Category Archives: 45-Minute Interactive Session

Effectively Integrating Instructor-Generated Learning Materials in a Distance Education Environment

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Session Description
In an online classroom environment, learning materials are often publisher-generated and instructor visibility can be perceived as low by students. A strong instructor presence is important because it improves student affective learning, cognition, and motivation (Baker, 2010). This presentation will discuss how online faculty can integrate instructor-generated materials, strengthening their presence while increasing student engagement and understanding.

A study conducted by Jennifer S. Hegeman found that integrating instructor-generated learning aids “not only placed a greater emphasis on conceptual understanding, but also positioned the course instructor prominently in the role of content provider, enhancing the course instructor’s teaching presence in the online environment” (Hegeman, 2015, p. 84 ). Therefore, best practices will be identified, such as chunking information, providing assignment support, providing an opportunity for students to ask questions, and being a part of the dialogue throughout the course. The use of tools such as Blackboard Collaborate, Screencastify, Flipgrid, Perusall, and podcasting will also be addressed.

Presenter(s)
Marsha Morgenstern
Marsha Morgenstern, University of Phoenix, AZ

  • M.A. Adult Education and Training, University of Phoenix
  • M.A. Business Communication, Jones International University
  • 11+ years experience in higher education
  • Associate Faculty, University of Phoenix, Pittsburgh Technical College
  • Communication and Marketing Administrator, Women In Bio
Jennifer Waldo
Jennifer Waldo, Pittsburgh Technical College, PA

  • DBA (ABD) Grand Canyon University
  • MEd. Innovative Instruction, Seton Hill University
  • MBA University of Pittsburgh
  • B. A. Westminster College
  • 25+ years within industry and higher education
  • Faculty member Pittsburgh Technical College
Marisa Haney
Marisa Haney, Pittsburgh Technical College, PA

  • M.S. Business Education, Robert Morris University
  • B.S. Business Management with a concentration in Tourism Management
  • 12+ years experience in higher education
  • Hospitality/Business Instructor, Pittsburgh Technical College
Session Type
45-Minute Interactive Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

Don’t Muph it! Three Ways to Avoid Muphry’s Law

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Session Description
Muphry’s Law states that “any criticism of a writing or editing error will itself contain such an error”, as Stockton (2014) has summarized it. Particularly in the multi-lingual, multi-faceted, and multiply mediated information-overwhelmed twenty-first century the speed and pressure put upon teachers and learners who want to find the error-free have led to a Muphry Law tsunami. But the error-flotsam tide can be stemmed. Three useful skills will do that: Details detection, improved editing, and repeated proofreading
Presenter(s)
Katherine Watson
Katherine Watson, Orange Coast College, CA
Dr. Katherine Watson has been teaching French, English, ESL, linguistics, anthropology, and journalism for more than five decades, at first among farm laborers in picking fields, then in traditional classrooms, and ultimately online. She co-conceived, developed, and taught the first online adjunct to a telecourse offered by the Corporation for Public Broadcasting, Annenberg Learner’s French in Action. Then, she launched the first completely-online course in California’s Coast Community College District. Her publications have concentrated on language and thought, as they are transmitted and learned through time, space, and mode of delivery, as well as the transdisciplinary nature of learning. Dr. Watson is also a professional translator and interpreter and a swimmer in any sea.
Session Type
45-Minute Interactive Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

Using Escape rooms to Educate

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Session Description
This presentation will share the idea of Escape rooms as a learning tool to engage student interest and teach content. Attendees will be presented with examples of escape rooms and how to create one.
Presenter(s)
Ginger Cameron
Ginger Cameron, Purdue University Global, IA,
Dr. Cameron is a professor at Purdue University, Global and has been in education for over 25 years. She has taught in both online and on-ground settings. Dr. Cameron seeks to engage and inspire students by making education fun and interesting. She has won educational awards for innovation in the classroom.
Session Type
45-Minute Interactive Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

Empowerment Teaching: Creating “Mobile” Learning in an Online Experiential Learning Theory Environment

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Session Description
American public universities are under increasing pressure to recruit, retain, and graduate students (Bowen, Chingos, & McPherson, 2011; DesJardins, Kim, & Rzonca, 2003; King, 1993; Spight, 2013). This presentation will show how an Honors online experiential learning theory writing intensive course coupled with Face-to-Face office hours and advising provides an effective and caring framework to implement an empowerment teaching and advising curriculum for students from diverse backgrounds. The embedded scaffolded and intentional caring and engaged pedagogy in this course supports and enhances critical thinking, academic capital, writing skill acquisition, emotional intelligence, and models information fluency. This builds on an information literacy learning cycle, thus providing the stepping stones for student success. In this course, using an empowered teaching and advising model, students connected with one another in an online environment, with hybrid elements, turned praxis into theory and back again in an iterative and sustainable life-cycle that has potential to be applied in many academic pathways, and beyond. Students were introduced to academic and life core resilience skills such as growth mindset (Dweck, 2014), “not yet but soon,” and scholarly performance based on an inside-out (Sinek, 2009) approach, which students have self-reported via survey has led to better college coping skills.
Presenter(s)
Siobhán Ní Dhonacha
Siobhán Ní Dhonacha, University of Hawaiʻi at Mānoa, HI
Siobhán Ní Dhonacha is an Assistant Faculty Specialist for the Honors Program and Regents and Presidential Scholars, and a Truth, Racial Healing and Transformation (TRHT) Fellow. Indigenous Irish, Dr. Siobhán was born and raised in Dublin, Ireland.

Dr. Siobhán studied in New York and London, and then went on to earn a B.A. in Political Science and Politics of Theatre from Western Washington University, an M.F.A. in Theatre/Playwriting at the University of Hawaiʻi at Mānoa (UHM), a PhD in Education from the College of Education at UHM with a focus on the Ethics of Care, Higher Education Policy/Philosophy, and Student Success Strategies, and a COLT Graduate Certificate in online learning and teaching from the UHM College of Education.

Teaching since 1995, Dr. Siobhán has worked with students in Washington State, New York, and Hawaiʻi, and at UH since 2009. Her teaching and research are focused on Empowerment Advising ©, experiential learning, resilience, critical thinking in the 21st Century, writing praxis, the philosophy and ethics of care in academic policy and praxis, high achieving students, mentoring as a tool for student success, under-represented student recruitment and retention, emotional intelligence, cognitive development, student persistence, diversity and equity, and actively supporting UH to be a Native Hawaiian place of learning through incorporating Aloha ʻĀina and Kapu Aloha through curriculum design and advising practice.

Session Type
45-Minute Interactive Session
Audience
Novice

A recording of this presentation is available.
Click the button to the right to access the session archive.

Happy Hour! 😁☀️🍎☕️🍻

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Session Description
Aloha! Join us at our virtual happy hour (no viruses allowed) in the Luau Lounge for an informal conversation to share your reflections, experiences, and challenges at TCC 2020@25. An opportunity to meet your conference staff. Bring along a virtual drink or potluck to share. We hope to meet you online.
Presenter(s)
Bert Kimura, Curtis Ho, Kitty Hino & the TCC Conference Staff
Session Type
45-Minute Interactive Session
Audience
All Audiences

A Tapestry of Educational Technology Women Leaders in Higher Education: A Qualitative Study

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Session Description
A qualitative study was used to understand the experiences of twelve Women Education Technology Leaders in Higher Education. Through the interviews, women leaders described the environment as well as personal and behavioral aspects of their work. Findings included the descriptive concepts of relationships, leadership, persistence, and advice. Relationships were from workplaces and professional networks, leadership was defined by vision and teamwork, persistence was addressed by either values-based or through relationship-based. The fourth thread advice was divided into three sub-threads: educational, family (both personal and work) and managing emotions. A qualitative approach was used to highlight interview responses to demonstrate the experiences of Women Education Technology Leaders in Higher Education.
Presenter(s)
Jane Overmoe
Jane Overmoe, United Tribes Technical College, ND
Dr. Jane Braaten Overmoe completed her doctorate after working as an instructional designer as well as a classroom teacher for three decades. She is veteran of 100 plays and musicals, mom to three and grandma to two lively grandsons.
Session Type
45-Minute Interactive Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

Arrière garde: Learn from astern

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Session Description
Nelson Mandela (1995) has been credited with having conceived of the notion “leading from the rear” to characterize his theory that “great leaders” resemble shepherds who guide their flocks from behind, acting as an arrière-garde rather than as a vulnerable avant-garde that pierces forward open to attack. Indeed, as Dunigan (2018) notes, “the dynamics and principles of great leadership are universal”; teachers who lead effectively will all follow the same four principal “arrière-garde” tactics, even if they do not realize it: Foresight, visioning, partnering, and motivating will promote purposeful, cooperative environments that stimulate learning.
Presenter(s)
Katherine Watson
Katherine Watson, Orange Coast College, CA
Dr. Katherine Watson has been teaching French, English, ESL, linguistics, anthropology, and journalism for more than five decades, at first among farm laborers in picking fields, then in traditional classrooms, and ultimately online. She co-conceived, developed, and taught the first online adjunct to a telecourse offered by the Corporation for Public Broadcasting, Annenberg Learner’s French in Action. Then, she launched the first completely-online course in California’s Coast Community College District. Her publications have concentrated on language and thought, as they are transmitted and learned through time, space, and mode of delivery, as well as the transdisciplinary nature of learning. Dr. Watson is also a professional translator and interpreter and a swimmer in any sea.
Session Type
45-Minute Interactive Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

Shifting to Specifications Grading: Two Design Cases

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Session Description
Most formal learning experiences result in some sort of assessment and acknowledgement of learning outcomes, which may range from a certificate of completion to a grade on a rating scale. Whatever system is used, instructors and students benefit from clear expectations and well aligned learning objectives and assessment measures. Specifications grading is one approach that promotes a focus on achieved learning outcomes by clearly articulating expectations and the relationship between competencies and grades. This paper presents two university-level course design cases, one undergraduate and one graduate, in which a shift was made to a specifications grading system. The redesign required careful consideration of key competencies, competency indicators, mastery thresholds, and revision opportunities. At each course level there were different challenges to address, reflecting different levels of course difficulty and anticipated student maturity. Issues such as providing student feedback in a specifications system, handling situations where students challenge the system, and conversion to standard university grading scales also are discussed. Benefits included increased student self regulation and ownership of the learning and assessment processes.
Presenter(s)
Vanessa Dennen
Vanessa Dennen, Florida State University, FL
Professor of Instructional Systems & Learning Technologies at Florida State University and Editor-in-chief of The Internet and Higher Education
Lauren Bagdy
Lauren Bagdy, Florida State University, FL

Session Type
45-Minute Interactive Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

Learning to Fail with Immersive Technology: When Student Learning Outcomes Matter More Than Project Output

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Session Description
Today’s college students often feel an immense pressure to succeed coupled with a paralyzing fear of failure. Failure in any aspect of college life can increase “fear of not making it” (FONMI), which leads to increased college drop out rates (Hibbs & Rostain, 2019). As instructional technologists, our goal is to find ways to use technology to create purposeful learning experiences for our students that extend beyond the classroom. Considering the fear of failure and incorporating digital tools leads us to questions about student learning experiences and goals. How can educators make failure acceptable in courses and across campus? How can incorporating immersive technologies help students to focus on the learning process over the output?

Through our work with students on virtual reality (VR) and immersive technology projects in traditionally non-technical courses, our goal has been to shift the focus from students completing polished VR spaces to students learning from the nuanced choices and the mistakes they make in the process. While our students have expressed that they learn the most from their mistakes, the fear of failing an assignment can cause anxiety and stress and even stop their willingness to experiment outside of their comfort zone.

This session will focus on techniques and approaches for planning assignments that focus on learning outcomes through experimentation and creation, and how to work through student barriers caused by FONMI and fear of failure. We will share examples from our experiences and invite others to discuss their experiences as well. Our co-presenter, Denison student Ronald Tran, will share insights on working with these technologies from the student perspective. Sample assignments and planning documents will be available for session attendees.

Presenter(s)
Kelli Van Wasshenova
Kelli Van Wasshenova, Denison University, OH
As an Instructional Technologist at Denison, Kelli Van Wasshenova works with faculty, staff, and students to develop a deeper understanding of how digital technologies can enhance learning experiences. Kelli helps faculty develop assignments and course curriculum that expose students to new technologies and digital tools, and she provides support to faculty for digital scholarship and research projects. In addition, she works hands on with Denison students on digital projects and class assignments, and she assists with mentoring the ETS student workers as they begin their careers working in technology.

Everyday, we see the development of new technologies that impact everyone in our society. Kelli strongly believes that, as educators in the twenty-first century, we must prepare students to navigate through this vast digital space and help them to develop the skills to make informed decisions when it comes to technology and digital media. When teaching class sessions, Kelli teaches beyond the tool or software at hand to show students how digital literacy extends outside of that class project and can be applied to life-long experiences.

Kelli’s expertise include multimedia projects (audio, video, websites), instructional design, digital humanities, digital scholarship, and project management. Her professional and research interests include digital learning environments, technology and the first generation student experience, women in technology, and literary text analysis.

Trenton Edmunds
Trenton Edmunds, Denison University, OH
Since joining the Denison community in 2001, Trenton (Trent) Edmunds has assisted faculty and staff in various technological endeavors in the classroom and in research. As part of Educational Technology Services (ETS), he works hands-on with faculty members in course design to incorporate digital tools with subject matter and pedagogical goals.

When confronted with a new idea or problem, Trent focuses on details and explores all possible outcomes and possibilities. Each student brings their own differences and realities in what they are trying to gain through instruction. By fostering their curiosities, Trent pushes students to grow and find paths that lead them to new discoveries and solutions.

Trent’s current focus is using virtual reality (VR) and immersive technologies to teach abstract and complicated subject matter. He also has expertise in geographic information systems (GIS), 3D printing, information transfer, gamification, graphic design, and multimedia software. His professional interest is in the visual and spatial communication of ideas.

Ronald Tran
Ronald Tran, Denison University, OH
Ronald Tran is a junior at Denison University studying Economics. He currently works as a student employee for the school’s Educational Technology Services, working on the development of virtual reality applications for classroom uses.
Session Type
45-Minute Interactive Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

Online Personal Data Curation with Benevolent Intention & Safeguards

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Session Description
Have you googled yourself lately? What does the Internet search reveal about you? With each hash tag, blog post, tweet, and online project at a time, you are building your online reputation whether you want to or not. In the absence of professional branding, your online persona brands you. The perception of your digital artifacts (e.g., comments, images, projects) defines your online persona. Practice steps to safeguard your data and plan to benevolently shape your online persona(s). Conduct basic online identity system checks (e.g., Google reverse image search, Google Alerts, & search engine comparisons of name) to review your current digital footprint. Reflect on tasks for short- and long-term planning of prevention and/or weeding. Recommended readings and checklists for cybersecurity and online data curation will be shared along with the Author’s brief technology manifesto.
Presenter(s)
Sandra Rogers
Sandra Rogers, University of California – Los Angeles, CA
Sandra Annette Rogers (aka Teacherrogers) has taught in a variety of K-16 educational settings from a rural hut in Honduras as a Peace Corps Volunteer to the University of California-Los Angeles Lab School as a Demonstration Teacher to elearning worldwide. She has taught bilingual elementary education, developmental reading, Spanish, and English for speakers of other languages (ESOL). She holds a K-12 bilingual (Spanish/English) teaching certificate from the California Commission on Teaching. She is a Quality Matters certified peer reviewer for online courses. She is also a Google Certified Educator. She is a content developer, instructional designer, researcher, and trainer. She has a doctorate in instructional design and a master’s in teaching ESOL. Her research interests include gaming, second language acquisition, and distance education. She currently serves as an instructional designer for UCLA’s Online Teaching and Learning Initiative. She will present on her recent publication, Curation of your online persona through self-care and responsible citizenship: Participatory digital citizenship for secondary education (2020).
Session Type
45-Minute Interactive Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.