Happy Hour! 😁☀️🍎☕️🍻

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

Exploring Emojis in Higher Education: A Meta-Synthesis

Session Description
Emojis have become a standard way to express tone and intention when communicating digitally. The use of emojis has become so prevalent in digital culture that, in the United States, you can order a pizza by texting an emoji to Dominos (“Anyware,” 2019). Emjois are a new form of digital literacy students must learn to read and use effectively in all areas of their lives. How then, have emojis seeped into higher education, specifically, online higher education? This session presents a meta-synthesis of the research on how emojis are used in higher education. It also covers how emojis potentially affect communication between student and professor. Lastly, it will discuss how professors can prepare students for appropriate use of emojis in their professional lives.
Presenter(s)
Jessica Love
Jessica Love, Purdue University Global, IO

Session Type
20-Minute Session
Audience
Intermediate

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

Engaging Learners: The Use of Pop Culture in the College Classroom

Session Description
Increasingly, university and college classrooms are comprised of students who have “come of age” during the digital era, and are often quite literate in popular culture. While popular culture has been a topic of discussion in university classrooms for decades, it is also an invaluable tool to encourage connections to course content. Including pop culture connections relevant to the course content encourages critical thinking skills and empowers students. This presentation seeks to consider the significance of including pop culture in the college classroom, using examples from recent television programs, advertisements, film, and music, and how these can be applied in our classrooms. Using academic research and specific examples from one Purdue University Global course, American Women, this presentation will address successful application of pop culture selections in the Purdue Global classroom, and provide suggestions for how to incorporate pop culture as part of seminars and discussions.
Presenter(s)
Jennifer Harrison
Jennifer Harrison, Purdue University Global
Jennifer Harrison is a faculty member in the Department of Humanities & Social Sciences at Purdue University Global, and course lead for the University’s courses on American women’s history, the early American republic, and the 1960s. With a graduate degree in American history, she specializes in nineteenth-century American women’s history, Art and Humanities, and pop culture. She serves as chair of Purdue University Global’s Arts and Humanities GEL Committee, and has presented and / or published on the topics of general education literacies and course level assessments, digital literacy, American women’s education, and the presentation of women in the media.
Session Type
20-Minute 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

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

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.