Concurrent sessions for Tuesday, April 1:

To find a detailed description of each learning track (indicated by color below), click here.


  • Pre-Attendance Engagement through Gamification
    This presentation takes the opportunity to discuss a specific website that students can use to prepare for class and sharpen their skills while waiting for an online course that they are enrolled in to start. Tasks are designed to develop engagement with the college and to develop online study skills. Based on a quest, the website encourages participation through the rewarding of virtual "coins," which can be used to purchase college-branded items. Results demonstrate significant correlation to good student retention, early academic success (completion and GPA), and positive student attachment to the college. Lessons learned and ideas for future improvements will be presented. Open discussion will invite exploration of opportunities and challenges with this and similar strategies.
  • Advancing College Access with Class-Based Affirmative Action
    In 2013 the U.S. Supreme Court announced its ruling in Fisher v. University of Texas, emphasizing race-conscious college admissions policies are permissible only when “no workable race-neutral alternatives would produce the educational benefits of diversity." Higher education administrators fear such tight constraints on race-conscious admissions will severely diminish campus diversity. But that’s by no means inevitable. In 2008, under threat from a ballot initiative, the University of Colorado Boulder (CU) developed a class-based affirmative action system that would foster student diversity while complying with a potential ban on race-conscious admissions. Colorado’s system – profiled recently in Inside Higher Ed, The Atlantic, and the Chronicle of Higher Education – has been in use since 2011 and has boosted racial and socioeconomic diversity at CU. In this session, participants will analyze the Colorado case and learn about statistical methods that can support class-based admission policies. The session will focus on practical strategies and will be accessible to non-technical audiences.


  • Designing For Inclusive Learning: Improving Pedagogy by Increasing Accessibility
    This session will demonstrate how incorporating web accessibility techniques in online courses promotes effective learning and overall superior course design. In particular, we highlight the connection between a variety of impactful accessibility changes that instructors and designers can make to their online courses and research in cognitive theory of multimedia learning. All session participants will receive an accessibility and pedagogy infographic.
  • The Rise of "-based" Education in Higher Education
    Currently we are seeing a flurry of new online programs within post-secondary education environments. There have been numerous terms used to describe these online programs and approaches. Upon first experience, one can easily wonder what the differences are between the new models of learning and instructing, especially since most of them sound very similar to each other. While each has a different beginning, many have “–based Education” or “–based Learning” at the end. This presentation will differentiate between the various emerging philosophies, and examine how they relate and differentiate from one another. We will take a look at the values associated with their implementation, and provide examples of how this theory is already in place and utilized in an online delivery format within post-secondary institutions.
  • Course Redesign in Introductory Psychology: Using a Blended, "Flipped Classroom" Design
    Brooke Whisenhunt will discuss the redesign of Introductory Psychology at Missouri State University. Initially part of a state-wide initiative on course redesign, the course is now in its 3rd semester of full implementation. The redesigned course uses a blended course format incorporating MyPsychLab to create a flipped classroom. Student scores on a department pre- and post-exams have improved significantly when compared to scores from the traditional course and a number of teaching “best practices” have been implemented. Course completion rates initially remained the same, but the percentage of A’s and B’s in the course has increased significantly.


  • Adventures in Implementing Lecture Capture
    In the Fall of 2010, Creighton University began a rapid rollout of a campus-wide lecture capture system with the goal of enabling it in every learning space on campus. This presentation will cover how we did it; choosing a product; running a pilot; assessing and meeting the needs of different departments; and how we’ve now grown to capture over 18,000 lectures, classes, and events. Not everything went perfectly the first time, and some “horror stories” we faced and overcame along the way will be presented.
  • Utilizing Popular Web Services to Meet Digital Natives Where They Live
    As students continue to rely on new technology services and tools to enhance their education, it’s only natural that educators would aim to utilize those instruments to meet students where they are. This presentation will focus on integrating third-party web APIs to heighten student engagement and will describe how students can benefit from integrating familiar services that they’re already using in their daily lives into their education. The presentation will also include:
    • Designing easy ways for students to add class events and due dates to their chosen calendar provider (Google Calendar, Microsoft Outlook and Yahoo).
    • Integrating popular cloud-storage services that permit students and instructors to download and share files from their personal cloud-sharing account (Dropbox, Microsoft SkyDrive and Google Drive).
    • The creation of a browser extension that adds more education tools to courses.
    • The implementation and potential of the HTML5 web speech API, which provides Pearson LearningStudio users with the ability to navigate courses and enhance their education experience through voice commands.
  • 25-N-50: Apps for Authentic Assessment
    With tens of thousands of digital assets on the web today, how can an instructor efficiently find, aggregate, and curate the tools that are meaningful and relevant to them? This fast paced, story driven session will innumerate and demonstrate 25 education apps/sites that build collaboration, focus on competency-based assessment, and improve transformative learning for delivering a personalized learning experience documented with e-Portfolios. This workshop will explore the benefits of using technology to address Bloom’s 2 Sigma problem by creating open, social and diverse learning environments that seemingly decrease the student/teacher ratio for mastery learning.


  • Getting Authentic Answers to Your Questions in Asynchronous Online Courses
    For years, asynchronous online courses were limited by text-based discussions and assignments. Because of these limitations, higher-level learning activities like case study method and oral questioning for analysis and critical thinking were missing from online courses. Now, students have many ways of generating video, including laptop webcams and smart phones, so academic programs have an opportunity to leverage digital video for learning. This session will explore a means for conducting case study method and other questioning activities in asynchronous online classes.
  • Engaging Faculty in State Authorization
    How do I get faculty at my institution to understand state authorization? And how do I get them involved in the process? During this presentation, we will discuss how Texas Christian University (TCU) involved its programs and faculty in the planning and development process for state authorization. We will share how this process helped faculty better understand the major impact state compliance has on the TCU academic community. We will also discuss how this process allowed faculty to become invested in TCU’s plan to comply with out-of-state regulations.
  • It's Like This: Designing Training Workshops with a Theme
    When teaching new concepts or technology, sometimes the content is too far outside the participants’ realm of understanding for them to take much from the workshop. One way to bridge that gap is to use an ongoing metaphor to tie the unknown content to familiar concepts. It also adds an element of fun to your training! In this active session, participants will review fundamental principles of instructional design and active learning, and learn to use metaphorical themes as instructional tools to enhance comprehension and recall.


  • Fun-Learning: Using Educational Video Games to Reinforce Learning Outcomes
    Are you looking for a balance of fun and learning to gain and maintain your students' attention? Discover how educational video games could attract digital native learners and assist in improving their learning outcomes. Game-based learning design and findings will be examined to determine the effectiveness of these learning games. Come and generate fresh ideas for modifying and integrating some of these games into your curriculum to facilitate learning that promotes College and Workforce Readiness.
  • BASE: An Academic One-Stop
    Designed for returning adult students and often-times underprepared students, the BASE project is a one-stop academic support system to promote retention and completion. The BASE project at Bellevue University addresses the need to provide refreshers, review, and reinforcement of essential knowledge and skills for academic and professional success. The portal design includes self-paced, interactive learning modules for critical skills; information literacy; applied problem solving; creative/critical thinking; communication; scientific literacy; and basic refreshers in math, critical reading, and writing — as well as convenient access to tutors and academic coaches. In this session, faculty and developers will discuss lessons learned in design, development, and initial pilot testing.


  • Bridging the Digital Divide: Engaging Online Students
    As online enrollment skyrockets and as enrollment soars, colleges and universities must think outside of the box to meet the unique needs of the online constituency. The University of Texas at Arlington is breaking enrollment records each year, with approximately one-third of its enrollment consisting of online students. As a result, the Division of Digital Teaching and Learning at the University of Texas at Arlington is spearheading a new initiative to make educational resources, university services and engagement experiences available to online students. The Maverick Global Network initiative is comprised of several components, including, but not limited to, an extensive social media campaign, student learning groups, eTutoring and supplemental instruction, and a host of collaborations with other university departments. Please join us in this workshop to hear more about the Maverick Global Network and hear how you can implement a similar program at your respective campus.


    Enhancing Student Engagement Through a System of Social and Mobile Notifications

    Providing high-quality learning opportunities that meet the diverse needs of our students is at the heart of Ashford University's mission. Leveraging technologies to personalize and improve the student experience is an essential part of the plan. In this session, we will recap how we have leveraged the ConnectYard integration with LearningStudio to enable social and mobile notifications for discussions, announcements, reminders and grade updates for enhanced student engagement. We will present a recap of the ConnectYard pilot including why we selected ConnectYard, use cases, metrics and analytics, pilot results, student and faculty feedback, lessons learned and future plans.
    Removing the Roadblocks to Digital

    There are many structural, behavioral and logistical issues that institutions must consider when they are implementing digital strategies. Giovanni Duarte, Web Services Manager of DeVry and Mike Hale, Viced President, Sales of VitalSource Technologies Inc. will co-present examples, anecdotes and data which demonstrate a successful e-learning program powered by VitalSource Bookshelf®.
    Using Content Strategy to Enhance Student Engagement and Retention

    With schools under increasing pressure to reduce costs and improve outcomes, more institutions, such as MMI recognize that a content strategy can help.

    MMI worked with ED MAP, a course materials management company, to develop and implement a comprehensive content strategy that maximized the use of digital course materials, provided to students on an iPad. Working closely with ED MAP and Pearson on conversion tactics, they achieved nearly 80% digital availability within six months – and 100% of students had their course materials and were engaged in course and outside activities.

    Today, additional content strategy tactics include SSO, student choice and LTI integrations.