DISTANCE TEACHING & LEARNING CONFERENCE - AUGUST 7-9, 2018 Monona Terrace Convention Center Madison, WI
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Program and Schedule
34th Annual
DISTANCE TEACHING &
LEARNING CONFERENCE
AUGUST 7-9, 2018
Monona Terrace Convention Center • Madison, WI
dtlconference.wisc.edu
CONFERENCE SCHEDULE
Tuesday, August 7
8:30-11:30am Pre-conference 3-hour workshops (fee; pre-register)
Conference blended certificates (fee; pre-register)
10:30-11:15am Orientation to the conference—Lecture Hall
11:30am-1pm Networking luncheon (fee; pre-register)—Grand Terrace
1:15-2:45pm Pre-conference 90-minute workshops (fee; pre-register)
1:15-2pm Orientation to the conference—Lecture Hall
2-6pm Exhibit Hall open (Learning Stage starts at 3:30pm)—Ballroom
3-4:40pm ABCs of DE—Lecture Hall
3-3:45/4-4:45pm ePoster sessions—Ballroom
3-3:45/4-4:45pm Speed sessions—Hall G
4-6pm Ex Hall—Wisconsin tailgate reception—Ballroom
Wednesday, August 8
7-8:30 am Continental breakfast—Exhibition Hall A (lower level)
7-7:45 am Early-bird discussions—Community Terrace
8-9:30 am Conference kick-off and keynote—Exhibition Hall A
Patti Sanchez—Using the power of story to reach distance learners’ hearts
and minds
9:30am-4pm Exhibit Hall open—Ballroom
9:30-10:15am Refreshments, ePoster sessions, and Learning Stage—Ballroom
10:15-11am Conference sessions
11:15am-noon Conference sessions NOTE: For locations of
Noon-1:15pm Lunch plenary—Exhibition Hall A ALL sessions and workshops
1:30-2:15pm Conference sessions see program pages.
2:30-3:15pm Conference sessions
3:15-4pm Final Ex Hall and dessert reception—Ballroom
3:15-4pm ePoster sessions and Learning Stage—Ballroom
4:15-5:15pm Afternoon keynote—Exhibition Hall A
Alec Couros—Understanding the digital realities of our students
Thursday, August 9
7-7:45am Early-bird discussions—Community Terrace
7-8:30am Continental breakfast—Grand Terrace
8-8:45am Conference sessions
9-9:45am Conference sessions
10-10:30am Conference sessions
10:45-11:30am Conference sessions
11:45am-12:30pm Conference sessions
12:30-2:30pm Lunch and keynote—Ballroom
Susan Aldridge—Harnessing the power of technology to enhance the
promise of education
KEYNOTE SPEAKERS
Wednesday, 8am Wednesday, 4:15pm Thursday, 12:30pm
Exhibition Hall A Exhibition Hall A Madison Ballroom
Using the power of story Understanding the digital Harnessing the power of
to reach distance learners’ realities of our students technology to enhance the
hearts and minds promise of education
Patti Sanchez Alec Couros Susan Aldridge
Duarte, Inc. University of Regina Drexel University Online
TRACKS ARE BACK!
Wondering which Information Sessions to attend? Tracks make it easier
for you to find sessions in your area of interest and plan your conference
schedule. See page 4 for more details.
Tracks include:
■ Assessing learning
■ Online program management
■ Quality & evaluation
■ Design for learning
■ Engage!
■ Research to practice
■ V/R, video, & games
■ STEM @ a distance
ALL NEW SESSION FORMAT THIS YEAR!
New this year is the Peer Feedback Session. The session starts with 15
minutes of the presenter describing their challenge, sharing their research,
or presenting their framework for the discussion that follows. For the last
30 minutes, participants engage in a discussion around the presenter’s
topic, giving feedback on ideas, helping to solve a problem, brainstorming
new ways to approach a topic, and so on. This new, interactive session
is meant to provide the presenter an opportunity to share his or her
work and receive feedback from a community of peers in a collegial,
professional environment.
1
SAMPLING OF FEATURED SPEAKERS
1 2 3 4 5
6 7 8 9 10
1. Kelvin Bentley—OERs 6. Penny Ralston-Berg—Instructional design
2. Kate Sonka—eAccessibility & inclusive design 7. Oliver Dreon—Assessing with video
3. Sean Gallagher—Alternative online credentials 8. Evie Oregon—Student retention & satisfaction
4. Rachel Niemer—Gameful pedagogy 9. Vickie Cook—Institutional change
5. Kui Xie—Online motivation & engagement 10. Ann Taylor—Hiring & keeping faculty
Exhibit Hall events
Visit the Exhibit Hall on Tuesday (2-6pm) and Wednesday (9:30am-4pm) to
meet exhibitors and learn about the latest tools, technologies, and services
you can incorporate into your own online courses. Attend a Sponsor Showcase
on the Learning Stage for educational and informative presentations from
industry experts and for demonstrations of various tools for creating and
managing eLearning.
Network with exhibitors and colleagues at our two reception events.
■ Wisconsin tailgate reception, Tuesday 4-6pm
■ Dessert reception, Wednesday 3:15-4pm
2
Program Guide
Agenda............................................................................................................ inside front cover
Concurrent sessions and events
Session types ................................................................................................................4
Tuesday ...................................................................................................................... 6-9
Wednesday ........................................................................................................... 11-19
Thursday ................................................................................................................ 21-29
Conference highlights ............................................................................................................ 1-2
Exhibitors and sponsors
Diagram and booth guide.................................................................................... 30-31
Exhibitor descriptions and ads........................................................................... 32-48
Sponsors ..........................................................................................inside back cover
Internet access and Guidebook conference app ..................................................................5
Maps
Monona Terrace ................................................................................................... 53-54
Madison and hotels ...................................................................................................55
Shuttle van service ...................................................................................................................56
Staff, committee, and advisors ...............................................................................................52
______________________________________________
General Information
• Name badges: Please remember to wear your badge as it is required for admission to all conference events.
• Cell phones: As a courtesy to the presenters and other attendees, please turn off cell phones during sessions.
If you must take a phone call, please leave the session room.
• Evaluations: Your feedback counts! Please complete the individual session evaluations handed out at the
sessions or through the Guidebook Conference app. Completed evaluations may be put in the red evaluation
boxes located in the session rooms or in general areas throughout the Monona Terrace and at the Conference
Information counter.
#UWdtl
dtlconference.wisc.edu
3Session Types
Discussions (45 minutes)
• Discussions (D-#)
Facilitators briefly introduce their topic or book, provide key points, and guide a discussion with participants.
Two or three discussions will be scheduled concurrently.
• Early-bird Discussions (EB-#)
For early risers on Wednesday and Thursday mornings, invited facilitators will lead discussions.
• Featured Discussions
Follow-up discussions with keynote speakers and other invited speakers.
Interactive sessions (Fee & pre-registration required)
• Blended Conference Certificates
Professional development courses with pre/post conference activities and an onsite certificate session.
• Workshops (AM-# or PM-#)
Hands-on sessions focused on a skill, tool, or topic. Tuesday only.
Showcases and demos
• ePosters (EP-#)
Presenters will briefly share their course, program, or research study and answer questions. Four ePosters
will run concurrently in a time slot.
• Learning Stage – Sponsor Showcase
20-minute informative presentations from industry experts on various topics or tools related to online learning.
• Show & Tell Sessions (ST-#)
Presenters have 20 minutes to ‘show’ and demonstrate their topic, ‘tell’ their story, and answer questions. Two
different topics will be provided during each 45-minute time slot.
Talks and presentations
• Information Sessions (I-#)
45-minute presentations on current topics; includes 5-10 minutes of discussion and Q&A.
Tracks (icons are used as identifiers in the program)
Assessing learning Engage! Research to practice
Awards Online program STEM @ a distance
management
Design for learning Quality & evaluation V/R, video, & games
• NEW! Peer Feedback Session (PF-#)
In the first 15 minutes the presenter will describe their challenge, share their research, or present their
framework, followed by 30 minutes of discussion and feedback from participants.
• Speed Sessions (SP-#)
10-minute, fast-paced presentations on a specific aspect of a topic followed by 5 minutes of Q&A. Two or
three sessions will be scheduled back to back in time slot.
• Spotlight Sessions and Featured Sessions
45-minute presentations by thought leaders and acknowledged experts in the field of distance education
and online learning; includes discussion and Q&A.
4Staying Connected While at the Conference
High-speed wireless Internet access—Tuesday through Thursday
Follow these steps to log on to this service:
• Navigate to Wireless Network Connection on your computer/device
• When this window opens, select the ssid monona-guest from the list
• If necessary, select the Connect button in the lower, right corner
• Now launch your Internet browser (Firefox, Chrome, etc.) to sign on to the wireless network
• If you find the home page is blank, type in a URL such as http://depd.wisc.edu and press ‘Enter’ to launch
the service
• A network Web authorization redirect window will open.
• Enter access code: dtl2018
Not working? Contact the Monona Terrace Greeter at the Main Entrance to request technical assistance.
Email Kiosk—Tuesday through Thursday Capitol Promenade
An email kiosk will be available to check email while at the conference. Check the sign by the kiosk for available hours.
Guidebook Conference App
Enhance your conference experience with Guidebook and receive the latest conference updates. Guidebook allows
you to plan your own agenda, rate sessions, connect with other attendees, and much more!
Follow these steps to download the app:
1. On your cell phone or tablet, go to the app shop
• For iOS users > App Store
• For Android users > Google Play Store
2. Tap on Search, then enter the word “guidebook”
3. Download and install the app
4. Tap ‘Open’ to launch the app or tap on the app icon
5. Sign up for a Guidebook account using a preexisting Facebook account or email address
• If signing up with email, you must enter your current email and create a password.
6. Once your account is created, you will be taken to the Guidebook homepage within the app. In the search bar,
enter the conference name – 2018 Distance Teaching & Learning Conference NOTE: There is no passphrase
for this guide.
7. The conference guide should appear at the top of the list. Tap on the title, then tap ‘Get This Guide’. The guide
will automatically begin to download.
8. Once it is downloaded, you will have access to the guide’s content and resources. Tap on the menu icon ( )
in the upper left corner to begin exploring.
5Tuesday, August 7
8:30 AM - 2:45 PM
Workshops, Conference Certificates, and the Networking Luncheon require pre-registration, an additional fee, and
have limited seating. Special Interest Groups (SIGs) do not have an extra fee, but do require pre-registration. Check with
Registration on availability.
Morning Workshops Orientation to the Conference
Tuesday
8:30-11:30am 10:30-11:15am Lecture Hall
DT&L Conference staff
AM-1 Hall E
So, they have asked you to teach an online course
James Moore, DePaul University Networking Luncheon
AM-2 Hall F 11:30am-1:00pm Grand Terrace
Learner engagement strategies across generations Orientation to the Conference
Caryn Stanley and Julie Hewitt, University of Wisconsin–
Platteville 1:15-2:00pm Lecture Hall
DT&L Conference staff
AM-3 Hall G
Emerging technologies for student centered learning
Ray Schroeder and Vickie Cook, University of Illinois Afternoon Workshops
Springfield 1:15-2:45pm
AM-4 Room K PM-1 Hall F
How can we apply the science of learning to Got sims? Designing low-fidelity simulations to
online and blended/hybrid create high impact
Bob DuBois, Waukesha County Technical College and Jana Hitchcock and Karen Paulson, Penn State World Campus
Andrew Cole, University of Wisconsin–Whitewater
PM-2 Room K
AM-5 Room L Systems thinking for the distance learning classroom
Designing for cultural inclusivity: Building online Keith Smith and Tricia Berry, Purdue University Global
wisdom communities
Charlotte Gunawardena, University of New Mexico; Casey PM-3
Frechette, University of South Florida; and Ludmila Layne, Cancelled
ARMonE Solutions LLC PM-4 Hall J
AM-6 Room M Beyond the basics: Intermediate techniques for
Truth or fiction? Helping students to become online learning videos
digital content curators Ryan Eash, TechSmith Corporation
Brad Garner, Indiana Wesleyan University PM-5 Hall E
AM-7 Room N Ensuring online courses meet credit hour
Designing with ADA in mind: Applying WCAG requirements
requirements to course design Brandon Taylor and Kayla Jutzi, Columbia College Chicago
Martin LaGrow and Renee Albrecht, Ellucian PM-6 Room L
AM-8 Hall J Improve learning with voice and screencasting
Take your online learning videos to a new level feedback to students
Ryan Eash, TechSmith Corporation John Orlando, Northcentral University
PM-7 Hall H
Conference Certificate Sessions It’s easy! Integrating fun, engaging and
interactive online tools
8:30-11:30am
Elizabeth Kiggins and Julie Gahimer, University of Indianapolis
CS-1 Hall H
PM-8 Room M
Fundamentals of Online Teaching
Designing compliance training to encourage
Janet Staker Woerner and Karin Spader, University of
Wisconsin–Madison dialogue
Mike Gau and Randy Mentz, University of Wisconsin–
CS-2 Hall I Platteville
Online Education Administration
Brian Udermann, University of Wisconsin–LaCrosse
6Tuesday, August 7
2:00 - 3:45 PM
Exhibit Hall Open ABCs of DE: Avoiding the Pitfalls
2:00-6:00pm Ballroom 3:00-4:40pm Lecture Hall
Find out about the latest technologies, products, and Are you new or relatively new to the field of online
services from industry leaders. Learning Stage presentations education? Join these practitioners as they address a
Tuesday
from conference sponsors and ePoster Sessions will also range of topics in online teaching. At the end of this
take place in the Ex Hall at specified times. session you will leave with a deeper understanding of
the hot topics in the field, as well as practical tips and
ePosters techniques to help you succeed.
3:00-3:45pm Ballroom Moderator and facilitator
Olena Zhadko, Lehman College, CUNY
EP-1
Medical student preferences and outcomes in a Alignment and backward design: From
blended education model objectives to outcomes
Jeffery Fritz and Roy Long, Medical College of Wisconsin- Martin LaGrow, Ellucian
Central Wisconsin
This session will detail the distance learning format used Creating and facilitating engaging discussions in
at a new regional medical school, learner preferences and the online classroom
experiences with this format, and learner outcomes to date. Justin Staley, DePaul University
EP-2 Creating meaning through authentic assessment
Training an army: Building scalable professional online
development resources Jennifer Dobberfuhl Quinlan, Brigham Young University
Tyler Beckstrom and Brad Barson, Brigham Young
University-Idaho From passive observers to active participants
Nikki Schutte, College of St. Scholastica
How can you build a scalable faculty development program
for 1600+ online remote instructors and allow for continual
Researched evidence for pedagogical use of
growth? See how one institution addresses this issue.
video and resources
EP-3 Nancy Evans, Indiana University of Pennsylvania
Promising practices: Preparing faculty to design
and teach online Speed Sessions
Jessica Mansbach and Kristlyn Dalton, Loyola University
Chicago 3:00-3:45pm Hall G
The success of Loyola University Chicago’s 6-week Online SP-1
Teaching Course that prepares faculty to teach online Creating project-based authentic assessments
suggests promising practices for other universities to use. Joan Saliskas, Rasmussen College
The presenters will share practices and discuss how to
incentivize faculty participation. Discover how Rasmussen College creates project-based
authentic summative assessments for all its online courses.
EP-4
Promoting a participatory culture in a blended course SP-2
Karin Spader, University of Wisconsin–Madison Moving from pencil to pixel: Promoting
successful computer-based tests
The presenter will provide an overview of promoting a Aaron Kraft, Arizona State University
participatory culture in a M.S. Secondary Education course on
integrating technology into teaching. They will share design Learn how high-stakes computer-based testing in nursing
strategies as well as the outcome of the student projects. education prepares students for success on their licensure exam.
SP-3
Automated notifications to keep learners’
attention alive in a MOOC
Cengiz Hakan Aydin, Anadolu University
Hear about the effects of automated notifications on
learners’ attention and persistence in MOOCs.
7Tuesday, August 7
3:30 - 4:45 PM
Learning Stage ePosters
3:30-3:50pm Ballroom 4:00-4:45pm Ballroom
Case study: How webinars raise education above
the barriers EP-5
Radek Sadurski, ClickMeeting Personalizing and delivering career counseling
Tuesday
In a perfect world, everyone would have wide open
online
Helen LaVan, DePaul University
access not just to education, but also to top-class experts
and courses. Unfortunately, teaching and learning The focus of this session is to change thinking about
professionals have multiple obstacles to contend with. how personalized career development services can be
E-learning with webinars gives the winning combination, delivered “just in time” in an asynchronous format, using
and there is no better way of gaining cognition high quality but low-cost resources.
opportunities than to assimilate experiences of each other.
EP-6
4:00-4:20pm Supportive teaching tools: Theory to practice in
Finding quality OER resources and analyzing virtual classrooms
their effectiveness Oliver Grundmann and Justin De Leo, University of Florida
Laura VonRosenburg, Intellus Learning Bridging the gap in online classrooms from constructivist
Intellus Learning helps educators quickly replace theory to on-the-job practice skills can be accomplished
textbooks with high quality OER and other digital content. using supportive teaching tools. Learn about asynchronous
You’ll get a valuable snapshot of what content is working presentations, virtual labs, and annotated collaborative
for your students, what’s not, and how to leverage Intellus document collations.
Learning for just-in-time teaching and remediation. Learn
how to use our platform to create just-in-time lessons, EP-7
replace your entire textbook - or both. Learning the content: Students’ perspective and
actions
4:25-4:45pm Mary Wilhelm-Chapin and Tiffany Koszalka, Syracuse
Quick start to accessible video University
Elisa Edelberg, 3Play Media
These presenters will share students’ detailed
Learn the basics of how to add closed captions and audio descriptions of their use of course learning resources
description to online video to make it fully accessible, to shed light on our understanding of learner-content
searchable, and SEO friendly. Understand the legal interactions. Students explained which resources helped
requirements and lawsuits surrounding video accessibility, and didn’t help them learn course content.
formats, and video player compatibility, as well as an
overview of automated workflows and integrations with EP-8
lecture capture and video platforms. More than a number: Strategies for personalizing
learning environments
4:50-5:10pm Michelle Burcin and Kim Kato, Walden University
How to make effective educational videos
This session is focused on removing the distance in distance
John Orlando, Magna Publications
education while also improving the learning environment for
Anyone can make highly effective educational videos on students and the working environment for faculty.
their own computer at little or no cost. It only takes an
understanding of a few basic principles. Come learn how
to make engaging and effective educational videos in a
variety of formats on your own computer.
5:15-5:35pm
Is AI coming to education? If so, what does it mean?
Alfred Essa, McGraw-Hill Education
AI and Machine Learning is transforming industries from
health care to transportation. This session will present a
vendor-neutral evidence-based framework for evaluating
the state of AI in education. What is it? How does it work?
Does it work? How do we know it works? Is it biased?
8Tuesday, August 7
4:00 - 6:00 PM
Speed Sessions Special Interest Group (SIG) Meet-ups
4:00-4:45pm Hall G 5:00-6:00pm
See Guidebook for SIG information.
SP-4
Using music through recorded songs and lyrics
Tuesday
to teach history online Exhibit Hall Reception
Charles Getchell, Saint Anselm College 4:00-6:00pm Ballroom
Determine why online course modules are enhanced Join us in the Ex Hall for the Wisconsin Tailgating
by including audio files, performance videos, and lyrics Reception to meet with exhibitors and network with
supplementing written and even visual instruction. colleagues! Find out about the latest technologies,
products, and services from industry leaders and listen to
SP-5 Learning Stage presentations from conference sponsors.
Using digital games in support of the novice-
expert framework
Angela Samosorn, University of Wisconsin–Madison
Define digital game-play principles and see how they can nest
with the stages of movement between novice and expert.
SP-6
Teaching and learning with Loom in the online
classroom
Priscilla Bamba, Grand Canyon University
See a demo of how to use Loom for delivering recorded
feedback.
9Conference Notes 10
Wednesday, August 8
7:00 - 10:15 AM
Early-Bird Discussions Exhibit Hall and Refreshments
7:00-7:45am Community Terrace 9:30-10:15am Ballroom
EB-1 Visit with exhibitors and listen to Learning Stage
The big picture: Learning analytics presentations and ePoster sessions.
Al Essa, McGraw-Hill Higher Education Note: Ex Hall is open until 4:00pm
Separate the hype from the practical lessons around learning
analytics in this conversation facilitated by an expert who has ePosters
worked in industry, academia, and the commercial space. 9:30-10:15am Ballroom
EB-2 EP-9
Students, faculty, us: Time management and Chatting it up: Supporting students near and far
workload at their point of need
Karen Skibba, University of Wisconsin-Madison Elizabeth Walker Papke, Spring Arbor University
How can we best create a balance in our work and study Learn how one library uses chat services to serve their
lives? This conversation is a “by us, for us” chance to students at various locations at various times, to serve
discover best practices. both traditional and online students at their point of need.
Wednesday
EB-3 EP-10
Leaders’ how-to: Technology trends in DE UPgrade: A Blackboard course to teach learning
Brian Udermann, University of Wisconsin–La Crosse strategies to students
Sara Incera and H.-T. Michael Chen, Eastern Kentucky
Find out how much the technology “tail” wags the distance- University
education dog in this discussion led by a tech leader. Learn about UPgrade, a Blackboard course to help
students learn and apply six important learning strategies.
Conference Kick-off and Keynote
8:00-9:30am Exhibition Hall A (lower level) EP-11
Supportive teaching tools: Theory to practice in
Director, Wendy Fritz, and Conference Programming Chair, virtual classrooms
Tom Tobin, welcome attendees to the 34th annual Distance Oliver Grundmann and Justin De Leo, University of Florida
Teaching & Learning Conference, providing highlights and
announcements. Keynote speaker follows welcome. Bridging the gap in online classrooms from constructivist
Note: Continental breakfast is available from 7:00-8:30 am. theory to on-the-job practice skills can be accomplished
using supportive teaching tools. Learn about asynchronous
presentations, virtual labs, and annotated collaborative
Opening Keynote Speaker document collations.
Using the power of story to reach distance
learners’ hearts and minds Learning Stage
Patti Sanchez, Chief Strategy Officer, Duarte, Inc.
9:30-9:50am Ballroom
As a leader in the education field, you have the What is Möbius?
potential not only to imagine new approaches Louise Krmpotic, DigitalEd
to learning, but also to inspire students, faculty
members, and administrators to support and execute Find out more about this comprehensive online
your vision. By understanding how your audiences courseware environment that focuses on science,
think and feel, and by leveraging the power of technology, engineering, and mathematics, built on
storytelling principles, you can express your ideas the notion that people learn by doing. Students can
in a way that resonates with your audiences and explore important concepts using engaging, interactive
motivates them to spread your ideas. Find out the applications, visualize problems and solutions, and test
ways that Patti Sanchez helps leaders understand their understanding by answering questions that are
the inner workings of the human mind and heart graded instantly.
and then uses that knowledge to craft engaging
narratives that cut through the clutter and resonate
on a deep level.
11Wednesday, August 8
9:55 - 11:00 AM
9:55-10:15am Discussions
Badging for credit
Susan Manning, Credly 10:15-11:00am Community Terrace
Many institutions have added digital badges to professional D-1
development or continuing education programs. The tide Building quality and buy-in through peer mentoring
is turning, however, and badging for credit courses is Katie Maier-O’Shea and Margaret Haefner, North Park
happening! This session will present several programs and University
answer strategic questions you may have.
Discover how universities on limited budgets can build excellent
offerings by combining instructional design staff resources, the
Spotlight Panel Quality Matters process, and faculty/staff peer mentors.
10:15-11:00am Lecture Hall
D-2 (Author Discussion)
An integrated approach to eAccessibility Culturally Inclusive Instructional Design: A
Kate Sonka, Michigan State University; Heidi Framework and Guide for Building Online
Pettyjohn and Meghan Wuebker, University of Wisdom Communities
Cincinnati Charlotte Gunawardena, University of New Mexico; Casey
Accessibility experts will share take away Frechette, University of South Florida; and Ludmila Layne,
Wednesday
strategies for addressing common faculty concerns. ARMonE Solutions LLC
Hear about the origin of the Accessible Learning The three authors of this new book will address why
Conference at Michigan State University; how to culturally inclusive online instructional design matters.
drive conversation around accessibility as a social
justice issue; and how to create a culture of care D-3
among faculty members, staff, and students. Also Creating meaning through authentic assessment
learn how the University of Cincinnati expanded online
accessibility by identifying the players, problem, and Jennifer Dobberfuhl Quinlan and Carolyn Andrews,
approach for their distance education programs, plus Brigham Young University
how they introduced a tool to help faculty members The presenters will share examples of authentic
address eAccessibility. assessment in online courses, engage participants to try
the assessments together, and discuss direct applications
Featured Session for different disciplines.
10:15-11:00am Room L
Information Sessions
Strategies for adopting and adapting the use of 10:15-11:00am
OERs across an institution
Kelvin Bentley, University of West Florida I-1 Hall E
There is a growing effort within colleges and universities
A 3D evaluation model for learner
to help students more easily afford required instructional performances in online discussions
materials like textbooks by replacing them with open Gulinna A and Seung Gutsch, Fort Hays State
education resources (OERs). Understand key advantages University
and challenges that institutions face when they adopt Hear research-backed best practices for assessing
OERs in place of traditional proprietary textbooks. Hear learner performance in asynchronous online discussions.
about colleges and universities that are increasing the use See results from three different platforms - Blackboard,
of OER content; key issues that make it difficult to scale Yellowdig, and Piazza.
the use of OERs across faculty; and strategies to help
improve the likelihood of faculty to adopt, use, and adapt I-2 Hall F
their courses using OER content. Course mapping: Your GPS to course
success!
Featured Discussion Margaret (Peggy) Muller and Kathleen Decker,
Sullivan University
10:15-11:00am Grand Terrace West
Reach out to colleagues who are subject experts but not
Keynote follow-up discussion yet course designers. We share a course map that aligns
Patti Sanchez, Duarte Inc. objectives, instruction, and assessments.
12Wednesday, August 8
10:15 AM - 12:00 PM
I-3 Hall H Show & Tell Sessions
Creating a Generation Z engaged online
10:15-11:00am Room M
or blended classroom experience
Vickie Cook, University of Illinois
Springfield ST-1
A searchable distance education efficacy
Explore the learning characteristics of Generation Z students research database
and how these are different than previous generations. Katie Linder and Mary Ellen Dello Stritto, Oregon State University
Understand existing biases and learn how to create active
learning strategies that engage these learners. Join these presenters as they showcase the features of a searchable
database of studies that allows users to find efficacy research
I-4 Hall I comparing online, blended/hybrid, and face-to-face modalities.
We’ve changed the classes, what about
the professional development?!? ST-2
Traci Van Prooyen, Heartland Community College Understanding virtual technologies
Jeff Aronowitz, Powers.Media
Hear about three different types of virtual professional
development that model best practices for faculty in the Get introduced to easily accessible virtual- and augmented-
online, blended, and/or distance education and training reality software and hardware and discuss potential
environments. educational applications, including virtual classrooms.
Wednesday
I-5 Room N Spotlight Panel
Who are they? CBE academic coaches 11:15am-12:00pm Lecture Hall
and their role on student success
Lindsey Harness, National Research Center for
Research as inquiry: Flying into the
Distance Education and Technological Advancements (DETA)
information headwind
From a cross-institutional qualitative study using in- Sheila Stoeckel, Alex Stark, and I-Pang Fu, University of
depth interviews, findings will be shared regarding the Wisconsin–Madison
characteristics of academic coaches, their perspectives
Panelists will discuss key components of information
about competency-based education, and how their coaching
literacy and highlight its vital importance for student
role influences student success.
success in coursework and beyond. Learn more about the
affordances of leveraging local expertise when teaching
I-6 Hall J
research collaboratively, and join in on a discussion of
Beyond narrated presentations: strategies, scenarios, and challenges. After attending
Effective student-centered video use this session, attendees will 1) form a working definition
Laurie Berry and Eric Peloza, University of of information literacy, 2) understand why it is both an
Wisconsin–Extension essential academic, career, and lifelong skill, and 3) be
Come and learn how to move beyond narrated able to analyze their curriculum for research needs or
presentations and make effective use of video to information-literacy gaps.
introduce, clarify, demonstrate, and apply content.
Featured Session
Peer Feedback Session 11:15am-12:00pm Room L
10:15-11:00am Hall G
Increase student retention and satisfaction with
social presence and media richness
PF-1
Evie Oregon, Western Kentucky University
Student and faculty involvement to reinvent
online general education Despite the increased number of institutions providing
Nelly Lejter, New England College online learning programs, and more students choosing
distance education, student retention remains one of the
See how systematic student and faculty involvement largest challenges in higher education. While online course
reinvented a general-education program that actually formats offer convenient methods of instruction, poor course
matters to the fully online adult learner, promotes development often leads to high attrition rates. Learn about the
retention and student success, and is aligned with use of online social communities and richer media technologies,
workforce needs. specifically Media Richness Theory (MRT) and Social Presence
Theory, in online course design and instruction, and how they
aid overall program retention and student satisfaction.
13Wednesday, August 8
11:15 AM - 12:00 PM
Featured Discussion I-8 Hall F
Ask away! An impromptu conversation
11:15am-12:00pm Grand Terrace West
with faculty and designers
Penny Ralston-Berg and Jana Hitchcock, Penn
Featured Session follow up discussion on OERs State World Campus
Kelvin Bentley, University of West Florida
This interactive panel of experienced instructional
designers and faculty members examines how to build
Discussions bridges between faculty members and instructional
designers by clarifying the roles that each play.
11:15am-12:00pm Community Terrace
I-9 Hall H
D-4
Building rapport online
Talks from the trenches: An LMS migration story
Christie DeCarolis, Rutgers University–
Briana Johnson, University of Missouri
Camden
Surviving is not thriving when it comes to an LMS
Many faculty members fear that the transition to online
migration. This presentation showcases the story of a single
teaching could result in the loss of personal connections
designer charged with assisting more than 100 faculty with
with their students. Find out about pedagogically-sound
their course migrations over a two-year time span.
methods and specific tools for fostering rapport online.
Wednesday
D-5
I-10 Hall I
Discovery and decision-making from faculty surveys
Good process makes good partners:
Cariann Mathwig Ramseier, Viterbo University
Finding alignment with your new OPM
Do you have a small but vocal set of tech-only focused Emily Wood, Helix Education and Teaira
faculty? Do your faculty find and use tech not supported Cooksey, Mount Mercy University
by the institution? Share what we’ve learned about
Expand established online programs or launch new ones
understanding faculty online teaching and technology needs.
with online program management (OPM) partners. Learn
about one institution’s successful journey to collaboration.
D-6
A survey about faculty misunderstandings of
I-11 Room N
competency-based education
DistancED: A review of phenomenological
Justine (Szu-Yueh) Chien, University of Wisconsin–
studies of online learners
Extension
Jonathan Becker, Virginia Commonwealth University
The discussion will focus on the design and results of a survey
Learn about the lived experience of distance learners and
for faculty members and instructional designers to investigate
how to design our learning experiences based on their
faculty misunderstandings of competency-based education (CBE).
experience of “presence” in the learning environment.
Information Sessions I-12 Hall J
11:15am-12:00pm Let’s play! How to use games in online
courses to teach team concepts
I-7 Hall E Catherine Gierman-Riblon, Rosalind Franklin
Writing rubrics right University of Medicine & Science
Kerry Forsythe and Beth Apodaca, New Mexico State See how to use games in online courses as a learning
University strategy that focuses on teaching the concepts of building
Learn about the purpose of rubrics, explore how to write effective teams and teaching team communications.
an effective rubric, and review common mistakes that
teachers make when designing rubrics.
14Wednesday, August 8
11:15 AM - 2:15 PM
Peer Feedback Session Spotlight Session (remote session)
11:15am-12:00pm Hall G 1:30-2:15pm Lecture Hall
PF-2 The teaching gestalt: Learning structure
Learning opportunities for sales professionals Jon Dron, Athabasca University
Maria Sardo, Sysco Corporation
Student (angrily): You’re not teaching me anything.
Does distance learning have a place in the learning strategy Me: But are you learning anything?
supporting the industry leader in foodservice? In a word, Student: Yes. More than any other course I’ve ever
YES. Take a journey through Sysco’s history of learning and taken, as a matter of fact. But it’s because I have
development. Distance learning plays an important role in to learn everything myself. You’re not teaching me
developing experience and heightened engagement. In this anything.
session the presenter will explore the distance learning
What patterns drive the design of learning
perspective from a dual lens: corporate and academic.
experiences? The presenter will explore the distinctive
social forms and alternative ways that we learn online,
Show & Tell Sessions framing our inquiry through the distributed teaching
11:15am-12:00pm Room M gestalt that our students experience.
Wednesday
ST-3 Featured Session
Using plagiarism detection tools for a better 1:30-2:15pm Room L
learning experience
Adam Rusch, University of Illinois Mindfulness and online presence: Take a
Explore the range of plagiarism-detection tools, and see healthier approach to building your ideal
how they can be used to improve learning instead of learning environment
simply catching plagiarism. Tiffany Guske, Speaker, Coach, Facilitator & Blogger
Is your current approach to online interaction with
ST-4 learners hyper-responsive and leaving you drained? Do
For more TLC (Teacher-Learner Connections) in you feel as if you are online 24/7 in order to create a
online education successful online presence and learning environment
Richard Edwards and Vanessa Ament, Ball State for your learners? Through a balance of self-reflection,
University mindfulness techniques, and discussion, participants will
Hear about a model that restores instructors to a primary identify easy-to-apply solutions that enhance the learning
role within online communities of learners, and see how experience for both instructors and learners. Expect to
online learners can connect with instructors synchronously leave the session with techniques that will support self-
and asynchronously. care and assist in building a stronger online presence,
with a renewed sense of clarity and inspiration about your
approach to learner interaction.
Lunch and General Session
12:00-1:15pm Exhibition Hall A Featured Discussion
Enjoy lunch with colleagues followed by the Wedemeyer 1:30-2:15pm Grand Terrace West
and Shullo Award presentations, guest speaker
interviews, and conference updates. Featured Session follow-up discussion on
student retention
Evie Oregon, Western Kentucky University
15Wednesday, August 8
1:30 - 2:15 PM
Discussions I-15 Hall H
Extending the LMS for enhanced
1:30-2:15pm Community Terrace
communication and collaboration
Nicole Weber, University of Wisconsin–
D-7 Whitewater
Evolve: Distance learning veterans become
certified online instructors Explore the benefits and limitations of current learning
Kelly Paynter and Jimmy Barnes, Jacksonville State University management systems to support active, learner-
centered instruction. Discuss workarounds for enhancing
Find out what happened when experienced online communication and collaboration in all course modes.
instructors took a mandatory certified online instructor
(COI) course. I-16 Hall I
Online program planning: Insights from
D-8 students and administrators
Strategies for an LMS transition: Managing Melissa Venable, HigherEducation.com
change with faculty
Cole McFarren and Michelle Rasmussen, Ashford University When and how do you decide to launch an online program?
This 4th annual research project shares insights from 300
Discover how Ashford’s Center for Excellence in Teaching online program administrators and 1500 students on topics
and Learning (CETL) handled a change in the learning related to program development, marketing, and retention.
Wednesday
management system (LMS) to ensure faculty were
appropriately informed, trained, and prepared for success. I-17 Room N
Starting an online education research
D-9 (Author Discussion) unit
Jump-Start Your Online Classroom: Mastering Katie Linder, Oregon State University
Five Challenges in Five Days
David Stein, Ohio State University This session will explore the importance of housing a
research unit within an online learning organization and
This session will discuss five challenges that instructors offer strategies for participants who may be interested in
must master to become an effective beginning online doing this on their own campuses.
instructor.
I-18 Hall J
Information Sessions Multiple realities: A primer on virtual/
augmented/mixed reality
1:30-2:15pm
Brandon Taylor, Columbia College Chicago
I-13 Hall E Virtual/Augmented/Mixed Reality (VR/AR/MxR) are
Boost evaluations, enhance learning, and emerging technologies that can facilitate and enhance
minimize cheating learning immersion, job aids, microlearning, just-in-time
Jane Sutterlin and Emily Baxter, Penn State learning, and performance support in online, blended, and
University face-to-face course. Join the session and learn how!
Join us as we explore practical ways to leverage
technology to develop positive relationships and create Peer Feedback Session
an active online classroom where students are motivated 1:30-2:15pm Hall G
to learn and understand the benefits of working hard and
submitting high-quality work. PF-3
Operational assessment for online programs:
I-14 Hall F Navigating the jungle
Top ten steps to create an accessible Julie Hewitt and Mike Gau, University of Wisconsin–
campus Platteville
Martin LaGrow, Ellucian
Join the presenters as they identify and discuss areas for
How will the January 2018 changes to Section 508 affect completing comprehensive operational assessment of the
how institutions deliver digital learning content? Leave administration of online programs.
with an action plan for creating a culture that promotes
adherence to ADA/508.
16Wednesday, August 8
1:30 - 3:15 PM
Show & Tell Sessions Featured Session
1:30-2:15pm Room M 2:30-3:15pm Room L
ST-5 Observing and assessing online courses
A tale of three epiphanies: Engineering a nuclear Jean Mandernach, Grand Canyon University
training program For the evaluation process to support effective online
David Pearson, Dominion Energy teaching and learning, evaluation outcomes must be
Using the nuclear-engineering field as an example, see how linked to associated faculty-support services. This session
to transition a workforce accustomed to instructor-centered will 1) demonstrate how to create evaluation blueprints
training to a student-centered blended/distance format. to ensure meaningful data analysis; 2) discuss how
administrators can utilize teaching evaluation data to
ST-6 impact the context that impacts the evaluation; and 3)
Public health workforce development: Online overview processes, procedures and policies to automate
learning case study the integration of teaching evaluation data for meaningful
Dierdre McKee and Eleanor Lippman, Drexel University program change. Participants will explore opportunities
for using evaluation data to inform faculty hiring, training,
Find out about lessons learned and practitioner development, support and retention.
suggestions based on the presenters’ 2017-18 pilot to
Wednesday
deliver hybrid public-health workforce training.
Featured Discussion
Spotlight Session 2:30-3:15pm Grand Terrace West
2:30-3:15pm Lecture Hall Telling your professional story through digital badges
Susan Manning, Credly
Going gameful: Level up your learners’
motivation Take a round-the-world tour of how digital credentials (aka
Rachel Niemer, University of Michigan badges) are used in higher education. We’ll explore for-
credit, non-credit and faculty development applications.
Gameful pedagogy—and gameful course design in Learners will also consider how to use badges they’ve
particular—is a framework for giving learners agency earned to build a unique professional profile.
and supporting their intrinsic motivation, inspired by
game design principles. Understand the philosophy
Discussions
behind gameful pedagogy, the principles derived from
that philosophy that can guide your course designs, 2:30-3:15pm Community Terrace
and the teaching practices that can further support
the intrinsic motivation of your learners. Participants D-10
will brainstorm ways they might use gameful Finding synergies: Uniting eLearning and faculty
pedagogy in their own course design, understand development for online
the difference between gameful learning and Tracy Miller and Diane Alberts, Northern Illinois University
gamification, and develop a plan for giving students
choices in how to demonstrate their learning. Find out how NIU transformed two university support units
into a single one-stop comprehensive center for online
teaching, and course and faculty development support.
D-11
STEM master scholars: Mentoring in a three tier
system
Lori Wedig, University of Wisconsin–Platteville
Learn about the NSF STEM Master Scholar scholarship
program, designed to assist underrepresented students to
graduate in 2.5 years.
17Wednesday, August 8
2:30 - 3:15 PM
D-12 I-22 Hall I
Women in leadership: Amplification and activism The implementation of an online
in higher education academic advising division
Jessica Knott and Kate Sonka, Michigan State University Carlos Morales and Aubra Gantt, Tarrant
County College-TCC Connect Campus
This session will provide a forum for all conference
participants to engage in a meaningful conversation about Learn about a framework utilized to implement a 100% online
ways women are leading innovation in ed-tech and higher academic advising operation with the intent to prioritize
ed; why it is important for their authentic voice to be a support for non-traditional programs, otherwise seen as
part of the conversation; and ways women’s ideas can be independent (eLearning) and accelerated (Weekend College).
heard no matter where in the organization they are.
I-23 Room N
Information Sessions What actually impacts students
outcomes in online courses?
2:30-3:15pm Rachel Cusatis and Lindsey Harness, National
Center for Distance Education and Technological
I-19 Hall E Advancements; Tanya Joosten, University of Wisconsin–
Creating online critical thinking Milwaukee
exercises with a CMS testing tool
After attending this session, attendees will be able
Wednesday
Alicia Ribar and Vera Polyakova-Norwood,
University of South Carolina to identify student, instructional, and social/academic
characteristics of online courses that significantly impact
Learn to use a testing tool available in any course student learning and satisfaction.
management system in order to create online exercises
for developing critical thinking and decision-making skills. I-24 Hall J
Producing high-quality educational
I-20 Hall F video presentations
Personalization through adaptation: Stephen Haas and Benjamin Griffiths, National
Engaging with students via adaptive Paralegal College
learning
Join the presenters on a journey through the process of
Amy Sloan and Lindsey Anderson, Colorado Technical
creating educational videos from scratch, including script
University
writing, audio production, animation, video production,
Learn how to adapt learning environments to enhance storage, streaming and promotion.
student engagement and increase motivation. We will
look at direct engagement approaches and analyzing data Peer Feedback Session
to determine student needs.
2:30-3:15pm Hall G
I-21 Hall H
Game designing your syllabus to PF-4
increase student engagement Career vision and goal setting
Candis Best, Learningateway Kimberly Jarvis, All Career Matters
Learn how to apply game design principles to the No one will ever care more about your career path than
organization of course topics and assignments in a way you. During this session, participants will identify career
that engages students regardless of discipline or delivery values that are important to them as individuals, create an
modality. Shift student focus from letter grades to inspiring career goal, and develop an initial plan to reach
achieving proficiency and mastery of course objectives. the goal. After sharing their career goal, participants will
receive resources and ideas from peers.
18Wednesday, August 8
2:30 - 5:15 PM
Show & Tell Sessions EP-16
Medical student preferences and outcomes in a
2:30-3:15pm Room M blended education model
Jeffery Fritz, Medical College of Wisconsin-Central Wisconsin
ST-7
Igniting a global learning transformation through This session will detail the distance learning format used
at a new regional medical school, learner preferences and
digital education
experiences with this format, and learner outcomes to date.
Steven Furino, University of Waterloo
See how the University of Waterloo partnered with MapleSoft Learning Stage
to create digital math assets that replaced textbooks and
increased student engagement and performance. 3:15-3:35pm Ballroom
Exam integrity and student convenience
ST-8 James Lower, QuestionMark
I can really get college credit for playing games? Learn about QuestionMark’s proctoring ability to deliver
Amber Muenzenberger, Triseum OnDemand proctored tests and exams all based on the
Explore Texas A&M’s fully game-based course in Art History, QuestionMark industry leading assessment platform. All
how it secured full college credit approval, and how students while enabling secure delivery and forensic reporting
are performing. which deters cheating and documents anomalous behavior
Wednesday
and assessment results.
Dessert in the Exhibit Hall
3:40-4:00pm
3:15-4:00pm Ballroom Adding faces to your online spaces
Enjoy dessert while visiting with exhibitors and listening Lisa O’Sullivan, VoiceThread
to Learning Stage presentations and ePoster sessions. Online courses can feel lonely and flat. VoiceThread brings
Note: Ex Hall is not open Thursday energy to your content, discussions and assignments.
With VoiceThread, you can improve social engagement
ePosters and provide instructor immediacy to your students.
3:15-4:00pm Ballroom
Afternoon Keynote
EP-13 4:15-5:15pm Exhibition Hall A (lower level)
Rejuvenating an online program while using the
Quality Matters lens Understanding the digital realities of our students
Linda Goulet, Davenport University Alec Couros, Professor, Educational Technology and
Get acquainted with various available tools to create depth Media, Faculty of Education, University of Regina
in the online classroom while still following course learning In our digital world, young people have a rich reality,
outcomes and keeping the integrity of the program intact. shaped and socialized by Internet culture and mobile
EP-14 technologies. They face previously unimaginable
challenges as they learn and grow, and our education
Supporting internships with mobile learning
systems have a responsibility to prepare today’s youth to
Terrie Nagel and Mark Kuhnert, University of Missouri
face these new hurdles. Alec Couros will help attendees
Learn how reflective and project-based assignments gain a deep and critical understanding of the current
enhance the internship experience. information age; explore trends and culture shifts; and
move beyond simplistic “digital native” narratives. Learn
EP-15 about the implications for teaching and learning of recent
The importance of using master templates in popular tools and apps, as well as strategies to help young
online/Hybrid/F2F courses people to consume information safely and critically.
Jennifer Wilson and Sandra Huston, Texas Tech University
Learn what a master template is, and why a master template
approach to online program administration is essential.
19Conference Notes 20
Thursday, August 9
7:00 - 8:45 AM
Early-Bird Discussions Featured Session
7:00-7:45am Community Terrace 8:00-8:45am Room L
EB-4 Why do we care about students’ motivation and
The big picture: The role of online for-profit engagement in online learning?
education Kui Xie, Ohio State University
Keith Smith and Tricia Berry, Purdue Global The presenter will contextualize the concepts of motivation
Explore the intersection of the non-profit and for-profit and engagement in online learning environments and address
spheres in a conversation moderated by people who have important questions, such as 1) what are types of motivation
just merged the two together. in online learning?, 2) what empirical evidence represents
the different perspectives of engagement in online learning?,
EB-5 and 3) what research evidence shows the relationship
Students, faculty, us: Collaboration at a distance among motivation, engagement, and performance? He will
James Moore, DePaul University summarize several of his research projects and findings to
support his responses to these questions. Participants will
It is one thing to encourage distance learning, and another leave with design considerations to support motivation,
to create distance engagement and collaboration. Explore engagement, and performance in online learning.
how we can work together with our students, faculty
members, and colleagues.
Featured Discussion
EB-6 8:00-8:45am Grand Terrace West
Leaders’ how-to: Finding and developing
distance education faculty members Spotlight Panel follow-up discussion on eAccessibility
Terry Tao, University of Wisconsin–Extension Kate Sonka, Michigan State University and Heidi Pettyjohn
and Meghan Wuebker, University of Cincinnati
This discussion centers on the best practices for
online leaders in getting, growing, and keeping quality
instructors for our distance education programs. Discussions
8:00-8:45am Community Terrace
Spotlight Session
D-13
8:00-8:45am Lecture Hall
Online faculty development: Leading by example
Amy Carpenter, Utah State University Thursday
Engaging and assessing with student-
created video See how USU built an online teacher certification course that not
Oliver Dreon, Millersville University of Pennsylvania only walks faculty through developing their own online course,
but also exposes them to the best practices in online teaching.
Many beginning online teachers tend to use video
as means of delivering content to their students. D-14
The video medium can also be used for engaging
Attitudes toward trauma-informed instruction in
and assessing students. The presenter will examine
the online environment
the use of student-created videos as a means
Brittany Miskowiec and Danae Cowell, University of
of building social presence in online learning
Wisconsin–Stout
environments, and as a tool for assessing student
learning. He will discuss ways to scaffold the See how to design trauma-informed instruction in
technical aspects of video-based assignments and distance education, based on the Attitudes Related to
examine best practices for structuring and assessing Trauma Informed Care (ARTIC) Scale survey instrument.
student work.
D-15
Maintaining community after online/blended
faculty development “ends”
Andrew Cole and Shane Degen, University of Wisconsin–
Whitewater
Extend communication and collaboration among cross-
disciplinary colleagues after the end of formal faculty
development, through ongoing blended communities of practice.
21You can also read
