six-pack?
Exercise your healthy choice by joining us to hear how two faculty
members have been successful with the implementation of this
six-pack of 3rd-party LMS Integrations. Improve your student
engagement and success rates by one or more of the following
3rd-party tools to be presented: Zoom, Atomic Learning,
ReadSpeaker, Cengage (Mindtap), Pearson, and Labyrinth. We will
demonstrate how we use these products in a variety of blended and
online courses at both of our institutions with the result of engaging
students with access to rich learning applications.
Sheila Norton, cmERDC
Student portfolios are a buzzword in education right now. But what
should go into a student portfolio? In this session we will examine
research from the Marzano research center and the Seven Strategies
of Assessment for Learning by authors Jan Chappuis to answer how
focused attention to learning goals, assessments, and student
participation can close the gaps and help all students use their
portfolios to individualize their learning path.
#mnsummit2016
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C-5 Room T3480
Maximizing Brightspace Tools to Create a Gamified Online
Learning Environment
analytics functionality, publishers are by and large COUNTER
compliant, and an abundance of data management tools empower
everyone to jump into the deep end. This presentation will cover
the different developmental phases passed through en route to a
sustainable assessment regime at a smaller university library. Lessons
learned about culture, workflows, and various relationships forged
will be complemented by a show-and-tell of bespoke interactive tools
developed locally for frontline librarians and university administrators.
Carrie Miller, Minnesota State University, Mankato
This presentation will provide an overview of how specific tools in D2L
Brightspace (intelligent agents, checklists, release conditions, and
groups tool) can be used to create a gamified environment where
students can “level up” and “beat the boss level”. Implementation and
design challenges as well as lessons learned will also be discussed.
C-9B Room L3000
Technical Administration of an LMS Pilot
C-6 Room T3600
Creative Commons Licensing: Why Liberating Curriculum
Might Make Sense
Erik Epp and W. Christopher Scruton, University of Minnesota
Twin Cities
This presentation discusses the technical-side implementation
considerations in piloting a learning management system (LMS),
with the U of M’s pilot of Canvas as a case study. We will discuss
process development to support a pilot LMS (Canvas) alongside
an existing LMS (Moodle), as well as frameworks for providing
production assistance to instructors and instruction support staff
members, assessing and comparing system functions and features,
and developing methods for evaluating performance and user
experience. Lessons learned and changes for future technology
pilots will be presented.
Creative Commons Licensing provides a free channel for sharing
curriculum and granting use rights on the web. Yet many teachers are
fearful that licensing their materials could lead to job insecurity or
theft of their intellectual property. In this presentation we will take a
high-level look at Creative Commons Licensing. Lessons learned from
a major US Department of Labor TAACCCT grant will be presented as
a case study of mass licensing. All attendees will be involved in small
group discussions about licensing fears, empowerment, and matters
of technical application.
C-10A Room L3100
A Strategic Approach to University Online Programs:
Engaging Faculty and Staff with the OLC Quality Scorecard
C-7 Room T3850
Successfully Implementing New Technology in a College
Course: Google Sites for a Collaborative Student Project
Bob Rubinyi and Larry Coyle, University of Minnesota
In 2105, the presenters engaged University of Minnesota academic
units and campuses offering online and blended programs and
central support units to benchmark the University of Minnesota’s
approach to the administration of online and blended academic
programs using the Online Learning Consortium Quality Scorecard.
The presenters will report on the methodology, findings, and
recommendations developed from the benchmarking process
along with lessons learned. The session will conclude by outlining
the process used to charter two work groups (institutional and
faculty support) to develop work plans and to build faculty, staff,
and administrative support to implement the recommendations.
Kalli-Ann Binkowski, University of Minnesota
Google Apps give every student easy access to some powerful tools. In
this presentation I will describe how we developed a new assessment
for a bioethics course that used Google Sites and required students
to use 21st-century skills, analytic and creative thinking, authentic
learning, and collaboration. If you bring a computer, you can play a bit
with Google Sites along the way, but it is the key things that made this
a successful implementation of technology that will be most valuable.
C-8 Room T3930
Online Proctoring Case Study: Success Factors for
Implementation and What We’ve Learned
C-10B Room L3100
Do I Continue to FLIP or Should I Scramble?
Mark Kayser, University of Minnesota
Ryan Burg, Software Secure
Educators are faced with an increasing number of choices regarding
the tools necessary to deliver online education. Online proctoring
solutions have become a must-have for many reasons, but at the top of
the list are “anytime-anywhere” convenience and the ability to assure
the integrity of the academic credit earned by online/hybrid students.
This talk will cover the key issues to consider when creating an online
proctored examination. Addressing more than just the technological
concerns, this presentation will also explore the policies, practices,
and pedagogical aspects of implementing an online proctoring
solution.
Kashif Ahmad, Northwestern Health Sciences University
There is evidence to support the value and importance of flipped
classroom teaching. In my 10 years of teaching experience and
drawing on experiences of my colleagues, I understand that one
model does not fit all. Our Millennial learners continue to be different
and we face the challenges of engaging our evolving learners. In this
interactive session I will discuss how I have transformed my course
from a conventional flipped class to a scrambled class. The scramble
model is supported by the use a combination of online tools to create
effective teaching sessions that pave the way for corroborative
environment using Team-Based and Problem-Based Learning.
C-9A Room L3000
Data Analytics: Finding the Sustainable Sweet Spot
Greg Argo, Concordia University, St. Paul
With so much data available to librarians, how does one know which
data to pay attention to? Most vendor systems now come with
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D-3 Room K3360
Designing Accessible Course Materials: Practices You Can
Start Implementing Today!
Exhibitor Showcase Presentations
C-E
Room L3400
Maximize Budgets with Dual-Funded BYOD Programs
Catherine Artac, Minnesota State University Moorhead
Overwhelmed with the idea of meeting accessibility requirements?
Making an online course accessible involves multiple considerations
—from video captioning to the proper formatting of documents.
In this session, we will look at ways to make your online course
materials more accessible for all users. We will discuss high-level
topics, such as Universal Design for Learning, as well as identify
specific practices you can adopt immediately. Your takeaways will be
both a greater awareness of accessibility issues as well as a number
of practical ideas and resources to take back home.
Ryan Gritz, Best Buy Education
Today’s youth are growing up as digital natives, using technology in
every facet of their personal lives. By helping schools purchase the
latest in education technology with customizable BYOD programs,
Best Buy Education makes it possible to create dynamic, interactive
classroom environments that draw students into digital curriculum.
Teachers and students are able to go deeper together, and be fully
immersed in learning, creating, and collaborating. Hear why schools
choose to implement a dual-funded BYOD program. The ability to
share the cost with parents and choose the right device for each
student was very important to all parties.
D-4 Room T3470
Beyond Captioning: 10 Tips for Accessible Course Design
2:45−3:00 p.m.
Jenessa Gerling, Hennepin Technical College
In a world where the landscape and demographics served in
education are continually changing, so too must our development
of courses that are accessible and accommodating to learners of all
demographics, including race, ethnicity, culture, socioeconomic
status, disability, ability, and much, much more. With a framework
surrounding Universal Design for Learning (UDL)* principles, this
session will provide 10 tips for helping develop and deliver online
and blended curricula that proactively allow for accommodations
for all learners.
Skyway Level
Session D
3:00−4:00 p.m.
D-1 Room K3311
3 Classes, 2 Teachers, 1 Course
Kristin Lundstrum and Emily Beckman, DeLaSalle High School
Two teachers (one on campus, one part-time telecommuter) used
a single Canvas course to teach three different digital art classes
concurrently. Students made decisions based on personal interest
before researching and then applying knowledge within projects; this
increased intrinsic motivation and quality of final projects. Teachers
emphasized reflection and revision as an ongoing process in hopes
that students would see learning as a personal experience rather
than means to a grade. With the help of Canvas’s mobile apps,
communication tools, video conferencing, differentiated instruction,
and peer reviews, students in this class experienced a unique and
collaborative blended learning environment.
D-5 Room T3480
Impact of Training and Course Reviews on Faculty and
Student Satisfaction for Online Courses
Nima Salehi, University of Minnesota
Our college has a graduate program where most courses are offered
in a blended format with three in class sessions and the rest of the
course is taught online. To ensure that courses provided the best
possible quality of instruction we could offer students, courses have
been developed using Quality Matters online course development
rubrics. Faculty have been provided opportunities to participate in
QM workshops with follow-up internal course design workshops. To
determine whether these efforts were having the desired impact, a
research project was conducted to determine the impact on faculty
and student satisfaction. This presentation will provide a summary of
research project data and results, and the effects that both workshops
and quality reviews have had on faculty, students, and standards of
course design within the college.
D-2 Room K3320
Storytelling for STEM Educators
Patrick O’Leary, University of Minnesota
Stories are one of the oldest and most natural ways that we pass on
information. Whether stories are told about history, culture or
discoveries, they provide us a means for making sense of our world.
One of the limitations to acceptance of new scientific information
has been the inability of researchers to be able to explain their
research. An effort is being made to teach children in middle schools
how to explain their research through digital storytelling. Stories
have also been shown to assist in reducing cognitive load and
increasing motivation for learners. This presentation will review the
supporting research behind storytelling as a form of scientific
explanation. Provided will be practical suggestions for using existing
technology tools to assist in the creation of digital stories for STEM
research, and a discussion on the inquiry-based learning approaches
that best support these models.
#mnsummit2016
D-6 Room T3600
Beyond Four Walls: Enhancing Project-Based Learning
Through VoiceThread
Jody Lawrence and Brad Hokanson, University of Minnesota
Using design education as a model for project-based learning, this
presentation shares how we integrated VoiceThread into a traditional
design studio to promote the fluid exchange of ideas in an online
environment. During this session, you’ll learn how the asynchronous
attributes of VoiceThread enhance the teacher and learner experience
by streamlining communication outside of class, providing an online
alternative to assessment, facilitating discussions about visually-rich
content, and enabling critiques from professionals worldwide.
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D-10A Room L3100
Digital Inequity Among Tribal College Students
Attendees will learn about the features of this technology, and how to
use it to facilitate quality feedback necessary for project development.
This online resource is presented as an effective tool that could
enhance any course.
Hannah Buckland, Leech Lake Tribal College
Students enrolled at Minnesota’s four tribal colleges often lack the
necessary tools to excel in digital learning environments. In turn,
tribal college libraries take on a critical role in fostering student
success by providing access to broadband, computers, and software;
however, challenges including low staffing levels, an absence of stable
funding, and unmet digital needs routinely impede these libraries’
services. This presentation will summarize data describing digital
inclusion among Leech Lake Tribal College students, highlight key
partnerships in improving digital equity among LLTC students, and
provide recommendations for outside organizations interested in
partnering with tribal college libraries.
D-7 Room T3850
Capture that Outcome: From Moodle Outcomes to
Campus Labs
Christiane Reilly, University of Minnesota Twin Cities, College of
Continuing Education
Steven Hawks, University of Minnesota, Twin Cities
Mapping and tracking student learning outcomes (competencies)
across a program can be a daunting task. This presentation provides
a roadmap through the assessment process from working with
faculty to capture key outcomes, to tagging competencies using
Moodle Outcomes, to finally analyzing the results in Campus Labs.
This presentation guides participants through key steps that
make outcomes mapping and outcomes tracking a doable if not
enjoyable task.
D-10B Room L3100
VoiceThread as a Tool to Support Engagement in Online
Business Courses
Glori Hinck, Nancy McGinley Myers, and Patricia Stephan, University
of St. Thomas
Our faculty are encouraged to move traditional face-to-face MBA
courses into a blended format. One concern with this change is how
to engage students in robust discussions of business content and
cases. The typical online discussion forum can support this to a
degree, but in a text-only medium, there is a loss of presence.
VoiceThread is an asynchronous tool that allows students to engage
not only with the content, but also with peers and instructor through
their choice of modalities including text, audio, and video. We will
outline the steps involved in moving a discussion from the classroom
to the cloud and will suggest ways to implement VoiceThread into a
blended business course.
D-8
Room T3980
Exploring the Flipped Side: Inside and Out
Caroline Hilk, Hamline University
Kate Borowske, Hamline Libraries and Archives, Hamline University
Gina Erickson, Department of Criminal Justice, Hamline University
Nicole Nelson, Information Technology Services, Hamline University
In this session, educational innovators will share experiences from a
Flipped Faculty Institute. Participants in this highly interactive
session will identify activities to support active learning inside the
classroom, explore tools and multimodal resources to facilitate
engagement outside the classroom, and discuss how this model of
faculty development could be implemented at your institution.
Hamline’s collaborative model of instructional support will highlight
the benefits and considerations of sharing expertise and resources.
You will hear from a librarian, academic technologist, instructional
consultant and a faculty member about how this model leveraged
limited resources can enhance innovation in teaching and learning.
4:00−5:30 p.m.
Poster, Exhibitors, and Networking Reception
(4:00−4:30 Poster Session with authors at boards)
D-9 Room L3000
Faculty Migration from Text-Based to Media-Rich Content:
Crowdsourcing the Meaningful Application of LMS (D2L)
Quizzes
Marion Judish and Plamen Miltenoff, Saint Cloud State University
In a music class MUSM 123, two faculty aim to expand the use of LMS
(D2L) quizzes from assessment to training tools, thus paving the
road for better learning among students. The traditional text-based
content for the quizzes is replaced with media (audio) files for fuller
content understanding by students. Based on the experience of both
faculty, which will be shared with the audience, a discussion and
brainstorming session is sought to generate ideas and involve the
audience’s experience in improving a transition from a prevalence of
text quizzes, in particular, and teaching materials, in general, to a
replacement by media-rich teaching content. Other interweaving
topics to accompany this brainstorming discussion include but
are not limited to: faculty collaboration during technology
implementation in teaching, LMS (D2L) included and reuse, share
and exchange of learning objects.
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Thursday, July 28, 2016
E-4 Room T3470
Keep Calm and Assist Learners with Developing
Multimodal Writing
Session E
Nancyruth Leibold, Southwest Minnesota State University
Laura Schwarz, Minnesota State University Mankato
Multimodal writing is composition other than the traditional page
text and may include digital media. Examples of multimodal writing
include authoring electronic posters, PowerPoint presentations, blogs,
wikis, videos, animations, websites, cartoons, pamphlets, electronic
portfolios, and educational materials. The craft of multimodal writing
is a skill cultivated in K−12 and higher education courses, so that
learners can apply in society after graduation. These real world skills
are critical for application in 2016 and beyond. Opportunities to
develop multimodal writing skills are easily designed into online,
hybrid, and face-to-face courses. Multimodal writing is one method
that educators can use to provide writing across the curriculum in
general education courses and major courses as well as at all age
levels. The presenters share strategies that faculty can use to
incorporate multimodal writing in courses, sources of free “favorite
picks” multimodal software, and address standards for multimodal
writing in this “outside the box” presentation.
8:15−9:15 a.m.
E-1 Room K3311
Best Technology Practices
Jodee Lund, Minnewaska Area School District
This presentation will be conducted through Nearpod. Participants
will not only hear about best practices, but also experience what this
looks like in the classroom! Participants will also leave with a list of
resources to add to their “toolbox”.
E-2 Room K3320
The POETry of Collaboration: Collaborative Training,
Evaluation and Progress Through the POET Program
Jody Ondich and Hanna Erpestad, Lake Superior College
Lake Superior College faculty, staff, and administration have
collaborated to create the Program for Online Excellence in Teaching
(POET), which includes teacher and staff training, administrative
evaluation, and peer review. The program extends beyond course
design to include teaching and learning components. The college
has invested in this comprehensive quality online initiative for
three reasons, calling them the 3 Ps: peer support, pedagogy, and
professionalism. Participants will be provided access to all LSC’s
POET materials to use or adapt. This process can work for teaching
for all ages, as the materials look at engagement, training, best
practices and continuing progress. Participants will be provided
access to all of LSC’s POET materials to use or adapt for their own use.
E-5 Room T3480
They Aren’t Wrong, We Are: Designing Online Courses for
How Students Actually Use Them
Ellyn Buchanan, University of Minnesota
Sara Hurley and Audra Kerlin, University of Minnesota, School of
Public Health
As instructional designers and academic technologists, we devote
our time to working with faculty and content experts to meticulously
design and develop online courses. The student voice, however, is
all but absent in this process. We are making broad assumptions
about who our students are and how they will interact with the
environments we design. We are creating these courses for them,
and if they aren’t using them the way we expect, they aren’t doing it
wrong, we are. After undergoing usability testing of multiple online
course designs, the Office of E-Learning Services, School of Public
Health, University of Minnesota, gained a better understanding of
how students think and operate in our online courses. As a result of
this testing we have implemented numerous changes to our design
process, the most important of which is a commitment to building
relationships with our students.
E-3 Room K3360
GPS LifePlan 2.0: Launch Party—Create the Life You Want:
Goals + Plans = Success
Randy LaFoy, MnSCU & Century College
Help celebrate the 10th year of the GPS LifePlan (goals+plans=
success). GPS is a FREE holistic resource dedicated to helping
students stay in school and graduate. Attendees will see the
updated and redesigned website and learn about some of the new
ground-breaking features, which include: Learning content
publisher/provider/delivery platform; LifePlan repository (e.g.,
students can save the results of their explorations and goal setting);
Device and mobile friendly content. GPS has not only added new
features, it made the existing information and resources even more
useful and interactive. For example, when students complete
self-assessments, many of the results will be automatically stored
in their repository; and it’s even easier to find and utilize the
comprehensive features in the five different sections (Career,
Education, Finance, Leadership and Personal). GPS will help
secondary schools meet legislative requirements for career/
college readiness.
#mnsummit2016
E-6 Room T3600
Service-Learning in Online Courses: Research and Best
Practices
Molly Wickam, Bethel University
This session will describe the goals, activities, successes and
challenges of a service-learning project in an online business
capstone course where students conduct a project for a non-profit
organization. Participants will gain new ideas for using servicelearning in academic coursework in both online and face-to-face
courses. In addition, the author will share portions of findings from
her dissertation research study on service-learning.
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E-7 Room T3850
On the Road to Quality - Using Quality Matters as
Your Guide
E-9B Room L3000
Informed Course Design: Moving from Individual Isolated
Consultations to a College-Wide Framework
Elizabeth McMahon, Northland Community and Technical College
Robin O’Callaghan, Winona State University/Minnesota Online
Quality Initiative
Are you looking for course design tools and support to guide you in
developing courses that reduce barriers to student learning and
increase persistence? This session will introduce you to the Quality
Matters program, a faculty-driven peer-review process and set of
rubrics that support quality course design. Whether used alone or
in conjunction with other tools and processes you may already be
using, the QM rubrics have been adopted by an international
community of faculty and instructional designers working to
improve course quality. Join us for a brief overview and to learn
which components of the QM program would best support you.
Tracy Wilson, Noah Holm, Mary Jetter, and Jane O’Brien, University of
Minnesota Twin Cities
In order to increase online offerings, faculty at the College of Food,
Agricultural, and Natural Resource Sciences (University of Minnesota),
in collaboration with staff consultants, created a college-wide
framework of processes and resources. Key components in the
framework include calls for proposals, selection criteria, and
designated consulting staff from local IT services and the central
offices of academic technology and faculty development. In addition,
a process of course design emphasizing learner engagement was
developed to guide content creation, student interaction, and
assessment. In this presentation we’ll share lessons learned on
moving from the individual to the system level and on the tensions
between standardization and flexibility.
E-8
Room T3930
Canvassing Moodle—Comparing Learning Management
Systems (LMS) to Canvas & Moodle
E-10
Room L3100
Digital OER for Elementary Grades
Dan McGuire, Sabier
This presentation will explain what OERs (Open Educational
Resources) are in general and will also explain the details of the
Minnesota Partnership for Collaborative Curriculum and how it will
benefit Minnesota K12 school districts with a special focus on grades
3-5. The use of MPCC Learning Management System ready content in
grades 3-5 will be demonstrated.
Elias Mokole, University of Minnesota
Mitra Emad and Helen Mongan-Rallis, University of Minnesota Duluth
As part of the University of Minnesota’s ongoing mission to review
and evaluate emerging instructional technology, several educators
were selected across the University of Minnesota to participate in a
pilot program to assess Canvas as a learning management system
(instead of Moodle, which is the current LMS used on UM campuses).
Over the past several months pilot participants have been using
Canvas to connect and share strategies on how to best use this
powerful tool. Presenters will compare and contrast the two learning
management systems (Moodle and Canvas) as it relates to teaching
online, hybrid, and flipped learning class sessions. Presentation will
allow time for discussion.
9:15 a.m.
Skyway Level
Session F
E-9A Room L3000
Video Production at the University of Minnesota
9:30−10:30 a.m.
F-1 Room K3311
What’s Next for the LMS? From Walled Gardens to Open
EcoSystems
James Ondrey, University of Minnesota
Dave Lindeman, University of Minnesota Twin Cities
Greg Steinke, College of Continuing Education, University of Minnesota
No one creates more academic videos for the University of Minnesota
than ATSS (Academic Technology Support Services). Since 2013,
ATSS produced over 1,000 videos for over 200,000 students at the
University of Minnesota and around the world through MOOCs. This
30-minute presentation will provide a snapshot look from the inside
at how it’s done through the lens of the production staff. Attendees
will see samples of academic videos produced, gain a general
understanding of studio creation and setup, and how it fits together
in its post-production process. James Ondrey has 10 years of video
production experience working for Viacom and Twin Cities Public
Television before joining the U in 2013 as a media designer. Andrew
Matthews has over 15 years of recording engineering, video production and studio design experience with The Banff Centre for the Arts,
The Art Institutes International Minnesota, Northwestern Health
Sciences University and Stanford University.
Lesley Blicker, MN State Colleges and Universities
Nationwide over 90% of educational institutions are running a
learning management system. Yet there seems to be a restlessness
with the current LMS design since it matches up poorly with newer
teaching and learning models. Is there anything out there that truly
differentiates itself from the pack? What do we see peeking over the
horizon? In this session, the presenter will provide perspectives on
the future of LMSs and what we might expect to see and utilize over
the next several years. Spoiler alert: there is no big reveal! But terms
like ecosystems and Lego approaches will be used generously. You
may want to attend this session if for no other reason than to affirm
your own (school’s) knowledge and preparedness for the future.
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F-2 Room K3320
What Does Recent Pedagogical Research Tell Us About
eLearning Good Practice?
flipped format to model the pedagogy and provided consultation
support during the program so the participants could implement
their ideas. Attendees to this session should walk away being able
to describe the format of our program, how the structure of our
program supported the faculty creating high-quality pedagogy and
what kinds of projects our participants completed during the
program. We hope that in addition, it will provide fodder for how to
support faculty adoption of novel pedagogical approaches at their
own institution.
Christina Petersen, University of Minnesota
Many instructors indicate that they want their elearning teaching
approaches to be evidence-based. Indeed, there are rich and varied
sources of research being conducted on elearning good practices
available in scholarly journals and government reports. However, few
of us have time to keep up with these publications. In this session I
will do some of that work for you. I’ll summarize findings from
recent government and university reports which review over 1,000
online learning studies. I will also summarize the findings from
newly published articles from pedagogical journals with important
information about good practices in online education. These
practices address evidence-based methods for promoting student
engagement in online courses, good practices for video production,
and other topics related to online teaching. We will discuss the
importance of all of these findings for your teaching.
F-8
Room T3930
A Digital Storytelling Course—An All-Inclusive Resource
for K-College Faculty Who Want to Develop Digital
Storytelling Activities for Their Courses
Greg Steinke, Linda Buturian, Pete McCauley, Christiane Reilly, and
Scott Spicer, University of Minnesota
Digital stories are multimedia narratives that help students develop
higher-order thinking and 21st century skills. In this presentation,
the presenters will share what digital storytelling is and how it
transforms teaching and learning. They will also share the work
they’ve done to create an online course on digital storytelling that
acts as an all-inclusive guide and resource for faculty who want to
explore digital storytelling activities in their course(s). The digital
storytelling course is designed to support all faculty (K-College), and
in any course setting - online, hybrid, or f2f. Digital stories are a fun,
skill-expanding alternative to written assignments and reflections,
with the versatility to apply to any field of study. The presenters will
share their passion for digital storytelling assignments and through
discussion, solicit feedback from session participants on how they
might use this course to develop their understanding of digital
storytelling; and suggest outreach approaches for educators across
educational environments to learn about its availability.
F-4 Room T3470
Free Digital Resources for Teaching and Learning
Mary Mehsikomer, TIES
There are banks of resources on the Internet that are purposefully
designed for use by educators at every level for teaching and
learning. Many are cross-curricular, promote 21st Century Skills,
and have many possibilities to increase student engagement with
content. The tricky part comes in trying to find resources that are
designed for educational practice, achievement of standards, and
that are effective for teaching and learning. These resources cannot
be found with just a Google search. Participants in this workshop
will learn about several resource banks dedicated to teaching and
learning for all ages, all content levels, and various learning styles.
Resources from respected institutions such as the Library of
Congress and Smithsonian Institution are only some of the riches
that will be uncovered. People will leave the session with a treasure
chest of new tools and ideas for how to use them with students.
F-9A Room L3000
Being OPEN-ly Sexy and ADAPT-ably Beautiful: An Open
Educational Resource (OER) Look at Attractive, Sustainable
Course Design!
F-5 Room T3480
Video: The New Paper
Michael Wiechmann, Minnesota Online High School (MNOHS)
Some really unique research out there illuminates how Learning is
Unstoppable. With this in mind, why do we so often manage to stop
it with our course design? This presentation will explore how
instructional designers and educators can smoothly and efficiently
improve on the aesthetic look of their courses and the quality of the
user’s experience. We will look at using Open Educational Resources
(OER) effectively, to engage students in course creation and course
development. How does your course look? Does it need a makeover?
Come learn simple action tips as well as complex concepts that can
help you keep online learners engaged!
Norb Thomes and Mary Bohman, Winona State University
The 3-page paper doesn’t have to be the only measure of student
mastery. Join us for a quick discussion of how tired, old writing
assignments can be modified to give students a choice in how they
demonstrate their newly acquired knowledge. We will look at how
shooting and editing a video on a tablet can replace some of the
written pieces in your class without sacrificing rigor. Students love
the chance to have options in submitting their work and you will get
a break from reading all those papers.
F-9B Room L3000
Digital Creative Awareness
F-7 Room T3850
Preparing Faculty to Flip: Lessons from a Faculty Learning
Community
Daniel Reiva, Lincoln International High School
We are all quite familiar with Marshall McLuhan’s adage, “The
Medium is the Message”, and it’s relevance for electronic media. The
Internet can now be added to his analysis that electronic media is an
extension of the synapse network of the human brain. So, what does
this mean for interactive digital media in the classroom? IPads and
Kris Gorman and Bill Rozaitis, University of Minnesota Twin Cities
In this presentation, we will describe a faculty learning community
designed for instructors teaching at the University of Minnesota who
wanted to “flip” a portion of their course. We structured the FLC is a
#mnsummit2016
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11:00 a.m.
computers place in our grasp a radically new message about the
nature of learning. The educational potential of digital media
emphasizes the development of creative awareness in students over
the application of traditional teaching methods. Here are three
new approaches that reflect the new dynamics of digital creative
awareness: 1) The density of images available to visualize a subject
has increased exponentially. New animation and collage design
techniques can provide the student with simultaneous alternative
perspectives, like a kind of educational cubism. 2) The digital screen
can be conceptualized as a medium on which images, text and other
elements come and go, as in a thought process where ideas rise to
consciousness and fade away. 3) The student using interactive media
must have a defined role to play in the communication process to
provide motivation and context. The session will provide examples of
digital interactive presentation that stimulate the new dynamics of
creative awareness in students.
T Plaza Welcome and Comments:
Steve Dibb, Deputy Commissioner, Minnesota Department
of Education
Introduction of Speaker:
Rebecca Ropers-Huilman, Vice Provost for Faculty and Academic
Affairs, University of Minnesota
Keynote Presentation: Can Online Education Make Us Better
Teachers?
Dr. Marie Norman, Associate Professor, School of Medicine, University
of Pittsburgh
We now have over 30 years of research on learning and cognition to
draw from as educators. Yet it’s surprising how little impact learning
research has had on classroom practice in higher education. Why is
this the case? Is it possible that online education is better positioned
than its on-site counterpart to bring learning research to bear on
teaching?
In this presentation, we’ll discuss ways in which the affordances and
limitations of online education can push us toward more lively,
imaginative, research-based teaching practices—not just online but
face-to-face as well.
We’ll talk about four powerful ways that learning research can inform
teaching and examine how online education is particularly well-suited
to bring this research into practice. We’ll consider examples of
courses that use key learning principles and brainstorm ways to put
learning research to work in our own teaching contexts.
By the end of the session, you should be able to:
• I dentify insights from learning research you can leverage to create
dynamic and effective courses.
•E
xplain why online courses are well positioned to use learning
research (and why face-to-face courses can be too!).
• I dentify examples of creative online courses.
•B
rainstorm ways to bring learning research to bear in your own
teaching, whether online or off.
Dr. Marie Norman is an associate professor at the University of
Pittsburgh’s School of Medicine. Norman has taught anthropology
for over 20 years and worked in faculty development for 13 years,
the last three focused on online education. She is coauthor of the
book How Learning Works: Seven Research-Based Principles for
Smart Teaching.
Closing Comments and Dismissal:
Lesley Blicker, Director of IMS Learning and Next Generation
Technology, Educational Innovations, Minnesota State Colleges
and Universities
F-10A Room L3100
Gentle Project Management: Shepherding
Pedagogical Change
Sara Schoen and Annette McNamara, University of Minnesota
Twin Cities
Does it ever feel like your project management experience gets
thrown out the door when working in higher education? As
instructional designers, project managers, and/or academic
technologists we have to be flexible in keeping projects on-track;
we also have to be sensitive and realize that asking instructors to
consider changing how they traditionally teach can present them
an overwhelming prospect. On paper, project management,
change management, and instructional design may look like fairly
straightforward processes: Project management manages the tasks
necessary to complete a project. Change management guides the
people as they prepare for change, manage change, and reinforce
change. Instructional design manages the design and development
of an educational experience. In real life, these processes are never
quite so straightforward. Additionally, we work in the higher ed
environment which offers us unique challenges and opportunities
for managing the tasks and people in our projects. By integrating
traditional change management, project management, and
instructional design models, we can adapt strategies to our
academic environment. We will focus on concrete strategies to
support both the tasks AND the people.
F-10B Room L3100
Learning from Mistakes: Share Your Experience!
Mackenzie Krzmarzick, Anoka-Ramsey Community College
Often, we reflect on our successes as educators to define our personal
pedagogy and best practices. But, mistakes and weaknesses can also
be valuable learning tools to help craft our teaching skills. The
purpose of this session is to hear from the presenter, as well as session
participants, as they share their stories about failed online/blended
learning teaching experiments and experiences and provide insight
for using these mistakes to improve future teaching. Bring your
experience and ideas to share!
12:15 p.m.
Lunch
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G-4 Room T3470
Using Social Media to Increase Student Engagement
Session G
1:45−2:45 p.m.
Robin O’Callaghan and Mary Bohman, Winona State University
This session will focus on how to use social media channels to engage
students inside and outside the classroom. Social media can be used
to create collaborative learning opportunities, reach diverse learners,
and increase social skills, content creation and assess student
learning. Social media channels that will be covered in this session
include Twitter, Facebook, Instagram, Blogs, Wiki, YouTube and live
streaming apps like Periscope, Meerkat, Facebook Mentions and
Blabs. Real classroom ideas, best practices and examples will be
provided.
G-1 Room K3311
Make It Meta: Modeling Blended Learning for Teachers
Karen Qualey and Holly Skadsem, Bloomington Public Schools
Explore and discuss strategies for helping teachers see the benefits
of anytime, anywhere learning. Seventy Bloomington Public School
teachers are currently examining and practicing the pedagogies
related to Blended Learning. This extensive professional learning
effort aims to provide more students with control of the time, place,
path and pace of their learning. Experience firsthand how the Blended
Learning is being modeled for Bloomington teachers.
G-5 Room T3480
Trying to Get a Square Peg into a Round Hole? The Path
from F2F to Hybrid Format
G-2 Room K3320
Purple Ribbon Selfies: An In-Person Method for Increasing
Social Engagement in an Online, On-Campus Course
Verena Van Fleet, Northwestern Health Sciences University
In this presentation, a process developed while a course was
converted from F2F into hybrid (scrambled) format, will be shared
and applied. Some stumbling blocks, successes, and feedback from
students from a survey and course evaluations will be highlighted.
At the outset, it seemed to be an overwhelmingly daunting task to
package the content of a three-lecture credit course into weekly
contained modules. After coming up with a systematic process, about
half of the content is now taught online with chunked lectures and/or
animations, while the other half is still delivered through lecture in
class. The third lecture hour is usually dedicated to group work,
designed to reinforce online as well as F2F content. Just recently, I
learned that this format of a hybrid class, if it is not entirely flipped,
is referred to as scrambled.
Brad Hokanson, Robin Carufel, and Xinyi Wang, University of
Minnesota Twin Cities
This session will present the use of physical, in-person connections
as a way to enhance on-campus yet online courses. All students were
given a purple ribbon at the at in-person start up sessions for an
online course. Over the term, students took selfies, recording and
encouraging interpersonal engagement with others wearing the
purple ribbon. From this personal scavenger hunt, new friendships,
connections, project teams, and study groups developed.
Observations of the assignment will be presented.
G-3 Room K3360
Treat It Like the War That It Is: A Realist Approach to the
Future of Higher Education
G-6 Room T3600
Designing and Teaching with an Open Textbook
Sara Hurley, University of Minnesota, School of Public Health
Colin McFadden, University of Minnesota Twin Cities
Whether we call them profiteers or plunderers, we’re letting people
outside of public universities set the tone for debate on technology
and learning. Traditional higher education plays defense or isn’t really
in the game at all. We’re not like Google or Amazon, but we’re under
threat from businesses that are. Colin and Sara will get real on the
challenges that public higher education faces in the context of
technology and learning. Drawing on their collective experience in
the private and public sectors, they will talk about issues ranging from
barriers to innovation and our acceptance of the status quo to the
potential disasters our tuition revenues might face if we don’t take
course development seriously. Our only hope is to get people who care
about the “public” in our public universities to realize and act on the
threats we face.
#mnsummit2016
Pete Border and Mark Kayser, University of Minnesota Twin Cities
In the past year we redesigned two introductory college physics
courses using only free and open resources. This talk will cover the
challenges and opportunities in replacing a traditional textbook
with an open textbook. In addition to touring the course and online
resources, we will discuss designer, instructor and student experiences.
G-7 Room T3850
Engaging and Sustainable Online Faculty Presentations
Susan Tade, University of Minnesota
Kate Conners, Humphrey School of Public Affairs, University of
Minnesota
Nima Salehi, University of Minnesota Twin Cities
This presentation reviews current research on student engagement
with online faculty presentations and provides recommendations on
best practices for creating sustainable and scalable media within and
across colleges. Concrete course examples, workflows, standards and
templates will be provided.
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G-8
Room 3930
Using Wordpress Web Portfolios to Demonstrate Learning
from First-Year to Senior Capstone
2:45 p.m.
Skyway Level
Caroline Hilk, Valerie Chepp, and Nicole Nelson, Hamline University
This session will describe two very different uses of the free WordPress sites as web portfolios to support student learning and
reflection. Hamline University faculty are piloting the use of web
portfolios on both ends of the student experience: within the
first-year seminar for weekly creative activities and within a senior
capstone course for demonstrating academic learning outcomes.
Both courses included a significant reflection component to support
students’ metacognitive development, and utilized a scaffolded
approach to the technical process of developing a personalized
WordPress site. The presenters will share examples of student work
and describe how their collaborative approach provided an effective
approach to piloting new technology to support student learning.
G-9A Session H
3:00−4:00 p.m.
H-1 Room K3311
Easy Formative Assessment Options For Mobile Learning
Chris Turnbull, Saint Paul Public Schools
Come experience quick online and app-based formative assessment
and quizzing options on your iPad, Chromebook, or other mobile
devices and learn how to engage your students and gauge their
understanding of your lesson or class material. Session participants
will learn about specific apps and online tools and how to repurpose
other apps and online interactive tools to create collaborative
learning opportunities that will allow you to gauge student learning
on the spur of the moment or designed in advance and incorporated
in a learning management system.
Room L3000
Ghost Voices: Using-Text-to-Speech Technology to Improve
the Quality of Learning Online
H-2 Room K3320
Teaching in the New Millennium: Instructors as Designers
of Learning
Sheri Hutchinson, North Hennepin Community College
Karen LaPlant, Hennepin Technical College
Have you ever wanted to know why your students may not read the
materials you post online? Have you considered that students may
need a little extra help with reading and writing as they are
progressing through your course content? A leader in cloud-based
text-to-speech technology, ReadSpeaker, is now integrated within
D2L Brightspace and other LMS to provide users of the learning
environment with the ability to listen to text content. This helps all
learners expand their comprehension and allows for bi-model
learning as well as ease of use with model access. The seamlessly
integrated TTS feature requires no downloads and works on all
supported devices and operating systems. Enterprise Highlighting
and docReader are two different solutions available.
Christiane Reilly, University of Minnesota Twin Cities: CCE
The design of learning simply put directly affects the development
of skills, literacies, and dispositions of its learners. In the new
millennium, where creativity and innovation, critical thinking and
problem solving, communications and collaboration are key “Skills
for the Future”, what type of learning design best supports the
development of these skills and how can existing curriculum
accommodate these new demands? The learning design proposed in
this presentation merges an outcomes-based model of education
with a design approach incorporating the principles of authentic
learning. At the hand of several examples, participants will track how
key outcomes become the starting point for designing authentic
learning activities and assessments in which learners are not only
supported in achieving specific learning goals but also key literacies
for the future.
G-10 Room L3100
Taking the Lead on the Path to Digital Access: Ways to
Make a Difference on Your Campus
Peter Angelos and Emily Norenberg, University of Minnesota Duluth
We all know as instructors, staff, and administrators we should be
taking action to ensure that all technology—websites, course
management systems, and online teaching and learning products—
is accessible to individuals with disabilities. As we explore and
implement digital learning environments, how are we being
accountable to the reality that the technology and digital content
must be made accessible to individuals with disabilities? At ground
level, accessibility of technology is a matter of statutory compliance
(ADA, §504, etc). Beyond that, inclusive design practices benefit
everyone, including learners with disabilities while also creating a
welcoming campus climate. This can feel impossibly overwhelming
especially when considering federal lawsuits, ethics, and instructional
design. Embedding accessibility of technology requires a shift in
individual and organizational behavior. As you consider how to
integrate accessibility of technology at your institution, we will share
information, examples, and recommendations based on concrete
assessments of our websites and learning products.
H-3 Room K3360
Conquering the Forum Discussion
Kimi Johnson, University of Minnesota CCE OES
Kim Ballard, University of Minnesota Twin Cities
Forums are one of the most effective tools for collaborative learning
in online courses for both the flipped and traditional classroom,
serving as a nexus for student-to-student and student-to-instructor
discussion and expansive critical thought. Forum prompts, however,
remain a difficult online tool to create and assess. How can instructors
create effective forums and avoid assigning boring prompts or
resented busywork? This presentation will cover the tips and tricks
of writing and assessing forum prompts and also guide attendees
through a brief workshop for improving their current assignments.
We incorporate active learning theories from a variety of scholarly
sources and provide guidance for improving the attendees’ existing
courses. This will be a 60 minute workshop; the first 40 minutes will
be devoted to sharing resources and examples of effective forum
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#mnsummit2016
prompts and assessment. The final 20 minutes will all instructors to
either write a new assignment or improve an existing forum.
also discuss her three-year collaboration with designer S. Andre and
project manager T. Nechodomu (UM) in light of the needs, challenges
and benefits of collaborations. During the second half of the session,
Buturian will divide participants in small groups and lead them in
discussions about their respective roles and how digital stories and/
or The Changing Story could be integrated to further their learning
objectives, which they will share with all participants.
H-4 Room T3470
Sharpen Your Webinar Facilitation Skills
Kari Robideau and Karen Matthes, University of Minnesota Extension
This presentation is designed for participants to sharpen their
skills in facilitating and teaching in web-based environments.
The presenters will use an interactive format by presenting with a
web-based tool (WebEx) to demonstrate how engagement strategies
can be applied. Participants will learn about best practices and
apply advanced teaching techniques to their work. Resources will be
shared with participants, including a rubric for evaluating participant
engagement in webinars. Note: Participants do not need to be
familiar with WebEx but should have experience with teaching
and/or facilitating with a web-based tool.
H-8
Room T3930
Tips for Teachers to Streamline Online Courses, Engage,
Online Learners, and Enhance Quality Matters Applications
Rita Rahoi-Gilchrest and Jane Foote, Winona State University
WSU faculty who have been developing and teaching online courses
for several years will share their expertise in quality online course
design, student friendly navigation, technology-enhanced learning,
student engagement (particularly with adult online learners/
returning students), and assessment. This session will focus on
showing how effective course design can simultaneously enhance the
process of meeting Quality Matters Standards, as well as increasing
student engagement and learning. Participants will get a peek inside
QM recognized courses and will receive tips and ideas on how to
design a more effective online course.
H-5 Room T3480
Who’s Holding the Reins? Crucial Conversations about
Learning Analytics
Timothy D. Harfield and Stacey White, Blackboard
The most common reason for disappointment with any educational
technology is a disconnect between expectation and reality. All
too often, the reason for this disconnect is that salespeople and
customers haven’t worked together to clearly understand and define
goals from the outset. What kinds of questions should faculty and
administrators ask before investing in learning analytics? What kinds
of demands can and should they be making of educational technology
partners? This interactive session will lead participants through the
kinds of conversation that they should be having with vendors to
ensure a successful learning analytics project and long-term
partnership.
H-9B Room L3000
Piloting a Remote Proctoring Service — Lessons Learned
Chlene Anderson and Pamela Gades, University of Minnesota Morris
The University of Minnesota, Morris (UMM) Online Learning
program is piloting RPNow by Software Secure as a solution for
secure student assessments in online courses. Since its inception,
UMM Online Learning has asked students to identify a personal
proctor for any proctored exams. This method requires coordination
between the student, proctor, instructor and the online learning
program to verify proctors and deliver exams. Problems faced with
this method include extensive time spent locating and verifying
proctors, concerns about exam integrity when delivering exams to
proctors and instructors, and the possibility of dealing with late or
lost exams. Additionally some institutions are only providing transfer
credit for distance learning classes if the course included a proctored
final. With the use of RPNow, UMM Online Learning hopes to provide
the flexibility required to support online students by allowing them
to test at a time and location convenient for them while maintaining
the integrity of online exams by authenticating students and
deterring cheating.
H-6 Room T3600
ADA Compliance in Course Design Today and Tomorrow
Martin LaGrow, Ellucian
In 2015, compliance with Section 504 and 508 came to the forefront
when the National Association for the Deaf sued Harvard and MIT
for lack of compliance to ADA standards. Section 508 standards are
also currently under revision for release in 2016. These two facts
combined mean that providers of online education should be
cognizant of the law and its requirements and develop a proactive
plan to address them. This presentation reviews the history and
examines the future of ADA compliance and what it means for
online education.
H-10A Room L3100
Fostering Engagement and Reflection Through Social
Learning Analytics: A Design-Based Research Study
H-7 Room T3850
The Changing Story: Adaptations for Diverse Learning
Environments
Bodong Chen, Yu-Hui Chang, Fan Ouyang, and Wanying Zhou,
Learning is largely a social process that cannot be fully accounted by
cognition of individuals. This is especially true for online learning
emphasizing discussions. There is an increasing need—for both
teachers and students—to monitor online discussions so as to reflect
and adjust their online participation. In this presentation, we present
a “social learning analytics” tool, CanvasNet, which was developed to
address the need. Specifically, CanvasNet, which is connected with
the Canvas learning management system, provides two types of
formative feedback to students: (i) a social network visualization of
Linda Buturian, University of Minnesota
Linda Buturian (UM) will present her eBook, The Changing Story,
(released Jan, 2016) which she wrote for educators and community
organizers, and is free and licensed with Creative Commons. Linda
will highlight how The Changing Story has been adapted and
integrated in learning environments and will suggest uses of both
the eBook and digital storytelling for face to face, online, K−12,
community and postsecondary learning environments. Linda will
#mnsummit2016
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online exchanges (i.e., replying), and (ii) an interactive word-cloud
visualization highlighting salient terms in discussion, together with
terms yet to be covered by the current user. We conducted a pilot
study with two undergraduate online courses last fall and collected
extensive data including online discussions, interviews, and student
reflections. We will present preliminary findings from this study at
the Summit.
H-10B
Room L3100
An Alternative Pathway of Learning Math
Taskin Haque, Metropolitan State University
The most important thing in teaching and learning math is finding
it interesting. By interviewing math-teachers and students from
different grades, it is found that the use of different interactive
teaching resources helps the cognitive learning of a student
significantly. The project aims to collect and share the interactive and
free teaching and learning math tools such as math games, videos,
interactive graphical tools, worksheet, activities for solving math
problems, blogs, and math teaching forums etc. These learning kits
will help teachers and parents in developing lesson plans as well as
will help students to be able to develop skills in mental math, fast
calculation, and number-sense. Most importantly, it will bring variety
in the learning method. The audience will see different techniques of
teaching on the same concepts (such as multiplication) by using the
above mentioned tools. They will also get a handout listing of the
some of the free resources, helpful key words, and instructions on
how to find and use the resources from the Internet.
4:00 p.m.
Adjourn
26
#mnsummit2016
Bringing Together Black Digital History @UmbraSearch.org
POSTER PRESENTATIONS
Cecily Marcus and Sarah Carlson, University of Minnesota Twin Cities,
Libraries
(IN ALPHABETICAL ORDER)
The urgency of representing African American cultural history as
fully as possible drives Umbra: Search African American History
An Online Minor in Health Psychology: Exploring Issues of
(umbrasearch.org), a free online discovery platform that aggregates
Long-Term Sustainability and Program Development
and makes discoverable parts of history that heretofore have been
Carla Bates, Esther Maruani, and Penny Nichol, University of Minnesota
mis/underrepresented in curriculum and education policy. Through
UM Psychology, Twin Cities serves more than 1500 majors and has an
partnerships, open data, and technology, Umbra is working against
enrollment of over 10,000 seats per academic year. In order to meet the centuries of loss and erasure to expand the historical record for
scheduling demands of students and best utilize the instructional
students, scholars, and the general public. Umbra’s digital aggregation
resources of the Department, we began investing in online resources
of over 400,000 objects (manuscripts, photographs, video) identifies
over 10 years ago. Three years ago we developed a completely online
and brings together archival materials that otherwise can be difficult
health minor. Now, as our program matures, we are beginning to look at to find online. Materials from more than 500 US archives, libraries, and
next steps: how to leverage our investment in online resources? How to cultural heritage institutions are discoverable in a central search portal
sustain quality going forward? How to navigate a higher ed landscape
that points students to the home repositories’ collections. Umbra
that is torn between the promise of online learning and a longstanding provides an opportunity for students to think critically about history—
commitment to brick-and-mortar?
who writes it, what is deemed worthy of preservation—and is an
introduction to archival research.
Analyzing an Experienced Instructor’s Facilitation of an
Online Learning Community in a Graduate-Level Online
Course
Competency-Based Business Certificate Program:
Pioneering For MnSCU
Fan Ouyang and Cassandra Scharber, University of Minnesota
Twin Cities
In this study, we analyze an experienced online instructor’s facilitation
in a graduate-level online course. Our purpose is to provide suggestions
for instructors to foster a more interactive online learning community
and a more engaging online learning experience for students. First we
used social network analysis (SNA) to examine the formation of an
online learning community. Findings indicated that 20 students and
the instructor were connected by a reciprocal and interactive online
learning community. The instructor played important roles as both
the information diffuser and the intermediary within the community.
Further, based on the Community of Inquiry (Col) framework, we used
content analysis to examine this instructor’s social presence and
learning presence in the online discussion forums. Findings indicated
that the instructor presented high occurrences on the CoI teaching
presence (ranked first among all participants) and social presence
(ranked fifth among all participants) in the discussions.
Deb McManimon, Riverland Community College
This innovation will research and pilot adapting an existing certificate
program into a competency-based structure to award credit for
knowledge, skills, and abilities. This approach offers multiple benefits,
including allowing learners to progress at a faster pace if they gain
competence, or even bypass certain modules if they have already
demonstrated competence rather than following a traditional
semester schedule. This also allows all learners to complete at a level
of competency, instead of just completing a certain number of weeks
in a course. In this innovation, all learners who complete will be
competent in all course topic areas. By piloting this innovation,
Riverland will identify the challenges of adapting course content for
competency-based delivery, and will share that information within
the MnSCU system so that other colleges and universities can develop
their own competency-based programs.
Heroes in the Archives and Classroom: The Creation of a
Comic Book Digital Exhibit
Apple of My Eye: Clinical Instruction Enhanced by ‘Bug in the Jennifer Shaw, Minitex, University of Minnesota
Eye’ Technology
This poster will describe a digital exhibit of the Borger Comic Book
Diane Coursol, Minnesota State University, Mankato
This poster presentation will provide information about the process
of implementing Apple Watches and iPads into the department of
Counseling and Student Personnel Clinical Counseling Lab. This
technology will provide the ability to provide direct, immediate
feedback to students in their development of counseling skills.
Innovative use of these technologies will be described along with
their potential to enhance instruction, student learning, assessment,
and ultimately the provision of counseling services.
#mnsummit2016
Collection, the process of its creation using the content authoring tool
Omeka, and its potential as a teaching tool in 6−12 classrooms. The
intent of the exhibit is to aid teachers who wish to use comic books
as teaching aids in their classrooms and will showcase examples of
themes in the comic books accompanied by text explaining those
themes. The exhibit will examine social representations of five
underserved populations, brief history of comic books, and an
annotated bibliography of further reference materials for users who
wish to expand their research. The poster will examine the process
of using Omeka to create the multipage Comic Book Digital Exhibit
and how educators can use it in the classroom. The poster will
further discuss the process of using Omeka for other exhibits or
projects designed by educators.
27
Integrating Google Classroom to Teach Writing in Taiwan
Learn to Dose(L2D) Medication Administration System
Han-Chin Liu, National Chiayi University
Tzu-Chi Lin, Cheng-Cheng Elementary School, Taiwan
In our 24-week action research, we utilized Google Classroom as a
teaching platform and integrated peer tutoring strategy to facilitate
sixth graders’ writing in Taiwan. Students were assigned into either
tutors or tutees in the researcher’s class. In Google Classroom, tutors
needed to assist tutees in summarizing and writing platform. Students
as tutors needed to correct tutee students’ works and give them
feedback. With Google Classroom, teachers could monitor students’
learning process and evaluate students’ learning outcome. Students
were found to hold a positive attitude toward using Google Classroom
and their reading comprehension was improved. We would like to
share our experience with those who are interested in using Google
Classroom to promote effective learning.
Joan Gonzalez and Carrie Dickson, Normandale Community College
Medication Administration Systems are a critical learning tool for all
nursing students. The US Institute of Medicine reports that injuries
related to drug treatment harm 1.5 million Americans each year. The
cost of related injuries is $3.5 billion annually. Nurses are primarily
involved in the administration of medications across settings. It is
imperative that instructors have the tools necessary to adequately
educate nursing students on the appropriate actions to be carried
out when administering a medication. Commercial medication
dispensing units were used in the past at a significant rental cost
($5,500 per year). The unit was immobile and unable to be used by
more than one student at a time. It quickly became obvious that
in order to meet the needs of our students we needed multiple
medication dispensing units that were both mobile and cost
effective. Our Learn to Dose™ (L2D) Medication Administration
System became the answer. Five mobile medication dispensing units
were created at a significant cost savings. The poster before you
reflects that journey.
Integrating Undergraduate Research Experiences for
Nurses: An Expansion of the Wolf Project
Paula Croonquist, Anoka Ramsey Community College
Anoka Ramsey Community College biology faculty has recently
developed a collaborative and cross-curricular learning opportunity
for students to acquire relevant field and laboratory research skills
in an innovative and hands-on learning experience. During this
experience, students work with a population of captive gray wolves
at our partnering nonprofit organization, the Wildlife Science
Center. Students acquire field research skills that culminate with an
opportunity to capture and handle these live gray wolves and perform
physical examinations, administer vaccines, and collect buccal cells,
hair, scat, and/or blood specimens for further analysis. Collected
specimens are then used by students to generate concrete data within
the context of a novel research project that will hone the students’
laboratory molecular genetics/genomics research techniques. The
overall goal is to maximize student engagement and success within the
context of providing both “majors” and “nonmajors” biology students
with an experience unlike anything offered anywhere else in the state,
where students learn multiple skills necessary for performing valuable,
authentic research at the undergraduate level with the intent of
attracting more students to the STEM disciplines. Since then, the “wolf
project”—which follows a PURE (Program for Undergraduate Research
Experiences) model proposed by Lopatto, et al.—has been integrated
in nonmajors Field Biology and majors Genetics, Microbiology, Cell
Biology, and Directed Research in Biology courses. Undergraduate
research has been identified as one of ten “high-impact” educational
practices that promote “deep learning” by Kuh, et al., with all nine
additional high-impact educational practices also achieved by
fostering undergraduate research experiences. This project aims to
expand this relevant and novel research experiences to a health
science course: the Anatomy and Physiology II course required for
ARCC nursing program. Whole blood and serum samples collected by
Field Biology students will be used to emphasize the hematology unit
and develop an immunology lab unit for this course while feeding
immunological data on the captive wolf population back to our
partner, the Wildlife Science Center.
28
Mobile-Computing Laboratory: Testing Mobile Tech in
the McLab
Norb Thomes, Winona State University
Mobile computing has become mainstream. Already the go-to
devices in many K−12 districts, tablets and phones are also beginning
to make an educational impact in higher education. Tablets are used
to redefine how data are visualized, promote collaborative work,
consume and create educational materials, engage students in more
interactive processes, and build 21st-century skills. There is a need,
however, that emerges from this rapidly changing technology:
Faculty need a place to explore new mobile-computing ideas before
taking them into their classes. The intention of the Mobile-Computing
Laboratory is to create a center for promoting the innovative,
academic applications of mobile devices where faculty and staff
systemwide can bring mobile-computing ideas for development
and testing.
Online Lessons to Help Engineering Students Transition
Patrick Tebbe, Minnesota State University, Mankato; Aaron Budge,
MnSCU
Students in engineering programs take a number of prerequisite
courses that develop the needed skills and knowledge for later, upper
division courses. Weaknesses in these prerequisites occur due to
differences in transfer curriculums, instruction, and individual
student performance. When there are weaknesses, the student’s
performance in later courses suffers, sometimes to the point where
they cannot successfully complete the major. This project seeks to
improve retention and successful completion of mechanical and civil
engineering degrees with a set of online corrective lessons to help
at-risk students transition successfully into upper-division courses.
Lessons will be developed for key prerequisites in mechanical and
civil engineering, integral calculus, differential equations, statics,
dynamics, and computer programming. They will be modular,
customizable for individual student needs, and will provide
interactive feedback to help students master concepts. This material
is not intended to replace existing courses in these areas. Rather, it
will help students correct specific weaknesses in terms of knowledge
and skills that will be required in later courses.
#mnsummit2016
Publishing Amazing Interactive Books with iBooks Author
The Burn Box
Chris Turnbull, Saint Paul Public Schools
Looking for creative ways to create a textbook tailored for your
students’ needs or with up-to-date information to supplement your
textbook, to distribute in your classroom or school, to make available
through your learning management system, or even to publish
commercially or to share globally? iBooks Author is the answer! Come
learn how to create interactive books with this amazing easy-to-use
Mac software and widgets that make creating an eye-catching,
engaging, interactive book as easy as 1-2-3.
QR4U: Using Gamification to Support Retention and
Completion Rates
Megan Heiman, Vermilion Community College
QR4U is an “application” (method, not software) that uses elements
of gamification (points, quests, levels, progression, awards, badges),
existing technologies (D2L tools, D2L data, OneDrive), and QR codes in
innovative ways that allow students to track their overall progress, get
motivated, and advance their holistic development as learners. During
the period of this pilot project (Fall 2016), students enrolled in two
levels of developmental English classes (ENGL 91, ENGL 92) and the
first sequence of freshman- level college English classes (ENGL 1511)
will participate. This project provides opportunities for 1) high
engagement activities; 2) actions that form good study/learning
habits — and overall healthful habits in general; and 3) socialization/
connection with peers and faculty & staff, which may lead to higher
rates of completion and retention. The high potential for improved
learning is evident by numerous research that supports that, in
addition to being engaging and fun, gamification can lead to behavioral
changes and skills development. High potential for improved learning
is also evident by numerous research that suggests that initiatives that
praise/reward the process of learning (not the product, often a grade)
and effort (not ability) result in students who work harder and longer
and enjoy learning.
Showcasing Authentic Learning Through Digital Badges:
An Exploration of Two Undergraduate Student Employee
Development Programs
Jennifer Englund and Rebecca George-Burrs, University of Minnesota
The use of digital badges is gradually moving from the conceptual
to the implementation stages across educational, training, and
community outreach programs. Is this concept just another “flash in
the pan,” or is there some sort of lasting strategic value to creating
and issuing digital badges to our learners? During this session, two
different approaches
to developing a digital badges program for undergraduate student
employees at the University of Minnesota will be showcased. The
presenters will provide the background context for developing a
badges program, show some of the benefits to issuing digital badges,
and cover the steps taken to implement the badges program. In
addition, the presenters will walk through snapshots of the
implementation process, address some of the basic steps they took
to integrate existing curriculum with a badge system and describe
the organizational complexities that arose when issuing digital
badges for learning. Future evaluation plans for each of the digital
badges programs will also be discussed.
#mnsummit2016
Damon Laurion, Lake Superior College
The Fire Technology Program at Lake Superior College−Emergency
Response Training Campus (LSC ERTC) would like to repurpose steel
shipping containers as low-cost fire training burn structures. LSC ERTC
has classroom space, fire apparatus, and personal protective equipment
available for training but we lack on-site facilities and fire props that
allow us to conduct consistent effective hands-on training. Hands-on
training is critical for the instruction of fire suppression and core
emergency response activities. The Fire Technology Program currently
relies on acquired structures (donated houses or mobile homes) in
order to meet our instructional objectives. These structures are off-site,
need quite a lot of prep work and require environmental permitting to
be suitable for use. The LSC Fire Tech Program would like to assemble
steel shipping containers that we currently have to build a durable
training structure here on our campus for the purpose of hands-on
instruction. These containers are rigid, cheap, and durable enough to
withstand the rigors of live fire suppression training and continuous
water spraying. We will be able to stack the containers to create a
two-story building for emergency response training. These containers
can be moved and are not a permanent structure. Unlike the donated
houses or mobile homes, the shipping containers would allow us to
engage the students in repetitive hands-on training within a much safer
and cost-effective environment.
Using Google for Group Work
Elizabeth Hill and Brian Gute, University of Minnesota Duluth
Felder’s learning style inventory, and the online CATME.org group
formation tool processes will be presented prior to engaging the
audience in a practice session using Google tools for teaching and
learning. This work is the culmination of a scientist and an engineer
working collaboratively throughout the course of a yearlong community
of practice. Their experience using Google to facilitate active learning
both in and outside of the classroom will be presented. Prof. Brian
Gute, a chemistry professor, developed activity templates and surveys
using Google Docs and Google Forms to enable students in a flipped
chemistry class to engage in group problem solving and provide direct
feedback on the course. Prof. Elizabeth Hill took an alternate approach
to the same tools, using them primarily as means of asynchronous
communication with both her freshman- and senior-level students’
project management and homework assignments.
Welcome to the Agency Again: Watering the Seed of GameBased Learning with Technological Know-How
Michael Kuhne and Gill Creel, Minneapolis Community and Technical
College
This project is designed to add a little sexiness to a game-based
first-year online college writing course. The course itself is designed as
a role-playing game in which students are working to join a shadowy
organization known as the Agency which uses communication and
research skills to fight evil on the Internet while being forced to protect
itself from the attacks of its evil nemesis, code-named Nemo. Because
the game is built entirely in D2L, initial iterations lacked a certain
graphic flair and the clear guidance mechanisms—such as a progress
bar—expected in game environments. Using MnSCU Shark Tank funds,
this projects aims to add a bit of the missing shama-lama to the current
ding-dong.
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What Are You Learning During Lunch Today? A Program
Model for Developing a Brown Bag Webinar Series
Kari Robideau, University of Minnesota Extension
Research has demonstrated that webinar-based learning is a tool that
can be used to effectively and efficiently reach adult learners. This
program showcase outlines a model for delivering content about youth
development practices through a series of webinars that take place
over the lunch hour, 4–6 times per year. In 2010, the Youth Development
Brown Bag Webinar Series was developed in collaboration between
NDSU and U of M Centers for Youth Development to achieve three
outcomes: 1) provide an opportunity for Extension staff to increase
skills to teach in online environments, 2) offer a platform for staff to
showcase their work, and 3) eliminate factors that prevent youth
practitioners from participating in professional development, including
time, money, and geography. Although the primary audience is North
Dakota and Minnesota 4-H staff, other youth workers, and volunteers
who work with youth, this series now attracts a national audience.
Participants will receive an overview of the program model, supporting
materials that prepare staff to teach, engagement strategies for keeping
participant attention, six years of evaluation data and lessons learned
that may foster implementation in their program area/organization.
Clips from past webinars will be shown to demonstrate engagement
strategies and showcase the program model.
Why Small Purposeful Interventions are Important!
Henry May, St. Cloud State University
St. Cloud State University has a wealth of information about our
students and what factors lead to success or failure. We, like many
higher education institutions, employ this information for a variety of
management purposes that direct our efforts to provide students with
a great experience and strong personal success. We employ an expert
model with our data—that is to say “Experts”, administrators, and
others view and use the data on behalf of the students to improve their
experience. We believe that to be successful we need to begin to involve
students more directly by allowing them to use data we have about
them and act on that data on their own behalf. The best approach to
involving students in this way is to provide a number of “nudges” with
information about their activity and performance. When they get a
good test score, we congratulate them on a job well done. When the
student needs to register for the next term, we remind them it is time
to do so. When they take a survey, we follow up with them about what
they have shared with us. And, we add a “help” button such that they
are able to easily reach someone to quickly answer questions or provide
assistance when and where they need it—they should not be required
to schedule an appointment and wait for help. We need to be more
immediately responsive to their needs. We have identified about 20
contact opportunities for our students in the first semester alone and
believe that these small contacts or nudges can be helpful. National
data suggests that less than .1 grade point at the end of the second
semester differentiates students who ultimately succeed with a degree
from those who eventually drop out without completing their program
of study. Nudges can help students maintain a higher GPA and succeed!
We don’t expect students to respond to 20 or more contacts in a
semester. However, in aggregate we hope to create an environment
where they know how to get help when and where they need it, and we
anticipate that students will actually take advantage of the assistance
available to them.
30
#mnsummit2016
Disability accommodations will be provided upon request. This publication is available in alternative formats. Please call 612-624-3708. The University of Minnesota
shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age,
marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression.
© 2016 Regents of the University of Minnesota. All rights reserved. CFS Minnesota eLearning Summit Conf 2016 - Conference Booklet 7.15.16

program - College of Continuing Education

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