PROGRAM BOOKLET - cce.umn.educce.umn.edu/documents/CPE-Conferences/MELS/2016ProgramBookl… · Beth...

July 27–28, 2016Minneapolis Community and Technical College

PROGRAM BOOKLET

Partners:

Facilitated by:

www.mnelearningsummit.org

1#mnsummit2016

TABLE OF CONTENTSSummit Welcomes ....................................................... page 1Exhibitors ....................................................................... page 2Steering Committee ...................................................... page 2Registration and General Information................... page 2–4Excellence Awards ...................................................... page 3Campus Map and Floorplan ........................................ page 5Exhibitors Map and Floorplan ..................................... page 6 Program at a Glance ......................................... page 7–10Summit Program ................................................... page 11–26Poster Presentations ........................................... page 27–30

Welcome to the 2016 Minnesota eLearning Summit!On behalf of the steering and program committees, we welcome you to the 2016 Minnesota eLearning Summit. The conference location, Minneapolis Community and Technical College, has been invaluable to the success of this event.The Summit provides a unique opportunity to interact with professionals from across P-20 educational institutions, library, and workforce communities on all things “e”.The Summit demonstrates the ongoing collaboration of the Minnesota Learning Commons and its members: the University of Minnesota; Minnesota State Colleges and Universities (MnSCU); and the Minnesota Department of Education (MDE). These sponsors ensure the quality of the Minnesota eLearning Summit and are committed to seeking and promoting the best and most promising practices within our community throughout the year.For those returning to this conference, we are honored to have you back. If this is your first time attending, we welcome you and know you will be in great company for the next two days! This conference is a place where innovators, leaders, and educators meet for knowledge exchange and to further enhance collaborations across disciplines, departments, institutions, and educational systems.This year we’ve added two exciting events: a Poster, Exhibitor, and Networking Reception on the afternoon of the first day of the conference, and the first eLearning Summit Excellence Awards, recognizing teachers, faculty, administrators, and staff engaged with exceptional eLearning experiences, practices, and projects. We welcome presenters, attendees, and exhibitors, and are confident you will enjoy a great learning and networking experience at the Minnesota eLearning Summit.

2016 MN eLearning Summit Program Co-ChairsLesley Blicker, Minnesota State Colleges and UniversitiesMary Mehsikomer, Technology and Information Education Services (TIES)Bob Rubinyi, University of Minnesota

July 27–28, 2016Minneapolis Community and Technical College

Welcome from Minneapolis Community and Technical College (MCTC)Minneapolis Community and Technical College welcomes you to our campus! We serve more than 12,000 students in the heart of Downtown Minneapolis. We offer more than 120 liberal arts, career, and technical programs in a dynamic, supportive, affordable environment.Our students take classes days, evenings, weekends, and online. Our online classes fill quickly and demand is increasing. We are pleased to host the eLearning Summit this year and to learn from attendees about important trends and best practices in this growing segment of higher education.To learn more, visit Minneapolis.edu.Thank you for attending the Summit!

Partners

Facilitated by

Mark Your Calendars for the 2017 Minnesota eLearning Summit!

July 26−27, 2017Minneapolis Community and Technical College

2 #mnsummit2016

Steering CommitteeBeth Barsness, High School Specialist, Minnesota Department of EducationLesley Blicker, Director of IMS Learning and Next Generation Technology, Minnesota State Colleges and UniversitiesHeather Dorr, Associate Program Director, College of Continuing Education, University of MinnesotaSusan Engelmann, Associate to, Center for Educational Innovation, University of MinnesotaBrad Hokanson, Professor, Department of Design, Housing and Apparel, University of MinnesotaSheri Hutchinson, Faculty, Computer Science Program, North Hennepin Community CollegeMary Jetter, Education Program Specialist, Center for Educational Innovation, University of MinnesotaCarla Johanson, Online Supervisor, Online Support Center, Northwest Technical CollegeZack McGough, Program Associate, College of Continuing Education, University of MinnesotaMary Mehsikomer, Technology Integration Development and Outreach Facilitator, Technology and Information Education Services (TIES)Mary Parker, Associate Director, Minitex, University of MinnesotaBob Rubinyi, Senior Analyst for Online Learning, Center for Educational Innovation, University of MinnesotaKatherine Hagberg, Program Administrative Specialist, College of Continuing Education, University of MinnesotaPeg Sherven, Academic Technology Support Coordinator, Academic Health Center—Information Services, University of MinnesotaMaran Wolston, Faculty, Department of Philosophy, Minneapolis Community and Technical College

LocationThe 2016 MN eLearning Summit will be held at Minneapolis Community and Technical College, July 27−28, 2016.

Minneapolis Community and Technical College (MCTC) 1501 Hennepin Avenue Minneapolis, MN 55403

Registration, exhibits, and keynote sessions will be held in Building T. Concurrent sessions will be held in adjacent buildings.

Registration and Information DeskUniversity of Minnesota staff will be at the registration desk in the skyway level of Building T during the times listed below. Information about Minneapolis and Saint Paul is available at the registration desk area.

Registration desk hours:Wednesday, July 27 7:30 a.m. to 5:00 p.m.Thursday, July 28 7:30 a.m. to 3:00 p.m.

Name BadgeYour name badge is your entrance ticket to all keynote presentations, poster presentations, and sessions.

Refreshment BreaksContinental breakfasts, lunches, and refreshment breaks will be available throughout the conference.

Social Media #mnsummit2016Follow the Minnesota Learning Commons Twitter account, @mnlcorg, for updates and other valuable information. Join the conversation by using the conference hashtag in your tweets: #mnsummit2016.

REGISTRATION AND GENERAL INFORMATION

Thank You To Our Exhibitors

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Excellence AwardsThe Minnesota eLearning Summit committee is pleased to announce the first MN eLearning Excellence Awards. The Excellence Awards will recognize teachers, faculty, administrators, and staff engaged with exceptional eLearning experiences, practices, or projects.This year, the committee will present awards to 11 submissions at the presentation on Wednesday, July 27, at 1:00 p.m. Please see the program insert for more information.

AWARD CATEGORIESInnovationGiven to organizations or individuals who demonstrate exceptionally creative methods or technologies to address important student needs. The drive for creative and continuous improvement is paramount to innovation. A nomination to this category should demonstrate a break with conventional processes to address needs and go beyond marginal improvements. This innovation can be within a course, a program, or project at the individual, institutional, or community level. CollaborationGiven to organizations or individuals who demonstrate exceptional collaboration within a course, department, institution/school, or system of institutions. Collaboration denotes communication between and among learners, instructors, administrators, internal and external experts/mentors, researchers, and/or community members. A nomination to this category could include creative collaboration within a course, department, or institution; collaboration could also involve external agencies, corporations, K−12 schools or school districts, Colleges and Universities, and/or consortiums. Especially welcome are nominations for collaborations between secondary and postsecondary institutions or systems. ImpactGiven to organizations or individuals who through their work, construct or reflect an extraordinary impact on teaching and learning or other desired outcome. High, significant, or extraordinary impact on teaching and learning, service to students, institutional effectiveness, and/or leadership are paramount to this award category. A nomination to this category should be able to be replicated by others either internally to the nominee’s institution or externally by others. It should have wide influence and scope. Additionally, it should be worthy of being considered an effective practice with broader implementation.

Mobile GuideWe encourage you to download our Mobile Guide to enhance your experience at the Summit. You’ll be able to plan your day

with a personalized schedule and browse speaker information, exhibitors, maps, and general information. The app is compatible with iOS and Android devices. Windows Phone 7 and Blackberry users can access the same information via our mobile site.

To get the guide, for iOS and Android users:• download “Guidebook” from the Apple App Store or the Android

Marketplace • scan the following code within the app:

Poster Session SchedulePresenters set up posters: Wednesday, July 27, beginning at 8:00 a.m.Posters available for viewing: Wednesday, July 27, 8:00 a.m.−5:30 p.m., Thursday, July 28, 8:00 a.m.−3:00 p.m. Presenters should be near their assigned poster areas and be available for discussion with attendees during the poster session times listed in the final program (i.e., breaks and Wednesday poster session with presenters from 4:00−4:30 p.m.).Presenters remove posters: Thursday, July 28, anytime after 3:00 p.m.

ExhibitorsExhibitors will be displayed during the Summit in the Skyway, in Building T. We recommend viewing exhibits during breaks and open sessions. View a full list of exhibitors on page 2.

New this year! Poster, Exhibitor, and Networking Reception! We hope you’ll stick around at the end of the first day to meet with poster presenters, visit our exhibitors, and network with your colleagues. We’ll serve snacks and beverages, and we’ll have a mobile app scavenger hunt with our exhibitors. Join us for the reception, and then make plans for dinner afterward, to avoid that late afternoon traffic!

Lunch Discussion GroupsOn Thursday, July 28, lunch discussion groups will be held in the T Plaza. Four tables will be reserved for discussion on the following topics:

Quality & Online LearningAccessibilityK-12/Higher Education IntersectionsBadging/Gamification

Tables will be marked with table tents. Additional blank table tents will be available for any participants who wish to start a new discussion topic. MN eLearning Summit Steering Committee members will be joining in on each of the four predetermined discussion groups to help facilitate the conversation. Grab your lunch and join a discussion group!

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MnLC Professional Development and Networking Survey (in Mobile Guide)The Minnesota Learning Commons is interested in your opinion as to what to offer in between summits in the way of professional development, networking opportunities, and joint licensing of academic software/apps related to online and blended learning. Please take a few minutes to provide your feedback within the Mobile Guide.

Selected presentation materials will be available on the Minnesota eLearning Summit websiteTo access materials, click on the “2016 Presentation Materials” link on the Minnesota eLearning Summit website at www.mnelearningsummit.org.

*RETURNING THIS YEAR FOR PRESENTERS*Opportunity to showcase your high-quality presentation beyond your institution in the year aheadOne of the important goals of the Minnesota eLearning Summit is to promote the widespread sharing of ideas on teaching, learning, and technology. To accomplish this, we are asking that presenters post their materials on the Summit content repository. You will also have the option of assigning one of the three commonly used “Creative Commons” licenses to allow for further dissemination.Posting your materials is easy (less than 10 minutes):1. Go to: http://pubs.lib.umn.edu/minnesota-elearning-summit/.

Click on “Submit Presentation” on left side bar.2. Create a new account by clicking “sign up” and filling out the

account information. You will receive an email message with a link to activate your account.

3. Click on the link in the email and follow the instructions on the screen.

Additional information about your session including description, audience focus, schedule, biography will be automatically populated when posted on the site.

For questions about your presentation submission:Sandra Ecklein [email protected]

Continuing Education Units (CEUs)Summit attendees will receive 1.10 University of Minnesota Continuing Education Units (CEUs) signifying 11 hours of course participation. A CEU certificate will be mailed to attendees after the conference. One CEU is defined as 10 contact hours of participation in an organized continuing education program. A permanent record of CEUs earned will be maintained by the University of Minnesota. Participants who wish to receive CEUs are expected to attend all scheduled sessions of the Summit. Forms will be collected at the end of the day on Thursday. If you need to leave early, drop your form at the registration desk, and your CEU hours will be adjusted.

Cell Phones, Mobile Devices, and Tablet DevicesPlease mute your cell phones, mobile and tablet devices while in all meeting rooms. Also, please turn the sound on your laptops to mute.

Internet AccessAccess to the MCTC wireless network is accessible to conference participants. To connect to this network, select “STARLAN” from the list of wireless networks. Enter in the following information: Username: events01 Password: eLearning2016 (caps sensitive)Please note: Anyone with a StarID can use that via the STARLAN network to login to Wi-Fi.MCTC provides an IT Helpdesk from 8:00 a.m.−4:30 p.m., Monday−Friday. Call them at 612-659-6600, and select option 2.

Parking for Summit ParticipantsSummit registrants receive free parking in Parking Ramp R, directly across the street from MCTC. The parking ramp is connected to Building T by skyway. The parking ramp gate will be open from 7:00−9:00 a.m., and registrants can enter the ramp freely during this time, and then exit at the end of the day (no ticket required). If you arrive after 9:00 a.m., you will give your name to the parking ramp attendant, and let them know you are parking for the MN eLearning Summit. They will let you into the ramp, and then you may exit at the end of the day (no ticket required). Note that free parking is allowed for one entry, and one exit per day. If you leave the ramp, and return, you will be charged $5 upon your second entry. The MCTC Parking Ramp is located at 1420 Hennepin Avenue S, Minneapolis, Minnesota (north side of Hennepin Ave).Ramp entrances are right turn only off of Hennepin Ave., and right or left turn from Laurel Ave., on the north side of the building. It is illegal to make a left hand turn into the MCTC parking ramp from Hennepin Ave., and the Minneapolis Police department actively enforces this restriction.

http://www.mnelearningsummit.org/

http://www.mnelearningsummit.org/

http://pubs.lib.umn.edu/minnesota-elearning-summit/

http://pubs.lib.umn.edu/minnesota-elearning-summit/

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MCTC CAMPUS MAP

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EXHIBITORS MAP

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MINNESOTA ELEARNING SUMMIT - PROGRAM AT A GLANCE

Wednesday, July 27, 2016

Time Slot Session 1 K3311

2 K3320

3 K3360

4 T3470

5 T3480

6 T3600

7 T3850

8 T3930

9 L3000

10 L3100

Exhibitor Showcase L3400

8:30 a.m.

Welcome to the Minneapolis Community and Technical College, Gail O'Kane, Vice President and Chief Academic Officer, MCTC Welcome to Summit: Kim Lynch, Senior System Director for Educational Innovations, Minnesota State Colleges and Universities

Introduction of Speaker: Al Beitz, Director, Center for Educational Innovation, University of Minnesota Keynote Presentation: Higher Education in the New Digital Ecosystem Randy Bass, Vice Provost for Education and Professor of English, Georgetown University Closing Comments and Dismissal: Jeff Plaman, Online and Digital Learning Specialist, Minnesota Department of Education

10:00–11:00 a.m. A

Global Classroom Collaborations with a

Twist: Location- Independent Teaching

and Learning from Here, There, and Back Again Helen Mongan-Rallis,

University of Minnesota Duluth

Writing with Light: Building a Low-Cost

Lightboard at Carleton College

Eric Mistry, Carleton College

Consistency Matters: Templates in Course

Design and Maintenance Jay Hopkins, University

of Minnesota

Engaging Icebreakers for Online or

Face-to-Face Courses Robin O’Callaghan,

Winona State University

Beyond Content: The Life-Changing MOOC

Brad Hokanson, University of Minnesota

Engaged Brains: Strategies for Mastering

Learner Engagement Tracy King, InspirED

Online Learner Discussion Self-Grading: Sharing of an Innovative

Teaching-Learning Strategy

Laura Schwarz, Minnesota State

University, Mankato

Do It Yourself Recording Studio Dan Hoisington,

University of St. Thomas

Perceptions of Cyberbullying Within

Higher Education Julie Luker, Inver Hills Community College

A-EA What Should Your

College/University’s Next LMS Look Like? For Many, It’s Schoology!

Robert Tousignant, Schoology

How the New Generation of eAuthoring Tools Is

Making Our Lives Easier Stephen Kelly,

Century College

Making Accessibility Accessible: Engaging

Instructors Empathetically Cynthia Sarver,


A-EB Adaptive Learning—

The Time Is Now! Niki Bray, WCET

11:00 a.m. Break, Posters, and Exhibits–Skyway Level

11:15 a.m.– 12:15 p.m. B

ConnectED Learning for Minnesota Educators Jen Kohan, Education

Minnesota

2 Specializations + 10 MOOCs: How Coursera Changed the Way We

Create Online Learning at the Carlson School of

Management Amie Norden, University

of Minnesota

Designing Blended Courses: An Integrative

Approach Darcy Turner, St. Paul

College

Open Source Course Management System (OSCMS): Providing

Online Learning Experiences and Positive Alternatives to Addictive

Internet Use Benjamin Agbo,

University of Minnesota

Using eService-Learning to Engage Students in Experiential Learning Jean Strait, Hamline

University

Deep Dive Into Digital Content: Minnesota Reflections Primary

Source Sets Jennifer Hootman,


Using Technology to Bridge Understanding: Connections between

the US & Norway Heather Bandeen,

Hamline University

Guerrilla Video: Ten Minute, Onsite

Documentaries Made Fast & Cheap

Eric Daeuber, MN State Colleges & Universities,

Mankato

The Role of Technology in Student Satisfaction

Peg Sherven, University of Minnesota

Using Technology to Enable Lightweight

Teams Mary Lebens, Anoka

Technical College

Creating a Hybrid Executive Education

Course Steven Webster, University

of Minnesota

12:15 p.m. Lunch

1:00–1:30 p.m. Awards Presentation

1:45-2:45 p.m. C

Student Portfolios Through the Lens

of Formative Assessment Strategies

Sheilla Norton, cmERDC

Using Google Docs in Your Online Instruction:

Save Time AND Give More

Meaningful Feedback Sara Nystuen-Royzenfeld, University of Minnesota

Make Google Work For You! Google

Customizations and Features That Support Teaching and Learning

Wendy Wolfe, Totino-Grace High School

& Concordia University

Six Pack to the Rescue: 3rd-Party Integrations

Karen LaPlant, Hennepin Technical College

Maximizing Brightspace Tools to Create a Gamified Online

Learning Environment Carrie Miller,

Minnesota State University, Mankato

Creative Commons Licensing: Why

Liberating Curriculum Might Make Sense

Stephen Kelly, Century College

Successfully Implementing New

Technology in a College Course: Google Sites for a Collaborative

Student Project Kalli-Ann Binkowski,


Online Proctoring Case Study: Success Factors for Implementation & What We’ve Learned

Mark Kayser, University of Minnesota

Data Analytics: Finding the Sustainable

Sweet Spot Greg Argo, Concordia

University

A Strategic Approach to University Online

Programs: Engaging Faculty and Staff with the

OLC Quality Scorecard Bob Rubinyi,


C-E Mazimize Budgets with

Dual-Funded BYOD Programs

Ryan Gritz, Best Buy EducationTechnical Administration

of an LMS Pilot Erik Epp,


Do I Continue to FLIP or Should I Scramble?

Kashif Ahmed, Northwestern Health Sciences University

02:45 p.m. Break, Posters, and Exhibits–Skyway Level

3:00–4:00 p.m. D

3 Classes, 2 Teachers, 1 Course

Kristin Lundstrum, DeLaSalle High School

Storytelling for STEM Educators

Patrick O’Leary, University of Minnesota

Designing Accessible Course Materials:

Practices You Can Start Implementing Today!

Catherine Artac, Minnesota State

University, Moorhead

Beyond Captioning: 10 Tips for Accessible

Course Design Jenessa Gerling, Hennepin

Technical College

Impact of Training and Course Reviews on

Faculty and Student Satisfaction for Online

Courses Nima Salehi,


Beyond Four Walls: Enhancing Project-Based

Learning Through VoiceThread

Jody Lawrence, University of Minnesota

Capture that Outcome: From Moodle Outcomes

to Campus Labs Christiane Reilly,


Exploring the Flipped Side: Inside and Out

Caroline Hilk, Hamline University

Faculty Migration from Text-based to Media-rich Content: Crowdsourcing

the Meaningful Application of

LMS (D2L) Quizzes Marion Judish, St. Cloud

State University

Digital Inequity Among Tribal College Students

Hannah Buckland, Leech Lake Tribal College

VoiceThread as a Tool to Support Engagement in Online Business Courses

Glori Hinck, University of St. Thomas

4:00−5:30 p.m. Poster, Exhibitors, and Networking Reception 4:00−4:30 Poster Session with Authors at Boards

8 #mnsummit2016

MINNESOTA ELEARNING SUMMIT - PROGRAM AT A GLANCE

Wednesday, July 27, 2016


2 K3320

3 K3360

4 T3470

5 T3480

6 T3600

7 T3850

8 T3930

9 L3000

10 L3100

Exhibitor Showcase L3400

8:30 a.m.

Welcome to the Minneapolis Community and Technical College, Gail O'Kane, Vice President and Chief Academic Officer, MCTC Welcome to Summit: Kim Lynch, Senior System Director for Educational Innovations, Minnesota State Colleges and Universities

Introduction of Speaker: Al Beitz, Director, Center for Educational Innovation, University of Minnesota Keynote Presentation: Higher Education in the New Digital Ecosystem Randy Bass, Vice Provost for Education and Professor of English, Georgetown University Closing Comments and Dismissal: Jeff Plaman, Online and Digital Learning Specialist, Minnesota Department of Education

10:00–11:00 a.m. A

Global Classroom Collaborations with a

Twist: Location- Independent Teaching

and Learning from Here, There, and Back Again Helen Mongan-Rallis,

University of Minnesota Duluth

Writing with Light: Building a Low-Cost

Lightboard at Carleton College

Eric Mistry, Carleton College

Consistency Matters: Templates in Course

Design and Maintenance Jay Hopkins, University

of Minnesota

Engaging Icebreakers for Online or

Face-to-Face Courses Robin O’Callaghan,


Beyond Content: The Life-Changing MOOC


Engaged Brains: Strategies for Mastering

Learner Engagement Tracy King, InspirED

Online Learner Discussion Self-Grading: Sharing of an Innovative

Teaching-Learning Strategy

Laura Schwarz, Minnesota State

University, Mankato

Do It Yourself Recording Studio Dan Hoisington,


Perceptions of Cyberbullying Within

Higher Education Julie Luker, Inver Hills Community College

A-EA What Should Your

College/University’s Next LMS Look Like? For Many, It’s Schoology!

Robert Tousignant, Schoology

How the New Generation of eAuthoring Tools Is

Making Our Lives Easier Stephen Kelly,

Century College

Making Accessibility Accessible: Engaging

Instructors Empathetically Cynthia Sarver,


A-EB Adaptive Learning—

The Time Is Now! Niki Bray, WCET


11:15 a.m.– 12:15 p.m. B

ConnectED Learning for Minnesota Educators Jen Kohan, Education

Minnesota

2 Specializations + 10 MOOCs: How Coursera Changed the Way We

Create Online Learning at the Carlson School of

Management Amie Norden, University

of Minnesota

Designing Blended Courses: An Integrative

Approach Darcy Turner, St. Paul

College

Open Source Course Management System (OSCMS): Providing

Online Learning Experiences and Positive Alternatives to Addictive

Internet Use Benjamin Agbo,


Using eService-Learning to Engage Students in Experiential Learning Jean Strait, Hamline

University

Deep Dive Into Digital Content: Minnesota Reflections Primary

Source Sets Jennifer Hootman,


Using Technology to Bridge Understanding: Connections between

the US & Norway Heather Bandeen,

Hamline University

Guerrilla Video: Ten Minute, Onsite

Documentaries Made Fast & Cheap

Eric Daeuber, MN State Colleges & Universities,

Mankato

The Role of Technology in Student Satisfaction

Peg Sherven, University of Minnesota

Using Technology to Enable Lightweight

Teams Mary Lebens, Anoka

Technical College

Creating a Hybrid Executive Education

Course Steven Webster, University

of Minnesota

12:15 p.m. Lunch

1:00–1:30 p.m. Awards Presentation

1:45-2:45 p.m. C

Student Portfolios Through the Lens

of Formative Assessment Strategies

Sheilla Norton, cmERDC

Using Google Docs in Your Online Instruction:

Save Time AND Give More

Meaningful Feedback Sara Nystuen-Royzenfeld, University of Minnesota

Make Google Work For You! Google

Customizations and Features That Support Teaching and Learning

Wendy Wolfe, Totino-Grace High School

& Concordia University

Six Pack to the Rescue: 3rd-Party Integrations

Karen LaPlant, Hennepin Technical College

Maximizing Brightspace Tools to Create a Gamified Online

Learning Environment Carrie Miller,

Minnesota State University, Mankato

Creative Commons Licensing: Why

Liberating Curriculum Might Make Sense

Stephen Kelly, Century College

Successfully Implementing New

Technology in a College Course: Google Sites for a Collaborative

Student Project Kalli-Ann Binkowski,


Online Proctoring Case Study: Success Factors for Implementation & What We’ve Learned

Mark Kayser, University of Minnesota

Data Analytics: Finding the Sustainable

Sweet Spot Greg Argo, Concordia

University

A Strategic Approach to University Online

Programs: Engaging Faculty and Staff with the

OLC Quality Scorecard Bob Rubinyi,


C-E Mazimize Budgets with

Dual-Funded BYOD Programs

Ryan Gritz, Best Buy EducationTechnical Administration

of an LMS Pilot Erik Epp,


Do I Continue to FLIP or Should I Scramble?

Kashif Ahmed, Northwestern Health Sciences University

02:45 p.m. Break, Posters, and Exhibits–Skyway Level

3:00–4:00 p.m. D

3 Classes, 2 Teachers, 1 Course

Kristin Lundstrum, DeLaSalle High School

Storytelling for STEM Educators

Patrick O’Leary, University of Minnesota

Designing Accessible Course Materials:

Practices You Can Start Implementing Today!

Catherine Artac, Minnesota State

University, Moorhead

Beyond Captioning: 10 Tips for Accessible

Course Design Jenessa Gerling, Hennepin

Technical College

Impact of Training and Course Reviews on

Faculty and Student Satisfaction for Online

Courses Nima Salehi,


Beyond Four Walls: Enhancing Project-Based

Learning Through VoiceThread

Jody Lawrence, University of Minnesota

Capture that Outcome: From Moodle Outcomes

to Campus Labs Christiane Reilly,


Exploring the Flipped Side: Inside and Out

Caroline Hilk, Hamline University

Faculty Migration from Text-based to Media-rich Content: Crowdsourcing

the Meaningful Application of

LMS (D2L) Quizzes Marion Judish, St. Cloud

State University

Digital Inequity Among Tribal College Students

Hannah Buckland, Leech Lake Tribal College

VoiceThread as a Tool to Support Engagement in Online Business Courses

Glori Hinck, University of St. Thomas

4:00−5:30 p.m. Poster, Exhibitors, and Networking Reception 4:00−4:30 Poster Session with Authors at Boards

9#mnsummit2016

MINNESOTA ELEARNING SUMMIT - PROGRAM AT A GLANCE (CONTINUED)

Thursday, July 28, 2016


2 K3320

3 K3360

4 T3470

5 T3480

6 T3600

7 T3850

8 T3930

9 L3000

10 L3100 L3400

8:15–9:15 a.m. E

Best Technology Practices

Jodee Lund, Minnewaska Area School District

The POETry of Collaboration:

Collaborative Training, Evaluation and Progress

Through the POET Program

Jody Ondich, Lake Superior College

GPS LifePlan 2.0: Launch Party—Create the Life

You Want: Goals + Plans = Success Randy LaFoy, MNSCU/

Century College

Keep Calm and Assist Learners with Developing

Multimodal Writing Nancyruth Leibold,

Southwest Minnesota State University

They Aren’t Wrong, We Are: Designing Online

Courses for How Students Actually Use Them

Ellyn Buchanan, University of Minnesota

Service-Learning in Online Courses: Research

and Best Practices Molly Wickam,

Bethel University

On the Road to Quality—Using Quality Matters as

Your Guide Elizabeth McMahon,

Northland Community and Technical College

Canvassing Moodle - Comparing Learning

Management Systems (LMS) to Canvas

& Moodle Elias Mokole,


Video Production at the University of Minnesota

James Ondrey, University of Minnesota

Digital OER for Elementary Grades

Dan McGuire, Sabier

Informed Course Design: Moving from Individual Isolated Consultations

to a College-Wide Framework

Tracy Wilson, University of Minnesota


9:30–10:30 a.m.

F

What’s Next for the LMS? From Walled Gardens to

Open EcoSystems Lesley Blicker, MN State

Colleges and Universities

What Does Recent Pedagogical Research

Tell Us About eLearning Good Practice?

Christina Petersen, University of Minnesota

Free Digital Resources for Teaching and Learning Mary Mehsikomer, TIES

Video: The New Paper Norb Thomes, Winona

State University

Preparing Faculty to Flip: Lessons from a Faculty Learning Community

Kris Gorman, University of Minnesota

A Digital Storytelling Course—An All-Inclusive

Resource for K-College Faculty Who Want to

Develop Digital Storytelling Activities

for their Courses Greg Steinke,


Being OPEN-ly Sexy and ADAPT-ably Beautiful: An Open Educational

Resource (OER) Look at Attractive, Sustainable

Course Design! Michael Wiechmann,

Minnesota Online High School

Gentle Project Management: Shepherd-ing Pedagogical Change

Sara Schoen, University of Minnesota

Digital Creative Awareness

Daniel Reiva, Lincoln International High School

Learning from Mistakes: Share Your Experience! Mackenzie Krzmarzick,

Anoka-Ramsey Community College

11:00 a.m.

Welcome and Comments: Steve Dibb, Deputy Commissioner, Minnesota Department of Education

Introduction of Speaker: Rebecca Ropers-Huilman, Vice Provost for Faculty and Academic Affairs, University of Minnesota Keynote Presentation: Can Online Education Make Us Better Teachers? Dr. Marie Norman, Associate Professor, School of Medicine, University of Pittsburgh Closing Comments and Dismissal: Lesley Blicker, Director of IMS Learning and Next Generation Technology, Educational Innovations, Minnesota State Colleges and Universities

12:15 p.m. Lunch

1:45–2:45 p.m.

G

Make it Meta: Modeling Blended Learning for

Teachers Karen Qualey,

Bloomington Public Schools

Purple Ribbon Selfies: An In-Person Method for Increasing Social

Engagement in an Online, On-Campus Course


Treat It Like the War That It Is: A Realist

Approach to the Future of Higher Education

Sara Hurley, University of Minnesota

Using Social Media to Increase Student

Engagement Robin O’Callaghan,


Trying to Get a Square Peg into a Round Hole?

The Path from F2F to Hybrid Format Verena Van Fleet,

Northwestern Health Sciences University

Designing and Teaching with an Open Textbook

Pete Border, University of Minnesota

Engaging and Sustainable Online Faculty Presentations

Susan Tade, University of Minnesota

Using WordPress Web Portfolios to Demonstrate Learning from First-Year

to Senior Capstone Caroline Hilk,

Hamline University

Ghost Voices: Using-Text-to-Speech Technology to

Improve the Quality of Learning Online

Sheri Hutchinson, North Hennepin Community

College

Taking the Lead on the Path to Digital Access:

Ways to Make a Difference on Your Campus

Peter Angelos, University of Minnesota Duluth

2:45 p.m. Break, Posters, and Exhibits - Skyway Level

3:00–4:00 p.m.

H

Easy Formative Assessment Options For Mobile Learning

Chris Turnbull, St. Paul Public Schools

Teaching in the New Millennium: Instructors as Designers of Learning

Christiane Reilly, University of Minnesota

Conquering the Forum Discussion

Kimi Johnson, University of Minnesota

Sharpen Your Webinar Facilitation Skills

Kari Robideau, University of Minnesota

Extension

Who’s Holding the Reins? Crucial Conversations

about Learning Analytics Timothy D. Harfield,

Blackboard

ADA Compliance in Course Design Today

and Tomorrow Martin LaGrow, Ellucian

The Changing Story: Adaptations for Diverse Learning Environments

Linda Buturian, University of Minnesota

Tips for Teachers To Streamline Online

Courses, Engage Online Learners, and Enhance

Quality Matters Applications

Rita Rahoi-Gilchrest, Winona State University

Piloting a Remote Proctoring Service—

Lessons Learned Chlene Anderson,

University of Minnesota Morris

Fostering Engagement and Reflection Through

Social Learning Analytics: A Design-Based Research Study Bodong Chen,


An Alternative Pathway of Learning Math

Taskin Haque, Metropolitan State

University

4:00 p.m. Adjourn

10 #mnsummit2016

MINNESOTA ELEARNING SUMMIT - PROGRAM AT A GLANCE (CONTINUED)



2 K3320

3 K3360

4 T3470

5 T3480

6 T3600

7 T3850

8 T3930

9 L3000

10 L3100 L3400

8:15–9:15 a.m. E

Best Technology Practices

Jodee Lund, Minnewaska Area School District

The POETry of Collaboration:

Collaborative Training, Evaluation and Progress

Through the POET Program

Jody Ondich, Lake Superior College

GPS LifePlan 2.0: Launch Party—Create the Life

You Want: Goals + Plans = Success Randy LaFoy, MNSCU/

Century College

Keep Calm and Assist Learners with Developing

Multimodal Writing Nancyruth Leibold,

Southwest Minnesota State University

They Aren’t Wrong, We Are: Designing Online

Courses for How Students Actually Use Them

Ellyn Buchanan, University of Minnesota

Service-Learning in Online Courses: Research

and Best Practices Molly Wickam,

Bethel University

On the Road to Quality—Using Quality Matters as

Your Guide Elizabeth McMahon,

Northland Community and Technical College

Canvassing Moodle - Comparing Learning

Management Systems (LMS) to Canvas

& Moodle Elias Mokole,


Video Production at the University of Minnesota

James Ondrey, University of Minnesota

Digital OER for Elementary Grades

Dan McGuire, Sabier

Informed Course Design: Moving from Individual Isolated Consultations

to a College-Wide Framework

Tracy Wilson, University of Minnesota


9:30–10:30 a.m.

F

What’s Next for the LMS? From Walled Gardens to

Open EcoSystems Lesley Blicker, MN State

Colleges and Universities

What Does Recent Pedagogical Research

Tell Us About eLearning Good Practice?

Christina Petersen, University of Minnesota

Free Digital Resources for Teaching and Learning Mary Mehsikomer, TIES

Video: The New Paper Norb Thomes, Winona

State University

Preparing Faculty to Flip: Lessons from a Faculty Learning Community

Kris Gorman, University of Minnesota

A Digital Storytelling Course—An All-Inclusive

Resource for K-College Faculty Who Want to

Develop Digital Storytelling Activities

for their Courses Greg Steinke,


Being OPEN-ly Sexy and ADAPT-ably Beautiful: An Open Educational

Resource (OER) Look at Attractive, Sustainable

Course Design! Michael Wiechmann,

Minnesota Online High School

Gentle Project Management: Shepherd-ing Pedagogical Change

Sara Schoen, University of Minnesota

Digital Creative Awareness

Daniel Reiva, Lincoln International High School

Learning from Mistakes: Share Your Experience! Mackenzie Krzmarzick,

Anoka-Ramsey Community College

11:00 a.m.

Welcome and Comments: Steve Dibb, Deputy Commissioner, Minnesota Department of Education

Introduction of Speaker: Rebecca Ropers-Huilman, Vice Provost for Faculty and Academic Affairs, University of Minnesota Keynote Presentation: Can Online Education Make Us Better Teachers? Dr. Marie Norman, Associate Professor, School of Medicine, University of Pittsburgh Closing Comments and Dismissal: Lesley Blicker, Director of IMS Learning and Next Generation Technology, Educational Innovations, Minnesota State Colleges and Universities

12:15 p.m. Lunch

1:45–2:45 p.m.

G

Make it Meta: Modeling Blended Learning for

Teachers Karen Qualey,

Bloomington Public Schools

Purple Ribbon Selfies: An In-Person Method for Increasing Social

Engagement in an Online, On-Campus Course


Treat It Like the War That It Is: A Realist

Approach to the Future of Higher Education

Sara Hurley, University of Minnesota

Using Social Media to Increase Student

Engagement Robin O’Callaghan,


Trying to Get a Square Peg into a Round Hole?

The Path from F2F to Hybrid Format Verena Van Fleet,

Northwestern Health Sciences University

Designing and Teaching with an Open Textbook

Pete Border, University of Minnesota

Engaging and Sustainable Online Faculty Presentations

Susan Tade, University of Minnesota

Using WordPress Web Portfolios to Demonstrate Learning from First-Year

to Senior Capstone Caroline Hilk,

Hamline University

Ghost Voices: Using-Text-to-Speech Technology to

Improve the Quality of Learning Online

Sheri Hutchinson, North Hennepin Community

College

Taking the Lead on the Path to Digital Access:

Ways to Make a Difference on Your Campus

Peter Angelos, University of Minnesota Duluth

2:45 p.m. Break, Posters, and Exhibits - Skyway Level

3:00–4:00 p.m.

H

Easy Formative Assessment Options For Mobile Learning

Chris Turnbull, St. Paul Public Schools

Teaching in the New Millennium: Instructors as Designers of Learning

Christiane Reilly, University of Minnesota

Conquering the Forum Discussion

Kimi Johnson, University of Minnesota

Sharpen Your Webinar Facilitation Skills

Kari Robideau, University of Minnesota

Extension

Who’s Holding the Reins? Crucial Conversations

about Learning Analytics Timothy D. Harfield,

Blackboard

ADA Compliance in Course Design Today

and Tomorrow Martin LaGrow, Ellucian

The Changing Story: Adaptations for Diverse Learning Environments

Linda Buturian, University of Minnesota

Tips for Teachers To Streamline Online

Courses, Engage Online Learners, and Enhance

Quality Matters Applications

Rita Rahoi-Gilchrest, Winona State University

Piloting a Remote Proctoring Service—

Lessons Learned Chlene Anderson,

University of Minnesota Morris

Fostering Engagement and Reflection Through

Social Learning Analytics: A Design-Based Research Study Bodong Chen,


An Alternative Pathway of Learning Math

Taskin Haque, Metropolitan State

University

4:00 p.m. Adjourn

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8:30 a.m.

T Plaza Welcome to the Minneapolis Community and Technical College:

Gail O’Kane, Vice President, Academic Affairs, Minneapolis Community and Technical College

Welcome to Summit:

Kim Lynch, Senior System Director for Educational Innovations, Minnesota State Colleges and Universities

Introduction of Speaker:

Al Beitz, Director, Center for Educational Innovation, University of Minnesota

Keynote Presentation: Higher Education in the New Digital Ecosystem

Randy Bass, Vice Provost for Education and Professor of English, Georgetown University

How might the new digital context—the whole of the emerging learning ecosystem—help us make higher education widely available to and meaningful for an expanded population of college students? Designing for that question compels us to look beyond the impulse to scale or automate current practices to a broader paradigm for learning, one that is native to this moment and is focused on the kind of graduates we are trying to produce for the year 2025 or 2030 or beyond. This keynote presentation will explore concrete approaches to this challenge through the lens of educating the whole person, where the role of digitally enhanced learning is much broader than teaching targeted knowledge and skills. Approaches to educating the whole person ask that we join the best of what we know about deep and durable learning with the capacities that are intrinsic to the emerging digital ecosystem.

Randy Bass is Vice Provost for Education and Professor of English at Georgetown University, where he leads the Designing the Future(s) initiative and the Red House incubator for curricular transformation. For 13 years he was the Founding Executive Director of Georgetown’s Center for New Designs in Learning and Scholarship (CNDLS).

Closing Comments and Dismissal:

Jeff Plaman, Online and Digital Learning Specialist, Minnesota Department of Education

Session A

10:00−11:00 a.m.

A-2 Room K3320Global Classroom Collaborations with a Twist: Location Independent Teaching and Learning from Here, There and Back AgainHelen Mongan-Rallis and Kara Hanson, University of Minnesota Duluth; Donald Rallis, American University of Phnom Penh

During early spring semester 2016 University of MN Duluth (UMD) students engaged with students at the American University of Phnom Penh (AUPP). One unique feature of this collaboration was that the

2016 MINNESOTA ELEARNING SUMMIT - PROGRAM

UMD instructor spent three weeks with the AUPP students and one of their professors, but continued to teach UMD courses back in the USA using a variety of synchronous and asynchronous online tools. Presenters will describe and demonstrate the background planning involved and the actual experience of using a web conferencing tool and learning management system to teach students in one country from another country. They will also share how students from the two different universities used online collaboration and social media tools to share cultural experiences with each other. This session will be co-presented by the AUPP professor who will join us synchronously from Cambodia. Presentation will include time for discussion and sharing.

A-3 Room K3360Writing with Light: Building a Low-Cost Lightboard at Carleton CollegeEric Mistry, Carleton College

The rise of “flipped” classrooms creates a challenge: how can we create interesting, usable content that works well on digital platforms? This challenge presents opportunities to create educational experiences that can’t exist in a normal classroom environment. We’ve built a Light-board to explore those opportunities. A Lightboard is a clear white-board that is illuminated via LEDs. The instructor stands on one side of it and writes using fluorescent markers. A camera on the other side captures the writing that glows on the screen. The footage is then flipped, cropped, and edited. The end product is footage that captures not only what the instructors are writing, but also their expressions and personalities. This presentation will cover what a Lightboard is and how we’re using it at Carleton. I’ll also discuss how we built an inexpensive version of the Lightboard, as well as our workflow for designing, capturing, and distributing content.

A-4 Room T3470Consistency Matters: Templates in Course Design and MaintenanceJay Hopkins and Mark Kayser, University of Minnesota Twin Cities

For several years the UMN CCE has been developing a template for online courses both as a starting point for all courses and as a tool for instituting design changes. The benefits of using a college-level template include (but are not limited to): timely and efficient updating and maintenance of our catalog, increased consistency of design, and wider faculty adoption of new tools. This has resulted in more courses meeting the Quality Matters requirements, improved usability, faster design, and a better student experience. This presentation will share the template architecture, the thought process behind its design, and the impact these decisions have had on teaching, learning, and course design/maintenance.

A-5 Room T3480Engaging Icebreakers for Online or Face-to-Face CoursesRobin O’Callaghan, Winona State University

This session will focus on creating icebreakers for your online or face-to-face course that engage your students, create a sense of

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community, and set the stage for future discussions. Participants will learn how to design icebreakers that will have their students produc-ing multimedia posts and introductions. This session will also give you excellent examples of how you can meet Quality Matters Standards for your online course with creative student and faculty introductions. Real classroom ideas, best practices, and examples will be provided.

A-6 Room T3600Beyond Content: The Life-Changing MOOCBrad Hokanson and Jody Lawrence, University of Minnesota

We surveyed and interviewed students who completed our Creative Problem Solving MOOC to understand more about the online learning experience of our massive, worldwide course. Two-hundred seventy students completed the survey, and thirteen learners were interviewed by Skype or Google Hangout. Our analysis of the interviews revealed a striking theme among learners: students shared that the course significantly changed their individual lives, beyond academic expectations. While most instructors expect changes in their students in terms of content understanding, our findings suggest that this international, online course affected the learners in unexpected ways. Our course resulted in improved social relationships, personal accomplishments, and courage. In this presentation we’ll share anecdotes from our students, the methodology of our study, our findings, and the implications of this research.

A-7 Room T3850Engaged Brains: Strategies for Mastering Learner EngagementTracy King, InspirEd

In an age of constant distraction, how do we rein in student focus? Neuroscience offers insights into what it takes to create an optimal learning environment. It all starts with learner engagement. In this session we’ll explore the neurobiological underpinnings of attention and address five key strategies you can immediately apply in your eLearning course design.

A-8 Room T3930Online Learner Discussion Self-Grading: Sharing of an Innovative Teaching-Learning StrategyLaura Schwarz, Minnesota State University, Mankato Nancyruth Leibold, Southwest Minnesota State University

The goals of this presentation are to share the what’s, why’s, how’s, and successes of online discussion self-grading. The presenters have successfully implemented discussion self-grading. We will provide a step-by-step how-to for execution of online discussion self-grading through employment of a well-crafted rubric in conjunction with the learning management system quizzing tool. We will discuss how we have shared our discoveries and successes of this innovation with others who have in turn gone on to implement it with positive results. Finally, we will share empirical findings from a first-of-its-kind study on learner perceptions supportive of this innovation as further support. Study findings indicate 1) the rubric and self-grading quiz are clear, fair and easy to apply; 2) learners are honest and use reflection in critical self-assessment of discussion performance; and 3) the rubric and process motivate and assist learners in improving their discussion performance.

A-9A Room L3000Do It Yourself Recording StudioDan Hoisington, Lisa Burke, and Glori Hinck, University of St. Thomas

Our faculty struggle with the complexities of video content creation for their online and blended courses. It can be costly to provide necessary equipment and software to multiple users and time- intensive to train users on these systems. In response, we have converted a small, unused space on our campus into a self-service multipurpose recording studio that supports mini-lecture captures, interviews, and screencasting. In this presentation, we will present use cases for this space, describe the logistics and equipment needs involved, and describe a range of equipment options appropriate for a variety of budgets.

A-9B Room L3000How the New Generation of eAuthoring Tools are Making Our Lives EasierStephen Kelly, Century College

A new generation of eAuthoring software is making it easier for educators to scale their materials across the web. In this presentation we’ll touch on the latest advancements in cloud-based authoring software. You will learn about what makes these softwares different from their predecessors, how they expand access to more users, and the possibilities they create for future online pedogogy.

A-10A Room L3100Perceptions of Cyberbullying within Higher EducationJulie Luker, Concordia University, St. Paul

A large research study that I recently conducted within the United States and abroad (N = 1,587) has uncovered that 90% of faculty and administrators within higher education feel less than fully prepared to handles cases of cyberbullying between students. Yet one in every five participants has intervened in a cyberbullying incident before. What’s more, only 24% of participants indicate that their institution has enacted a policy that specifically addresses cyberbullying. The impact that such unpreparedness can have on students as well as the institution itself will be discussed in this presentation.

A-10B Room L3100Making Accessibility Accessible: Engaging Instructors EmpatheticallyCynthia Sarver, University of St. Thomas

The problem with most digital accessibility training lies in the approach: it tends to be presented as a list of instructions for properly formatting headers, images, and other document features rather than as a strategy for including disabled students in the classroom. This subtle difference between the traditional pro-cess-centered training framework and the more human-centered one that is the focus of this presentation can make all the difference in trainees’ ability to retain and transfer their learning. What’s more, framing digital accessibility with what I call “scaffolded empathy”— a series of increasingly focused opportunities for considering the perspective of the disabled—has the potential to permanently diversify instructors’ image of the students for whom they design their courses.

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Exhibitor Showcase Presentations

A-EA Room L3400What Should Your College/University’s Next LMS Look Like? For Many, it’s Schoology!Robert Tousignant, Schoology

Students today want their online learning tools to help them Create, Learn, Explore, and Socialize. As your institution evolves and adapts to delivering new and better digital pedagogy to support the needs of digital natives, you’ll need to be sure your LMS platform is up to the task. In this session we’ll demonstrate why aligning you institution’s online teaching and learning tools to a S.M.A.C. model (Social/Mobile/Analytics/Cloud) makes sense. In addition, we’ll provide participants with valuable insight and understanding into the benefits a learner-centric platform has over traditional, course- centric systems. Throughout this session we’ll be showcasing how the CODiE-award-winning Schoology LMS platform helps meet the online and blended learning needs of today’s colleges and universities.

A-EB Room L3400Adaptive Learning—The Time is Now!Niki Bray, WCET

In 2015, the WICHE Cooperative for Educational Technologies (WCET) launched a new programmatic focus on adaptive learning, beginning with a leadership summit titled “Adaptive Learning in Higher Ed: Improving Outcomes Dynamically”. Commercial providers of adaptive learning courseware and platforms engaged in a discussion of whether adaptive learning is evolutionary or revolutionary, and the answers were mixed. Institutional innovators of adaptive learning shared valuable lessons learned from their deployment of adaptive learning courses in a mix of scenarios: online and flipped delivery, from general education to graduate level courses, from public two-year colleges up through professional health sciences institutions. Clearly, WCET’s summit was just the beginning. In winter 2015, WCET appointed Niki Bray as the WCET Fellow on Adaptive Learning to continue this important work. Bray, a doctoral student at the University of Memphis, has developed a wealth of information about the growing level of experimentation and adoption of adaptive learning in higher education. Coupled with her own research for her dissertation on adaptive learning, Bray has built an extensive network with the adaptive learning providers and the institutional innovators. Her presentation will address why the time for implementing adaptive learning is now. The technology is in place, the cost is reasonable, and preliminary data is exciting. Bray’s weekly Twitter Chat (#WCETadaptive) features provosts, faculty, researchers, instructional designers, and the vendor community in a rich dialogue of raising awareness of the potential of personalized learning to significantly impact student success. This showcase will conclude with a brief overview of WCET and the range of issues they are addressing in 2016, including 21st-century teaching competencies, student identity verification, and the innovations occurring to support connected credentials for 21st-century learners.

11:00 a.m.Break, Posters, and Exhibits

Skyway Level

Session B

11:15 a.m.−12:15 p.m.

B-1 Room K3311ConnectED Learning for Minnesota EducatorsJen Kohan, Education Minnesota

Discover ways to drive your own professional development beyond the “workshop model”, and connect with other like-minded colleagues around the globe via Minnesota ConnectED, Education Minnesota’s online platform for professional growth. Organize your own learning through effective use of professional social media, video conferencing, and other innovative digital learning experiences. Find out how to integrate connected learning into your own classroom, by participating in online communities of practice. Bring your own device to this session to make the most of this interactive experience.

B-2 Room K33202 Specializations + 10 MOOCs: How Coursera Changed the Way We Create Online Learning at the Carlson School of ManagementAmie Norden, University of Minnesota, Carlson School of Management Dean Pedersen and Katie Brink, University of Minnesota Twin Cities

The Carlson School of Management embarked on a journey to launch two Coursera Specializations starting in January/February 2016: one in Human Resource Management and another on the Healthcare Marketplace. The Coursera specializations consist of a suite of five courses, with the concluding course being a capstone experience. The project schedule resulted in two new MOOC courses launching every month, with two new faculty every month, for a total 10 MOOC courses and different 10 faculty in about six months. The accelerated nature of the project timeline required close coordination among multiple moving elements. The presenters will share the process of working to create and highlight faculty content expertise: all the way from designing lecture presentations with ‘pop’ to creating lecture videos that ‘stick.’ The lead presenter will share lessons learned and overall project management considerations for embarking on a MOOC odyssey at your own institution.

B-3 Room K3360Designing Blended Courses: An Integrative ApproachDarcy Turner, Saint Paul College

Blended (hybrid) courses are often used by faculty (and assigned by administrators) as a stepping stone to teaching fully online. When this happens, the blended course takes on one of two identities: a face-to-face course with online components, or an online course with face-to-face components. Both descriptions are inaccurate and thinking about the format in this way can have far-reaching negative consequences. In this presentation, I will describe the unique nature of the blended format and explain why each blended course requires an individualized design and development plan. I will discuss the questions you need to ask when designing a blended course and offer strategies to maximize the advantages and minimize the challenges of this format.

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B-4 Room T3470Open Source Course Management System (OSCMS): Providing Online Learning Experiences and Positive Alternatives to Addictive Internet UseBenjamin Agbo, University of Minnesota, Twin Cities Paul O. Onaga, Engu State College of Education (Technical)

The provision of learning experiences with eLearning Technologies at all education levels is growing rapidly and the cost of doing so is not cheap either. This notwithstanding, our society is more than ever being bombarded with information resulting from the use of digital technologies. Consequently many people, especially school-age groups, are addicted to the Internet and sometimes spend unproductive hours daily surfing the Internet. Thus, this presentation explores the use of Open Source Course Management System (OSCMS) for the provision of free online learning experiences for both teachers and students. It also discusses using OSCMS to providing positive outcomes for addictive Internet use. Specifically, the presentation focuses on OpenEd course management system and its resources/affordances. The OpenEd is free OSCMS designed for K−12 teachers/students. The OpenEd provides in its resource library ready-made materials for formative assessments, homework, and lesson plans based on an approved standard (e.g., common core curriculum). Educators and educational organizations all over the country provide these materials free to teachers and students. This presentation will provide participants with the skills needed in setting up and using OpenEd OSCMS in their subject areas. Therefore, at the end of the presentation, participants will be able to sign up for an OpenEd account, register student at various grade levels, assign lesson plans using resource library, assign assignments, and homework.

B-5 Room T3480Using eService-Learning to Engage Students in Experiential LearningJean Strait, Hamline University

This session will discuss current practice and research on engaging students in service-learning projects through technology. With an emphasis on social justice, parent involvement, and cultural competence, the discussion on eService-learning will further the work in schools promoting 1:1 technology. This session discusses the five ways service-learning and eLearning intersect to create the optimum learning experience called eService-learning. Strait is the pioneer of this pedagogy with over twelve years of experience, sharing her new book, eService-Learning: Creating Experiential Learning and Civic Engagement Through Online and Hybrid Classes.

B-6 Room T3600Deep Dive Into Digital Content: Minnesota Reflections Primary Source SetsJennifer Hootman and Greta Bahnemann, Minitex, University of Minnesota

The work of gathering primary sources on a specific topic and then providing the necessary context to those sources can be a difficult process for both educators and researchers. Join us as we dive into digital content and demonstrate a new, unique resource for historical

research, Minnesota Reflections Primary Source Sets. We’ll discuss the content and creation of the Primary Source Set project, using and highlighting access to secondary resources for added context (includes scholarly articles from the Electronic Library for Minnesota databases and government websites). Finally, we’ll also introduce related, original teaching guides which supply educators and researchers with discussion questions and classroom activities for each Primary Source Set.

B-7 Room T3850Using Technology to Bridge Understanding: Connections Between the US & NorwayHeather Bandeen, Hamline University Henriette Selvig, Sola VGS—Rogaland Fylkeskommune

This session will be co-presented by a teacher from Stavanger, Norway, and a faculty member from Hamline University. It includes a collection of open-source data visualizations that were used during a 2014−15 Fulbright grant as a means to illustrate patterns and connections across both countries. Participants will have the chance to experiment with these interactive tools and talk with one another about using them with student groups of any size—whether face-to-face or online. They will theorize about trends at the county, state, and national levels while also developing an understanding of the history and the future of our world.

B-8 Room T3930Guerrilla Video: Ten-Minute, Onsite Documentaries Made Fast & CheapEric Daeuber, MN State Colleges and Universities

Online delivery of material can be an isolating experience for both instructors and students. This can be particularly difficult in the Humanities where what it means to be human is the core content of the course. It’s hard to encourage a hunger for the subject, or underline the significance of the events, works of art and architecture, or philosophy at hand without a little passion for the people and places that have given rise to great ideas. Visiting interesting locations, equipment-poor, ill prepared, with an open mind, and talking about—and sometimes with—important people on camera, can give your students a window on places they may never have the chance to see. It can put your face to your content, make the material uniquely your own and, as a bonus, give a bit of a bump to your credibility.

B-9A Room L3000The Role of Technology in Student SatisfactionPeg Sherven, University of Minnesota

Which factors impact student satisfaction? This presentation will discuss how instructors’ ability to use technology, their choice of technology tools, and faculty engagement makes a difference in students’ satisfaction. Other factors, such as technology obstacles and course specific behaviors that can impede performance will be discussed. Finally, elements of students’ personal social responsibility will also be examined, such as their ability to appreciate the fine arts, cultural and global diversity, and self-awareness and understanding.

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B-9B Room L3000Creating a Hybrid Executive Education CourseSteven Webster, University of Minnesota

MOT 8232 Managing Technological Innovation is part of the executive Master of Science in Management of Technology degree program, where a cohort of working professionals meets once a week for 21 months. With the many time demands on these students, the goal is to keep classroom time as engaging and interactive as possible, while covering all the material. This presentation will report on an experiment to move “lecture” topics online, keeping the most interactive material and case studies for classroom time, while giving students one day without coming to class. Working with Academic Technology Support Services, the syllabus was mapped into specific learning objectives, 52 short videos were produced, with 20 quizzes to check student progress, and 13 discussion forums to create dialog. How it was done, the course results, student feedback, and lessons for the future will be covered.

B-10 Room L3100Using Technology to Enable Lightweight TeamsMary Lebens, Anoka Technical College

Do your group projects suffer from the dreaded “free-riders”: students who receive a grade but don’t participate? This presentation explains how higher education instructors can use lightweight teams to get rid of the “free-rider” problem. The lightweight team methodology uses freely available educational technology to develop engaging team projects and to encourage positive collaboration between students. Using lightweight teams helps instructors assess outcomes more accurately than traditional group projects. This methodology can be used in face-to-face, hybrid, or online courses. A brief demonstration of relevant educational technologies is included in the presentation.

12:15 p.m. Lunch

1:00 p.m. Awards Presentation

Session C

1:45−2:45 p.m.

C-1 Room K3311Student Portfolios Through the Lens of Formative Assessment StrategiesSheila Norton, cmERDC

Student portfolios are a buzzword in education right now. But what should go into a student portfolio? In this session we will examine research from the Marzano research center and the Seven Strategies of Assessment for Learning by authors Jan Chappuis to answer how focused attention to learning goals, assessments, and student participation can close the gaps and help all students use their portfolios to individualize their learning path.

C-2 Room K3320Using Google Docs in Your Online Instruction: Save Time AND Give More Meaningful FeedbackSara L. Nystuen-Royzenfeld, Center for Spirituality and Healing, University of Minnesota

This presentation explains and demonstrates modes in which using Google Drive (Docs/Slides/Pages) for online coursework submission can substantially reduce grading time for instructors, while simultaneously increasing meaningful feedback for students. Piloted in many online and hybrid courses at the University of Minnesota’s Center for Spirituality and Healing, both student and instructor reaction to the practice have been overwhelmingly positive. Integrating specific Google Apps into Online Learning Platforms (such as Moodle) offers both students and instructors a free, organized, and reliable way to create and present material (papers, presentations, web pages, group work) for submission, and then to receive timely and meaningful input or feedback from both instructors and collaborators. Note: Examples for this session will be demonstrated in the Moodle LMS, but the information presented is transferable to other systems.

C-3 Room K3360Make Google Work For You! Google Customizations and Features That Support Teaching and LearningWendy Wolfe, Totino-Grace High School & Concordia University

Change your approach to all things Google! This session explores customizations, add-ons, extensions, and hacks for Google Docs, Slides, Sheets, Forms, and Chrome that can transform how educators teach and students learn with Google. Attendees will learn how to: create multimedia-rich, beautiful, and unique Forms; create interactive “notebooks” for learners leveraging Google Forms and Gmail filters; expedite the assessment and feedback process with Google Forms and Sheets; improve the research process with add-ons for Google Docs, extensions for Google Chrome, and customized templates for note-taking using Google Slides; create interactive virtual tours using Google Tour Builder; improve accessibility with text to speech and speech to text add-ons. Attendees will explore classroom-tested teaching strategies and learning activities and will receive video tutorials and editable text directions for all skills presented.

C-4 Room T3470Six Pack to the Rescue: 3rd Party IntegrationsKaren LaPlant, Hennepin Technical College Sheri Hutchinson, North Hennepin Community College

Want to get your classes ready to show off a marvelous six-pack? Exercise your healthy choice by joining us to hear how two faculty members have been successful with the implementation of this six-pack of 3rd-party LMS Integrations. Improve your student engagement and success rates by one or more of the following 3rd-party tools to be presented: Zoom, Atomic Learning, ReadSpeaker, Cengage (Mindtap), Pearson, and Labyrinth. We will demonstrate how we use these products in a variety of blended and online courses at both of our institutions with the result of engaging students with access to rich learning applications.

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C-5 Room T3480Maximizing Brightspace Tools to Create a Gamified Online Learning EnvironmentCarrie Miller, Minnesota State University, Mankato

This presentation will provide an overview of how specific tools in D2L Brightspace (intelligent agents, checklists, release conditions, and groups tool) can be used to create a gamified environment where students can “level up” and “beat the boss level”. Implementation and design challenges as well as lessons learned will also be discussed.

C-6 Room T3600Creative Commons Licensing: Why Liberating Curriculum Might Make SenseStephen Kelly, Century College

Creative Commons Licensing provides a free channel for sharing curriculum and granting use rights on the web. Yet many teachers are fearful that licensing their materials could lead to job insecurity or theft of their intellectual property. In this presentation we will take a high-level look at Creative Commons Licensing. Lessons learned from a major US Department of Labor TAACCCT grant will be presented as a case study of mass licensing. All attendees will be involved in small group discussions about licensing fears, empowerment, and matters of technical application.

C-7 Room T3850Successfully Implementing New Technology in a College Course: Google Sites for a Collaborative Student ProjectKalli-Ann Binkowski, University of Minnesota

Google Apps give every student easy access to some powerful tools. In this presentation I will describe how we developed a new assessment for a bioethics course that used Google Sites and required students to use 21st-century skills, analytic and creative thinking, authentic learning, and collaboration. If you bring a computer, you can play a bit with Google Sites along the way, but it is the key things that made this a successful implementation of technology that will be most valuable.

C-8 Room T3930Online Proctoring Case Study: Success Factors for Implementation and What We’ve LearnedMark Kayser, University of Minnesota Ryan Burg, Software Secure

Educators are faced with an increasing number of choices regarding the tools necessary to deliver online education. Online proctoring solutions have become a must-have for many reasons, but at the top of the list are “anytime-anywhere” convenience and the ability to assure the integrity of the academic credit earned by online/hybrid students. This talk will cover the key issues to consider when creating an online proctored examination. Addressing more than just the technological concerns, this presentation will also explore the policies, practices, and pedagogical aspects of implementing an online proctoring solution.

C-9A Room L3000Data Analytics: Finding the Sustainable Sweet SpotGreg Argo, Concordia University, St. Paul

With so much data available to librarians, how does one know which data to pay attention to? Most vendor systems now come with

analytics functionality, publishers are by and large COUNTER compliant, and an abundance of data management tools empower everyone to jump into the deep end. This presentation will cover the different developmental phases passed through en route to a sustainable assessment regime at a smaller university library. Lessons learned about culture, workflows, and various relationships forged will be complemented by a show-and-tell of bespoke interactive tools developed locally for frontline librarians and university administrators.

C-9B Room L3000Technical Administration of an LMS PilotErik Epp and W. Christopher Scruton, University of Minnesota Twin Cities

This presentation discusses the technical-side implementation considerations in piloting a learning management system (LMS), with the U of M’s pilot of Canvas as a case study. We will discuss process development to support a pilot LMS (Canvas) alongside an existing LMS (Moodle), as well as frameworks for providing production assistance to instructors and instruction support staff members, assessing and comparing system functions and features, and developing methods for evaluating performance and user experience. Lessons learned and changes for future technology pilots will be presented.

C-10A Room L3100A Strategic Approach to University Online Programs: Engaging Faculty and Staff with the OLC Quality ScorecardBob Rubinyi and Larry Coyle, University of Minnesota

In 2105, the presenters engaged University of Minnesota academic units and campuses offering online and blended programs and central support units to benchmark the University of Minnesota’s approach to the administration of online and blended academic programs using the Online Learning Consortium Quality Scorecard. The presenters will report on the methodology, findings, and recommendations developed from the benchmarking process along with lessons learned. The session will conclude by outlining the process used to charter two work groups (institutional and faculty support) to develop work plans and to build faculty, staff, and administrative support to implement the recommendations.

C-10B Room L3100Do I Continue to FLIP or Should I Scramble?Kashif Ahmad, Northwestern Health Sciences University

There is evidence to support the value and importance of flipped classroom teaching. In my 10 years of teaching experience and drawing on experiences of my colleagues, I understand that one model does not fit all. Our Millennial learners continue to be different and we face the challenges of engaging our evolving learners. In this interactive session I will discuss how I have transformed my course from a conventional flipped class to a scrambled class. The scramble model is supported by the use a combination of online tools to create effective teaching sessions that pave the way for corroborative environment using Team-Based and Problem-Based Learning.

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Exhibitor Showcase Presentations

C-E Room L3400Maximize Budgets with Dual-Funded BYOD ProgramsRyan Gritz, Best Buy Education

Today’s youth are growing up as digital natives, using technology in every facet of their personal lives. By helping schools purchase the latest in education technology with customizable BYOD programs, Best Buy Education makes it possible to create dynamic, interactive classroom environments that draw students into digital curriculum. Teachers and students are able to go deeper together, and be fully immersed in learning, creating, and collaborating. Hear why schools choose to implement a dual-funded BYOD program. The ability to share the cost with parents and choose the right device for each student was very important to all parties.

2:45−3:00 p.m. Break, Posters, and Exhibits

Skyway Level

Session D

3:00−4:00 p.m.

D-1 Room K33113 Classes, 2 Teachers, 1 CourseKristin Lundstrum and Emily Beckman, DeLaSalle High School

Two teachers (one on campus, one part-time telecommuter) used a single Canvas course to teach three different digital art classes concurrently. Students made decisions based on personal interest before researching and then applying knowledge within projects; this increased intrinsic motivation and quality of final projects. Teachers emphasized reflection and revision as an ongoing process in hopes that students would see learning as a personal experience rather than means to a grade. With the help of Canvas’s mobile apps, communication tools, video conferencing, differentiated instruction, and peer reviews, students in this class experienced a unique and collaborative blended learning environment.

D-2 Room K3320Storytelling for STEM EducatorsPatrick O’Leary, University of Minnesota

Stories are one of the oldest and most natural ways that we pass on information. Whether stories are told about history, culture or discoveries, they provide us a means for making sense of our world. One of the limitations to acceptance of new scientific information has been the inability of researchers to be able to explain their research. An effort is being made to teach children in middle schools how to explain their research through digital storytelling. Stories have also been shown to assist in reducing cognitive load and increasing motivation for learners. This presentation will review the supporting research behind storytelling as a form of scientific explanation. Provided will be practical suggestions for using existing technology tools to assist in the creation of digital stories for STEM research, and a discussion on the inquiry-based learning approaches that best support these models.

D-3 Room K3360Designing Accessible Course Materials: Practices You Can Start Implementing Today!Catherine Artac, Minnesota State University Moorhead

Overwhelmed with the idea of meeting accessibility requirements? Making an online course accessible involves multiple considerations —from video captioning to the proper formatting of documents. In this session, we will look at ways to make your online course materials more accessible for all users. We will discuss high-level topics, such as Universal Design for Learning, as well as identify specific practices you can adopt immediately. Your takeaways will be both a greater awareness of accessibility issues as well as a number of practical ideas and resources to take back home.

D-4 Room T3470Beyond Captioning: 10 Tips for Accessible Course DesignJenessa Gerling, Hennepin Technical College

In a world where the landscape and demographics served in education are continually changing, so too must our development of courses that are accessible and accommodating to learners of all demographics, including race, ethnicity, culture, socioeconomic status, disability, ability, and much, much more. With a framework surrounding Universal Design for Learning (UDL)* principles, this session will provide 10 tips for helping develop and deliver online and blended curricula that proactively allow for accommodations for all learners.

D-5 Room T3480Impact of Training and Course Reviews on Faculty and Student Satisfaction for Online CoursesNima Salehi, University of Minnesota

Our college has a graduate program where most courses are offered in a blended format with three in class sessions and the rest of the course is taught online. To ensure that courses provided the best possible quality of instruction we could offer students, courses have been developed using Quality Matters online course development rubrics. Faculty have been provided opportunities to participate in QM workshops with follow-up internal course design workshops. To determine whether these efforts were having the desired impact, a research project was conducted to determine the impact on faculty and student satisfaction. This presentation will provide a summary of research project data and results, and the effects that both workshops and quality reviews have had on faculty, students, and standards of course design within the college.

D-6 Room T3600Beyond Four Walls: Enhancing Project-Based Learning Through VoiceThreadJody Lawrence and Brad Hokanson, University of Minnesota

Using design education as a model for project-based learning, this presentation shares how we integrated VoiceThread into a traditional design studio to promote the fluid exchange of ideas in an online environment. During this session, you’ll learn how the asynchronous attributes of VoiceThread enhance the teacher and learner experience by streamlining communication outside of class, providing an online alternative to assessment, facilitating discussions about visually-rich content, and enabling critiques from professionals worldwide.

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Attendees will learn about the features of this technology, and how to use it to facilitate quality feedback necessary for project development. This online resource is presented as an effective tool that could enhance any course.

D-7 Room T3850Capture that Outcome: From Moodle Outcomes to Campus LabsChristiane Reilly, University of Minnesota Twin Cities, College of Continuing Education Steven Hawks, University of Minnesota, Twin Cities

Mapping and tracking student learning outcomes (competencies) across a program can be a daunting task. This presentation provides a roadmap through the assessment process from working with faculty to capture key outcomes, to tagging competencies using Moodle Outcomes, to finally analyzing the results in Campus Labs. This presentation guides participants through key steps that make outcomes mapping and outcomes tracking a doable if not enjoyable task.

D-8 Room T3980Exploring the Flipped Side: Inside and OutCaroline Hilk, Hamline University Kate Borowske, Hamline Libraries and Archives, Hamline University Gina Erickson, Department of Criminal Justice, Hamline University Nicole Nelson, Information Technology Services, Hamline University

In this session, educational innovators will share experiences from a Flipped Faculty Institute. Participants in this highly interactive session will identify activities to support active learning inside the classroom, explore tools and multimodal resources to facilitate engagement outside the classroom, and discuss how this model of faculty development could be implemented at your institution. Hamline’s collaborative model of instructional support will highlight the benefits and considerations of sharing expertise and resources. You will hear from a librarian, academic technologist, instructional consultant and a faculty member about how this model leveraged limited resources can enhance innovation in teaching and learning.

D-9 Room L3000Faculty Migration from Text-Based to Media-Rich Content: Crowdsourcing the Meaningful Application of LMS (D2L) QuizzesMarion Judish and Plamen Miltenoff, Saint Cloud State University

In a music class MUSM 123, two faculty aim to expand the use of LMS (D2L) quizzes from assessment to training tools, thus paving the road for better learning among students. The traditional text-based content for the quizzes is replaced with media (audio) files for fuller content understanding by students. Based on the experience of both faculty, which will be shared with the audience, a discussion and brainstorming session is sought to generate ideas and involve the audience’s experience in improving a transition from a prevalence of text quizzes, in particular, and teaching materials, in general, to a replacement by media-rich teaching content. Other interweaving topics to accompany this brainstorming discussion include but are not limited to: faculty collaboration during technology implementation in teaching, LMS (D2L) included and reuse, share and exchange of learning objects.

D-10A Room L3100Digital Inequity Among Tribal College StudentsHannah Buckland, Leech Lake Tribal College

Students enrolled at Minnesota’s four tribal colleges often lack the necessary tools to excel in digital learning environments. In turn, tribal college libraries take on a critical role in fostering student success by providing access to broadband, computers, and software; however, challenges including low staffing levels, an absence of stable funding, and unmet digital needs routinely impede these libraries’ services. This presentation will summarize data describing digital inclusion among Leech Lake Tribal College students, highlight key partnerships in improving digital equity among LLTC students, and provide recommendations for outside organizations interested in partnering with tribal college libraries.

D-10B Room L3100VoiceThread as a Tool to Support Engagement in Online Business CoursesGlori Hinck, Nancy McGinley Myers, and Patricia Stephan, University of St. Thomas

Our faculty are encouraged to move traditional face-to-face MBA courses into a blended format. One concern with this change is how to engage students in robust discussions of business content and cases. The typical online discussion forum can support this to a degree, but in a text-only medium, there is a loss of presence. VoiceThread is an asynchronous tool that allows students to engage not only with the content, but also with peers and instructor through their choice of modalities including text, audio, and video. We will outline the steps involved in moving a discussion from the classroom to the cloud and will suggest ways to implement VoiceThread into a blended business course.

4:00−5:30 p.m. Poster, Exhibitors, and Networking Reception (4:00−4:30 Poster Session with authors at boards)

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Session E

8:15−9:15 a.m.

E-1 Room K3311Best Technology PracticesJodee Lund, Minnewaska Area School District

This presentation will be conducted through Nearpod. Participants will not only hear about best practices, but also experience what this looks like in the classroom! Participants will also leave with a list of resources to add to their “toolbox”.

E-2 Room K3320The POETry of Collaboration: Collaborative Training, Evaluation and Progress Through the POET ProgramJody Ondich and Hanna Erpestad, Lake Superior College

Lake Superior College faculty, staff, and administration have collaborated to create the Program for Online Excellence in Teaching (POET), which includes teacher and staff training, administrative evaluation, and peer review. The program extends beyond course design to include teaching and learning components. The college has invested in this comprehensive quality online initiative for three reasons, calling them the 3 Ps: peer support, pedagogy, and professionalism. Participants will be provided access to all LSC’s POET materials to use or adapt. This process can work for teaching for all ages, as the materials look at engagement, training, best practices and continuing progress. Participants will be provided access to all of LSC’s POET materials to use or adapt for their own use.

E-3 Room K3360GPS LifePlan 2.0: Launch Party—Create the Life You Want: Goals + Plans = SuccessRandy LaFoy, MnSCU & Century College Stephen Kelly, Century College

Help celebrate the 10th year of the GPS LifePlan (goals+plans= success). GPS is a FREE holistic resource dedicated to helping students stay in school and graduate. Attendees will see the updated and redesigned website and learn about some of the new ground-breaking features, which include: Learning content publisher/provider/delivery platform; LifePlan repository (e.g., students can save the results of their explorations and goal setting); Device and mobile friendly content. GPS has not only added new features, it made the existing information and resources even more useful and interactive. For example, when students complete self-assessments, many of the results will be automatically stored in their repository; and it’s even easier to find and utilize the comprehensive features in the five different sections (Career, Education, Finance, Leadership and Personal). GPS will help secondary schools meet legislative requirements for career/ college readiness.

E-4 Room T3470Keep Calm and Assist Learners with Developing Multimodal WritingNancyruth Leibold, Southwest Minnesota State University Laura Schwarz, Minnesota State University Mankato

Multimodal writing is composition other than the traditional page text and may include digital media. Examples of multimodal writing include authoring electronic posters, PowerPoint presentations, blogs, wikis, videos, animations, websites, cartoons, pamphlets, electronic portfolios, and educational materials. The craft of multimodal writing is a skill cultivated in K−12 and higher education courses, so that learners can apply in society after graduation. These real world skills are critical for application in 2016 and beyond. Opportunities to develop multimodal writing skills are easily designed into online, hybrid, and face-to-face courses. Multimodal writing is one method that educators can use to provide writing across the curriculum in general education courses and major courses as well as at all age levels. The presenters share strategies that faculty can use to incorporate multimodal writing in courses, sources of free “favorite picks” multimodal software, and address standards for multimodal writing in this “outside the box” presentation.

E-5 Room T3480They Aren’t Wrong, We Are: Designing Online Courses for How Students Actually Use ThemEllyn Buchanan, University of Minnesota Sara Hurley and Audra Kerlin, University of Minnesota, School of Public Health

As instructional designers and academic technologists, we devote our time to working with faculty and content experts to meticulously design and develop online courses. The student voice, however, is all but absent in this process. We are making broad assumptions about who our students are and how they will interact with the environments we design. We are creating these courses for them, and if they aren’t using them the way we expect, they aren’t doing it wrong, we are. After undergoing usability testing of multiple online course designs, the Office of E-Learning Services, School of Public Health, University of Minnesota, gained a better understanding of how students think and operate in our online courses. As a result of this testing we have implemented numerous changes to our design process, the most important of which is a commitment to building relationships with our students.

E-6 Room T3600Service-Learning in Online Courses: Research and Best PracticesMolly Wickam, Bethel University

This session will describe the goals, activities, successes and challenges of a service-learning project in an online business capstone course where students conduct a project for a non-profit organization. Participants will gain new ideas for using service- learning in academic coursework in both online and face-to-face courses. In addition, the author will share portions of findings from her dissertation research study on service-learning.

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E-7 Room T3850On the Road to Quality - Using Quality Matters as Your GuideElizabeth McMahon, Northland Community and Technical College Robin O’Callaghan, Winona State University/Minnesota Online Quality Initiative

Are you looking for course design tools and support to guide you in developing courses that reduce barriers to student learning and increase persistence? This session will introduce you to the Quality Matters program, a faculty-driven peer-review process and set of rubrics that support quality course design. Whether used alone or in conjunction with other tools and processes you may already be using, the QM rubrics have been adopted by an international community of faculty and instructional designers working to improve course quality. Join us for a brief overview and to learn which components of the QM program would best support you.

E-8 Room T3930Canvassing Moodle—Comparing Learning Management Systems (LMS) to Canvas & MoodleElias Mokole, University of Minnesota Mitra Emad and Helen Mongan-Rallis, University of Minnesota Duluth

As part of the University of Minnesota’s ongoing mission to review and evaluate emerging instructional technology, several educators were selected across the University of Minnesota to participate in a pilot program to assess Canvas as a learning management system (instead of Moodle, which is the current LMS used on UM campuses). Over the past several months pilot participants have been using Canvas to connect and share strategies on how to best use this powerful tool. Presenters will compare and contrast the two learning management systems (Moodle and Canvas) as it relates to teaching online, hybrid, and flipped learning class sessions. Presentation will allow time for discussion.

E-9A Room L3000Video Production at the University of MinnesotaJames Ondrey, University of Minnesota Dave Lindeman, University of Minnesota Twin Cities Greg Steinke, College of Continuing Education, University of Minnesota

No one creates more academic videos for the University of Minnesota than ATSS (Academic Technology Support Services). Since 2013, ATSS produced over 1,000 videos for over 200,000 students at the University of Minnesota and around the world through MOOCs. This 30-minute presentation will provide a snapshot look from the inside at how it’s done through the lens of the production staff. Attendees will see samples of academic videos produced, gain a general understanding of studio creation and setup, and how it fits together in its post-production process. James Ondrey has 10 years of video production experience working for Viacom and Twin Cities Public Television before joining the U in 2013 as a media designer. Andrew Matthews has over 15 years of recording engineering, video produc-tion and studio design experience with The Banff Centre for the Arts, The Art Institutes International Minnesota, Northwestern Health Sciences University and Stanford University.

E-9B Room L3000Informed Course Design: Moving from Individual Isolated Consultations to a College-Wide FrameworkTracy Wilson, Noah Holm, Mary Jetter, and Jane O’Brien, University of Minnesota Twin Cities

In order to increase online offerings, faculty at the College of Food, Agricultural, and Natural Resource Sciences (University of Minnesota), in collaboration with staff consultants, created a college-wide framework of processes and resources. Key components in the framework include calls for proposals, selection criteria, and designated consulting staff from local IT services and the central offices of academic technology and faculty development. In addition, a process of course design emphasizing learner engagement was developed to guide content creation, student interaction, and assessment. In this presentation we’ll share lessons learned on moving from the individual to the system level and on the tensions between standardization and flexibility.

E-10 Room L3100Digital OER for Elementary GradesDan McGuire, Sabier

This presentation will explain what OERs (Open Educational Resources) are in general and will also explain the details of the Minnesota Partnership for Collaborative Curriculum and how it will benefit Minnesota K12 school districts with a special focus on grades 3-5. The use of MPCC Learning Management System ready content in grades 3-5 will be demonstrated.

9:15 a.m. Break, Posters, and Exhibits

Skyway Level

Session F

9:30−10:30 a.m.

F-1 Room K3311What’s Next for the LMS? From Walled Gardens to Open EcoSystemsLesley Blicker, MN State Colleges and Universities

Nationwide over 90% of educational institutions are running a learning management system. Yet there seems to be a restlessness with the current LMS design since it matches up poorly with newer teaching and learning models. Is there anything out there that truly differentiates itself from the pack? What do we see peeking over the horizon? In this session, the presenter will provide perspectives on the future of LMSs and what we might expect to see and utilize over the next several years. Spoiler alert: there is no big reveal! But terms like ecosystems and Lego approaches will be used generously. You may want to attend this session if for no other reason than to affirm your own (school’s) knowledge and preparedness for the future.

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F-2 Room K3320What Does Recent Pedagogical Research Tell Us About eLearning Good Practice?Christina Petersen, University of Minnesota

Many instructors indicate that they want their elearning teaching approaches to be evidence-based. Indeed, there are rich and varied sources of research being conducted on elearning good practices available in scholarly journals and government reports. However, few of us have time to keep up with these publications. In this session I will do some of that work for you. I’ll summarize findings from recent government and university reports which review over 1,000 online learning studies. I will also summarize the findings from newly published articles from pedagogical journals with important information about good practices in online education. These practices address evidence-based methods for promoting student engagement in online courses, good practices for video production, and other topics related to online teaching. We will discuss the importance of all of these findings for your teaching.

F-4 Room T3470Free Digital Resources for Teaching and LearningMary Mehsikomer, TIES

There are banks of resources on the Internet that are purposefully designed for use by educators at every level for teaching and learning. Many are cross-curricular, promote 21st Century Skills, and have many possibilities to increase student engagement with content. The tricky part comes in trying to find resources that are designed for educational practice, achievement of standards, and that are effective for teaching and learning. These resources cannot be found with just a Google search. Participants in this workshop will learn about several resource banks dedicated to teaching and learning for all ages, all content levels, and various learning styles. Resources from respected institutions such as the Library of Congress and Smithsonian Institution are only some of the riches that will be uncovered. People will leave the session with a treasure chest of new tools and ideas for how to use them with students.

F-5 Room T3480Video: The New PaperNorb Thomes and Mary Bohman, Winona State University

The 3-page paper doesn’t have to be the only measure of student mastery. Join us for a quick discussion of how tired, old writing assignments can be modified to give students a choice in how they demonstrate their newly acquired knowledge. We will look at how shooting and editing a video on a tablet can replace some of the written pieces in your class without sacrificing rigor. Students love the chance to have options in submitting their work and you will get a break from reading all those papers.

F-7 Room T3850Preparing Faculty to Flip: Lessons from a Faculty Learning CommunityKris Gorman and Bill Rozaitis, University of Minnesota Twin Cities

In this presentation, we will describe a faculty learning community designed for instructors teaching at the University of Minnesota who wanted to “flip” a portion of their course. We structured the FLC is a

flipped format to model the pedagogy and provided consultation support during the program so the participants could implement their ideas. Attendees to this session should walk away being able to describe the format of our program, how the structure of our program supported the faculty creating high-quality pedagogy and what kinds of projects our participants completed during the program. We hope that in addition, it will provide fodder for how to support faculty adoption of novel pedagogical approaches at their own institution.

F-8 Room T3930A Digital Storytelling Course—An All-Inclusive Resource for K-College Faculty Who Want to Develop Digital Storytelling Activities for Their CoursesGreg Steinke, Linda Buturian, Pete McCauley, Christiane Reilly, and Scott Spicer, University of Minnesota

Digital stories are multimedia narratives that help students develop higher-order thinking and 21st century skills. In this presentation, the presenters will share what digital storytelling is and how it transforms teaching and learning. They will also share the work they’ve done to create an online course on digital storytelling that acts as an all-inclusive guide and resource for faculty who want to explore digital storytelling activities in their course(s). The digital storytelling course is designed to support all faculty (K-College), and in any course setting - online, hybrid, or f2f. Digital stories are a fun, skill-expanding alternative to written assignments and reflections, with the versatility to apply to any field of study. The presenters will share their passion for digital storytelling assignments and through discussion, solicit feedback from session participants on how they might use this course to develop their understanding of digital storytelling; and suggest outreach approaches for educators across educational environments to learn about its availability.

F-9A Room L3000Being OPEN-ly Sexy and ADAPT-ably Beautiful: An Open Educational Resource (OER) Look at Attractive, Sustainable Course Design!Michael Wiechmann, Minnesota Online High School (MNOHS)

Some really unique research out there illuminates how Learning is Unstoppable. With this in mind, why do we so often manage to stop it with our course design? This presentation will explore how instructional designers and educators can smoothly and efficiently improve on the aesthetic look of their courses and the quality of the user’s experience. We will look at using Open Educational Resources (OER) effectively, to engage students in course creation and course development. How does your course look? Does it need a makeover? Come learn simple action tips as well as complex concepts that can help you keep online learners engaged!

F-9B Room L3000Digital Creative AwarenessDaniel Reiva, Lincoln International High School

We are all quite familiar with Marshall McLuhan’s adage, “The Medium is the Message”, and it’s relevance for electronic media. The Internet can now be added to his analysis that electronic media is an extension of the synapse network of the human brain. So, what does this mean for interactive digital media in the classroom? IPads and

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computers place in our grasp a radically new message about the nature of learning. The educational potential of digital media emphasizes the development of creative awareness in students over the application of traditional teaching methods. Here are three new approaches that reflect the new dynamics of digital creative awareness: 1) The density of images available to visualize a subject has increased exponentially. New animation and collage design techniques can provide the student with simultaneous alternative perspectives, like a kind of educational cubism. 2) The digital screen can be conceptualized as a medium on which images, text and other elements come and go, as in a thought process where ideas rise to consciousness and fade away. 3) The student using interactive media must have a defined role to play in the communication process to provide motivation and context. The session will provide examples of digital interactive presentation that stimulate the new dynamics of creative awareness in students.

F-10A Room L3100Gentle Project Management: Shepherding Pedagogical ChangeSara Schoen and Annette McNamara, University of Minnesota Twin Cities

Does it ever feel like your project management experience gets thrown out the door when working in higher education? As instructional designers, project managers, and/or academic technologists we have to be flexible in keeping projects on-track; we also have to be sensitive and realize that asking instructors to consider changing how they traditionally teach can present them an overwhelming prospect. On paper, project management, change management, and instructional design may look like fairly straightforward processes: Project management manages the tasks necessary to complete a project. Change management guides the people as they prepare for change, manage change, and reinforce change. Instructional design manages the design and development of an educational experience. In real life, these processes are never quite so straightforward. Additionally, we work in the higher ed environment which offers us unique challenges and opportunities for managing the tasks and people in our projects. By integrating traditional change management, project management, and instructional design models, we can adapt strategies to our academic environment. We will focus on concrete strategies to support both the tasks AND the people.

F-10B Room L3100Learning from Mistakes: Share Your Experience!Mackenzie Krzmarzick, Anoka-Ramsey Community College

Often, we reflect on our successes as educators to define our personal pedagogy and best practices. But, mistakes and weaknesses can also be valuable learning tools to help craft our teaching skills. The purpose of this session is to hear from the presenter, as well as session participants, as they share their stories about failed online/blended learning teaching experiments and experiences and provide insight for using these mistakes to improve future teaching. Bring your experience and ideas to share!

11:00 a.m.

T Plaza Welcome and Comments:

Steve Dibb, Deputy Commissioner, Minnesota Department of Education

Introduction of Speaker:

Rebecca Ropers-Huilman, Vice Provost for Faculty and Academic Affairs, University of Minnesota

Keynote Presentation: Can Online Education Make Us Better Teachers?

Dr. Marie Norman, Associate Professor, School of Medicine, University of Pittsburgh

We now have over 30 years of research on learning and cognition to draw from as educators. Yet it’s surprising how little impact learning research has had on classroom practice in higher education. Why is this the case? Is it possible that online education is better positioned than its on-site counterpart to bring learning research to bear on teaching?

In this presentation, we’ll discuss ways in which the affordances and limitations of online education can push us toward more lively, imaginative, research-based teaching practices—not just online but face-to-face as well.

We’ll talk about four powerful ways that learning research can inform teaching and examine how online education is particularly well-suited to bring this research into practice. We’ll consider examples of courses that use key learning principles and brainstorm ways to put learning research to work in our own teaching contexts.

By the end of the session, you should be able to:

• Identify insights from learning research you can leverage to create dynamic and effective courses.

• Explain why online courses are well positioned to use learning research (and why face-to-face courses can be too!).

• Identify examples of creative online courses.

• Brainstorm ways to bring learning research to bear in your own teaching, whether online or off.

Dr. Marie Norman is an associate professor at the University of Pittsburgh’s School of Medicine. Norman has taught anthropology for over 20 years and worked in faculty development for 13 years, the last three focused on online education. She is coauthor of the book How Learning Works: Seven Research-Based Principles for Smart Teaching. Closing Comments and Dismissal:

Lesley Blicker, Director of IMS Learning and Next Generation Technology, Educational Innovations, Minnesota State Colleges and Universities

12:15 p.m. Lunch

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Session G

1:45−2:45 p.m.

G-1 Room K3311Make It Meta: Modeling Blended Learning for TeachersKaren Qualey and Holly Skadsem, Bloomington Public Schools

Explore and discuss strategies for helping teachers see the benefits of anytime, anywhere learning. Seventy Bloomington Public School teachers are currently examining and practicing the pedagogies related to Blended Learning. This extensive professional learning effort aims to provide more students with control of the time, place, path and pace of their learning. Experience firsthand how the Blended Learning is being modeled for Bloomington teachers.

G-2 Room K3320Purple Ribbon Selfies: An In-Person Method for Increasing Social Engagement in an Online, On-Campus CourseBrad Hokanson, Robin Carufel, and Xinyi Wang, University of Minnesota Twin Cities

This session will present the use of physical, in-person connections as a way to enhance on-campus yet online courses. All students were given a purple ribbon at the at in-person start up sessions for an online course. Over the term, students took selfies, recording and encouraging interpersonal engagement with others wearing the purple ribbon. From this personal scavenger hunt, new friendships, connections, project teams, and study groups developed. Observations of the assignment will be presented.

G-3 Room K3360Treat It Like the War That It Is: A Realist Approach to the Future of Higher EducationSara Hurley, University of Minnesota, School of Public Health Colin McFadden, University of Minnesota Twin Cities

Whether we call them profiteers or plunderers, we’re letting people outside of public universities set the tone for debate on technology and learning. Traditional higher education plays defense or isn’t really in the game at all. We’re not like Google or Amazon, but we’re under threat from businesses that are. Colin and Sara will get real on the challenges that public higher education faces in the context of technology and learning. Drawing on their collective experience in the private and public sectors, they will talk about issues ranging from barriers to innovation and our acceptance of the status quo to the potential disasters our tuition revenues might face if we don’t take course development seriously. Our only hope is to get people who care about the “public” in our public universities to realize and act on the threats we face.

G-4 Room T3470Using Social Media to Increase Student EngagementRobin O’Callaghan and Mary Bohman, Winona State University

This session will focus on how to use social media channels to engage students inside and outside the classroom. Social media can be used to create collaborative learning opportunities, reach diverse learners, and increase social skills, content creation and assess student learning. Social media channels that will be covered in this session include Twitter, Facebook, Instagram, Blogs, Wiki, YouTube and live streaming apps like Periscope, Meerkat, Facebook Mentions and Blabs. Real classroom ideas, best practices and examples will be provided.

G-5 Room T3480Trying to Get a Square Peg into a Round Hole? The Path from F2F to Hybrid FormatVerena Van Fleet, Northwestern Health Sciences University

In this presentation, a process developed while a course was converted from F2F into hybrid (scrambled) format, will be shared and applied. Some stumbling blocks, successes, and feedback from students from a survey and course evaluations will be highlighted. At the outset, it seemed to be an overwhelmingly daunting task to package the content of a three-lecture credit course into weekly contained modules. After coming up with a systematic process, about half of the content is now taught online with chunked lectures and/or animations, while the other half is still delivered through lecture in class. The third lecture hour is usually dedicated to group work, designed to reinforce online as well as F2F content. Just recently, I learned that this format of a hybrid class, if it is not entirely flipped, is referred to as scrambled.

G-6 Room T3600Designing and Teaching with an Open TextbookPete Border and Mark Kayser, University of Minnesota Twin Cities

In the past year we redesigned two introductory college physics courses using only free and open resources. This talk will cover the challenges and opportunities in replacing a traditional textbook with an open textbook. In addition to touring the course and online resources, we will discuss designer, instructor and student experiences.

G-7 Room T3850Engaging and Sustainable Online Faculty PresentationsSusan Tade, University of Minnesota Kate Conners, Humphrey School of Public Affairs, University of Minnesota Nima Salehi, University of Minnesota Twin Cities

This presentation reviews current research on student engagement with online faculty presentations and provides recommendations on best practices for creating sustainable and scalable media within and across colleges. Concrete course examples, workflows, standards and templates will be provided.

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G-8 Room 3930Using Wordpress Web Portfolios to Demonstrate Learning from First-Year to Senior CapstoneCaroline Hilk, Valerie Chepp, and Nicole Nelson, Hamline University

This session will describe two very different uses of the free Word-Press sites as web portfolios to support student learning and reflection. Hamline University faculty are piloting the use of web portfolios on both ends of the student experience: within the first-year seminar for weekly creative activities and within a senior capstone course for demonstrating academic learning outcomes. Both courses included a significant reflection component to support students’ metacognitive development, and utilized a scaffolded approach to the technical process of developing a personalized WordPress site. The presenters will share examples of student work and describe how their collaborative approach provided an effective approach to piloting new technology to support student learning.

G-9A Room L3000

Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learning OnlineSheri Hutchinson, North Hennepin Community College Karen LaPlant, Hennepin Technical College

Have you ever wanted to know why your students may not read the materials you post online? Have you considered that students may need a little extra help with reading and writing as they are progressing through your course content? A leader in cloud-based text-to-speech technology, ReadSpeaker, is now integrated within D2L Brightspace and other LMS to provide users of the learning environment with the ability to listen to text content. This helps all learners expand their comprehension and allows for bi-model learning as well as ease of use with model access. The seamlessly integrated TTS feature requires no downloads and works on all supported devices and operating systems. Enterprise Highlighting and docReader are two different solutions available.

G-10 Room L3100Taking the Lead on the Path to Digital Access: Ways to Make a Difference on Your CampusPeter Angelos and Emily Norenberg, University of Minnesota Duluth

We all know as instructors, staff, and administrators we should be taking action to ensure that all technology—websites, course management systems, and online teaching and learning products— is accessible to individuals with disabilities. As we explore and implement digital learning environments, how are we being accountable to the reality that the technology and digital content must be made accessible to individuals with disabilities? At ground level, accessibility of technology is a matter of statutory compliance (ADA, §504, etc). Beyond that, inclusive design practices benefit everyone, including learners with disabilities while also creating a welcoming campus climate. This can feel impossibly overwhelming especially when considering federal lawsuits, ethics, and instructional design. Embedding accessibility of technology requires a shift in individual and organizational behavior. As you consider how to integrate accessibility of technology at your institution, we will share information, examples, and recommendations based on concrete assessments of our websites and learning products.

2:45 p.m. Break, Posters, and Exhibits

Skyway Level

Session H

3:00−4:00 p.m.

H-1 Room K3311Easy Formative Assessment Options For Mobile LearningChris Turnbull, Saint Paul Public Schools

Come experience quick online and app-based formative assessment and quizzing options on your iPad, Chromebook, or other mobile devices and learn how to engage your students and gauge their understanding of your lesson or class material. Session participants will learn about specific apps and online tools and how to repurpose other apps and online interactive tools to create collaborative learning opportunities that will allow you to gauge student learning on the spur of the moment or designed in advance and incorporated in a learning management system.

H-2 Room K3320Teaching in the New Millennium: Instructors as Designers of LearningChristiane Reilly, University of Minnesota Twin Cities: CCE

The design of learning simply put directly affects the development of skills, literacies, and dispositions of its learners. In the new millennium, where creativity and innovation, critical thinking and problem solving, communications and collaboration are key “Skills for the Future”, what type of learning design best supports the development of these skills and how can existing curriculum accommodate these new demands? The learning design proposed in this presentation merges an outcomes-based model of education with a design approach incorporating the principles of authentic learning. At the hand of several examples, participants will track how key outcomes become the starting point for designing authentic learning activities and assessments in which learners are not only supported in achieving specific learning goals but also key literacies for the future.

H-3 Room K3360Conquering the Forum DiscussionKimi Johnson, University of Minnesota CCE OES Kim Ballard, University of Minnesota Twin Cities

Forums are one of the most effective tools for collaborative learning in online courses for both the flipped and traditional classroom, serving as a nexus for student-to-student and student-to-instructor discussion and expansive critical thought. Forum prompts, however, remain a difficult online tool to create and assess. How can instructors create effective forums and avoid assigning boring prompts or resented busywork? This presentation will cover the tips and tricks of writing and assessing forum prompts and also guide attendees through a brief workshop for improving their current assignments. We incorporate active learning theories from a variety of scholarly sources and provide guidance for improving the attendees’ existing courses. This will be a 60 minute workshop; the first 40 minutes will be devoted to sharing resources and examples of effective forum

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prompts and assessment. The final 20 minutes will all instructors to either write a new assignment or improve an existing forum.

H-4 Room T3470Sharpen Your Webinar Facilitation SkillsKari Robideau and Karen Matthes, University of Minnesota Extension

This presentation is designed for participants to sharpen their skills in facilitating and teaching in web-based environments. The presenters will use an interactive format by presenting with a web-based tool (WebEx) to demonstrate how engagement strategies can be applied. Participants will learn about best practices and apply advanced teaching techniques to their work. Resources will be shared with participants, including a rubric for evaluating participant engagement in webinars. Note: Participants do not need to be familiar with WebEx but should have experience with teaching and/or facilitating with a web-based tool.

H-5 Room T3480Who’s Holding the Reins? Crucial Conversations about Learning AnalyticsTimothy D. Harfield and Stacey White, Blackboard

The most common reason for disappointment with any educational technology is a disconnect between expectation and reality. All too often, the reason for this disconnect is that salespeople and customers haven’t worked together to clearly understand and define goals from the outset. What kinds of questions should faculty and administrators ask before investing in learning analytics? What kinds of demands can and should they be making of educational technology partners? This interactive session will lead participants through the kinds of conversation that they should be having with vendors to ensure a successful learning analytics project and long-term partnership.

H-6 Room T3600ADA Compliance in Course Design Today and TomorrowMartin LaGrow, Ellucian

In 2015, compliance with Section 504 and 508 came to the forefront when the National Association for the Deaf sued Harvard and MIT for lack of compliance to ADA standards. Section 508 standards are also currently under revision for release in 2016. These two facts combined mean that providers of online education should be cognizant of the law and its requirements and develop a proactive plan to address them. This presentation reviews the history and examines the future of ADA compliance and what it means for online education.

H-7 Room T3850The Changing Story: Adaptations for Diverse Learning EnvironmentsLinda Buturian, University of Minnesota

Linda Buturian (UM) will present her eBook, The Changing Story, (released Jan, 2016) which she wrote for educators and community organizers, and is free and licensed with Creative Commons. Linda will highlight how The Changing Story has been adapted and integrated in learning environments and will suggest uses of both the eBook and digital storytelling for face to face, online, K−12, community and postsecondary learning environments. Linda will

also discuss her three-year collaboration with designer S. Andre and project manager T. Nechodomu (UM) in light of the needs, challenges and benefits of collaborations. During the second half of the session, Buturian will divide participants in small groups and lead them in discussions about their respective roles and how digital stories and/or The Changing Story could be integrated to further their learning objectives, which they will share with all participants.

H-8 Room T3930Tips for Teachers to Streamline Online Courses, Engage, Online Learners, and Enhance Quality Matters ApplicationsRita Rahoi-Gilchrest and Jane Foote, Winona State University

WSU faculty who have been developing and teaching online courses for several years will share their expertise in quality online course design, student friendly navigation, technology-enhanced learning, student engagement (particularly with adult online learners/returning students), and assessment. This session will focus on showing how effective course design can simultaneously enhance the process of meeting Quality Matters Standards, as well as increasing student engagement and learning. Participants will get a peek inside QM recognized courses and will receive tips and ideas on how to design a more effective online course.

H-9B Room L3000Piloting a Remote Proctoring Service — Lessons LearnedChlene Anderson and Pamela Gades, University of Minnesota Morris

The University of Minnesota, Morris (UMM) Online Learning program is piloting RPNow by Software Secure as a solution for secure student assessments in online courses. Since its inception, UMM Online Learning has asked students to identify a personal proctor for any proctored exams. This method requires coordination between the student, proctor, instructor and the online learning program to verify proctors and deliver exams. Problems faced with this method include extensive time spent locating and verifying proctors, concerns about exam integrity when delivering exams to proctors and instructors, and the possibility of dealing with late or lost exams. Additionally some institutions are only providing transfer credit for distance learning classes if the course included a proctored final. With the use of RPNow, UMM Online Learning hopes to provide the flexibility required to support online students by allowing them to test at a time and location convenient for them while maintaining the integrity of online exams by authenticating students and deterring cheating.

H-10A Room L3100Fostering Engagement and Reflection Through Social Learning Analytics: A Design-Based Research StudyBodong Chen, Yu-Hui Chang, Fan Ouyang, and Wanying Zhou, University of Minnesota

Learning is largely a social process that cannot be fully accounted by cognition of individuals. This is especially true for online learning emphasizing discussions. There is an increasing need—for both teachers and students—to monitor online discussions so as to reflect and adjust their online participation. In this presentation, we present a “social learning analytics” tool, CanvasNet, which was developed to address the need. Specifically, CanvasNet, which is connected with the Canvas learning management system, provides two types of formative feedback to students: (i) a social network visualization of

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online exchanges (i.e., replying), and (ii) an interactive word-cloud visualization highlighting salient terms in discussion, together with terms yet to be covered by the current user. We conducted a pilot study with two undergraduate online courses last fall and collected extensive data including online discussions, interviews, and student reflections. We will present preliminary findings from this study at the Summit.

H-10B Room L3100An Alternative Pathway of Learning MathTaskin Haque, Metropolitan State University

The most important thing in teaching and learning math is finding it interesting. By interviewing math-teachers and students from different grades, it is found that the use of different interactive teaching resources helps the cognitive learning of a student significantly. The project aims to collect and share the interactive and free teaching and learning math tools such as math games, videos, interactive graphical tools, worksheet, activities for solving math problems, blogs, and math teaching forums etc. These learning kits will help teachers and parents in developing lesson plans as well as will help students to be able to develop skills in mental math, fast calculation, and number-sense. Most importantly, it will bring variety in the learning method. The audience will see different techniques of teaching on the same concepts (such as multiplication) by using the above mentioned tools. They will also get a handout listing of the some of the free resources, helpful key words, and instructions on how to find and use the resources from the Internet.

4:00 p.m. Adjourn

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Bringing Together Black Digital History @UmbraSearch.orgCecily Marcus and Sarah Carlson, University of Minnesota Twin Cities, Libraries

The urgency of representing African American cultural history as fully as possible drives Umbra: Search African American History (umbrasearch.org), a free online discovery platform that aggregates and makes discoverable parts of history that heretofore have been mis/underrepresented in curriculum and education policy. Through partnerships, open data, and technology, Umbra is working against centuries of loss and erasure to expand the historical record for students, scholars, and the general public. Umbra’s digital aggregation of over 400,000 objects (manuscripts, photographs, video) identifies and brings together archival materials that otherwise can be difficult to find online. Materials from more than 500 US archives, libraries, and cultural heritage institutions are discoverable in a central search portal that points students to the home repositories’ collections. Umbra provides an opportunity for students to think critically about history—who writes it, what is deemed worthy of preservation—and is an introduction to archival research.

Competency-Based Business Certificate Program: Pioneering For MnSCUDeb McManimon, Riverland Community College

This innovation will research and pilot adapting an existing certificate program into a competency-based structure to award credit for knowledge, skills, and abilities. This approach offers multiple benefits, including allowing learners to progress at a faster pace if they gain competence, or even bypass certain modules if they have already demonstrated competence rather than following a traditional semester schedule. This also allows all learners to complete at a level of competency, instead of just completing a certain number of weeks in a course. In this innovation, all learners who complete will be competent in all course topic areas. By piloting this innovation, Riverland will identify the challenges of adapting course content for competency-based delivery, and will share that information within the MnSCU system so that other colleges and universities can develop their own competency-based programs.

Heroes in the Archives and Classroom: The Creation of a Comic Book Digital ExhibitJennifer Shaw, Minitex, University of Minnesota

This poster will describe a digital exhibit of the Borger Comic Book Collection, the process of its creation using the content authoring tool Omeka, and its potential as a teaching tool in 6−12 classrooms. The intent of the exhibit is to aid teachers who wish to use comic books as teaching aids in their classrooms and will showcase examples of themes in the comic books accompanied by text explaining those themes. The exhibit will examine social representations of five underserved populations, brief history of comic books, and an annotated bibliography of further reference materials for users who wish to expand their research. The poster will examine the process of using Omeka to create the multipage Comic Book Digital Exhibit and how educators can use it in the classroom. The poster will further discuss the process of using Omeka for other exhibits or projects designed by educators.

An Online Minor in Health Psychology: Exploring Issues of Long-Term Sustainability and Program DevelopmentCarla Bates, Esther Maruani, and Penny Nichol, University of Minnesota

UM Psychology, Twin Cities serves more than 1500 majors and has an enrollment of over 10,000 seats per academic year. In order to meet the scheduling demands of students and best utilize the instructional resources of the Department, we began investing in online resources over 10 years ago. Three years ago we developed a completely online health minor. Now, as our program matures, we are beginning to look at next steps: how to leverage our investment in online resources? How to sustain quality going forward? How to navigate a higher ed landscape that is torn between the promise of online learning and a longstanding commitment to brick-and-mortar?

Analyzing an Experienced Instructor’s Facilitation of an Online Learning Community in a Graduate-Level Online CourseFan Ouyang and Cassandra Scharber, University of Minnesota Twin Cities

In this study, we analyze an experienced online instructor’s facilitation in a graduate-level online course. Our purpose is to provide suggestions for instructors to foster a more interactive online learning community and a more engaging online learning experience for students. First we used social network analysis (SNA) to examine the formation of an online learning community. Findings indicated that 20 students and the instructor were connected by a reciprocal and interactive online learning community. The instructor played important roles as both the information diffuser and the intermediary within the community. Further, based on the Community of Inquiry (Col) framework, we used content analysis to examine this instructor’s social presence and learning presence in the online discussion forums. Findings indicated that the instructor presented high occurrences on the CoI teaching presence (ranked first among all participants) and social presence (ranked fifth among all participants) in the discussions.

Apple of My Eye: Clinical Instruction Enhanced by ‘Bug in the Eye’ TechnologyDiane Coursol, Minnesota State University, Mankato

This poster presentation will provide information about the process of implementing Apple Watches and iPads into the department of Counseling and Student Personnel Clinical Counseling Lab. This technology will provide the ability to provide direct, immediate feedback to students in their development of counseling skills. Innovative use of these technologies will be described along with their potential to enhance instruction, student learning, assessment, and ultimately the provision of counseling services.

POSTER PRESENTATIONS (IN ALPHABETICAL ORDER)

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Integrating Google Classroom to Teach Writing in TaiwanHan-Chin Liu, National Chiayi University Tzu-Chi Lin, Cheng-Cheng Elementary School, Taiwan

In our 24-week action research, we utilized Google Classroom as a teaching platform and integrated peer tutoring strategy to facilitate sixth graders’ writing in Taiwan. Students were assigned into either tutors or tutees in the researcher’s class. In Google Classroom, tutors needed to assist tutees in summarizing and writing platform. Students as tutors needed to correct tutee students’ works and give them feedback. With Google Classroom, teachers could monitor students’ learning process and evaluate students’ learning outcome. Students were found to hold a positive attitude toward using Google Classroom and their reading comprehension was improved. We would like to share our experience with those who are interested in using Google Classroom to promote effective learning.

Integrating Undergraduate Research Experiences for Nurses: An Expansion of the Wolf ProjectPaula Croonquist, Anoka Ramsey Community College

Anoka Ramsey Community College biology faculty has recently developed a collaborative and cross-curricular learning opportunity for students to acquire relevant field and laboratory research skills in an innovative and hands-on learning experience. During this experience, students work with a population of captive gray wolves at our partnering nonprofit organization, the Wildlife Science Center. Students acquire field research skills that culminate with an opportunity to capture and handle these live gray wolves and perform physical examinations, administer vaccines, and collect buccal cells, hair, scat, and/or blood specimens for further analysis. Collected specimens are then used by students to generate concrete data within the context of a novel research project that will hone the students’ laboratory molecular genetics/genomics research techniques. The overall goal is to maximize student engagement and success within the context of providing both “majors” and “nonmajors” biology students with an experience unlike anything offered anywhere else in the state, where students learn multiple skills necessary for performing valuable, authentic research at the undergraduate level with the intent of attracting more students to the STEM disciplines. Since then, the “wolf project”—which follows a PURE (Program for Undergraduate Research Experiences) model proposed by Lopatto, et al.—has been integrated in nonmajors Field Biology and majors Genetics, Microbiology, Cell Biology, and Directed Research in Biology courses. Undergraduate research has been identified as one of ten “high-impact” educational practices that promote “deep learning” by Kuh, et al., with all nine additional high-impact educational practices also achieved by fostering undergraduate research experiences. This project aims to expand this relevant and novel research experiences to a health science course: the Anatomy and Physiology II course required for ARCC nursing program. Whole blood and serum samples collected by Field Biology students will be used to emphasize the hematology unit and develop an immunology lab unit for this course while feeding immunological data on the captive wolf population back to our partner, the Wildlife Science Center.

Learn to Dose(L2D) Medication Administration SystemJoan Gonzalez and Carrie Dickson, Normandale Community College

Medication Administration Systems are a critical learning tool for all nursing students. The US Institute of Medicine reports that injuries related to drug treatment harm 1.5 million Americans each year. The cost of related injuries is $3.5 billion annually. Nurses are primarily involved in the administration of medications across settings. It is imperative that instructors have the tools necessary to adequately educate nursing students on the appropriate actions to be carried out when administering a medication. Commercial medication dispensing units were used in the past at a significant rental cost ($5,500 per year). The unit was immobile and unable to be used by more than one student at a time. It quickly became obvious that in order to meet the needs of our students we needed multiple medication dispensing units that were both mobile and cost effective. Our Learn to Dose™ (L2D) Medication Administration System became the answer. Five mobile medication dispensing units were created at a significant cost savings. The poster before you reflects that journey.

Mobile-Computing Laboratory: Testing Mobile Tech in the McLabNorb Thomes, Winona State University

Mobile computing has become mainstream. Already the go-to devices in many K−12 districts, tablets and phones are also beginning to make an educational impact in higher education. Tablets are used to redefine how data are visualized, promote collaborative work, consume and create educational materials, engage students in more interactive processes, and build 21st-century skills. There is a need, however, that emerges from this rapidly changing technology: Faculty need a place to explore new mobile-computing ideas before taking them into their classes. The intention of the Mobile-Computing Laboratory is to create a center for promoting the innovative, academic applications of mobile devices where faculty and staff systemwide can bring mobile-computing ideas for development and testing.

Online Lessons to Help Engineering Students TransitionPatrick Tebbe, Minnesota State University, Mankato; Aaron Budge, MnSCU

Students in engineering programs take a number of prerequisite courses that develop the needed skills and knowledge for later, upper division courses. Weaknesses in these prerequisites occur due to differences in transfer curriculums, instruction, and individual student performance. When there are weaknesses, the student’s performance in later courses suffers, sometimes to the point where they cannot successfully complete the major. This project seeks to improve retention and successful completion of mechanical and civil engineering degrees with a set of online corrective lessons to help at-risk students transition successfully into upper-division courses. Lessons will be developed for key prerequisites in mechanical and civil engineering, integral calculus, differential equations, statics, dynamics, and computer programming. They will be modular, customizable for individual student needs, and will provide interactive feedback to help students master concepts. This material is not intended to replace existing courses in these areas. Rather, it will help students correct specific weaknesses in terms of knowledge and skills that will be required in later courses.

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The Burn BoxDamon Laurion, Lake Superior College

The Fire Technology Program at Lake Superior College−Emergency Response Training Campus (LSC ERTC) would like to repurpose steel shipping containers as low-cost fire training burn structures. LSC ERTC has classroom space, fire apparatus, and personal protective equipment available for training but we lack on-site facilities and fire props that allow us to conduct consistent effective hands-on training. Hands-on training is critical for the instruction of fire suppression and core emergency response activities. The Fire Technology Program currently relies on acquired structures (donated houses or mobile homes) in order to meet our instructional objectives. These structures are off-site, need quite a lot of prep work and require environmental permitting to be suitable for use. The LSC Fire Tech Program would like to assemble steel shipping containers that we currently have to build a durable training structure here on our campus for the purpose of hands-on instruction. These containers are rigid, cheap, and durable enough to withstand the rigors of live fire suppression training and continuous water spraying. We will be able to stack the containers to create a two-story building for emergency response training. These containers can be moved and are not a permanent structure. Unlike the donated houses or mobile homes, the shipping containers would allow us to engage the students in repetitive hands-on training within a much safer and cost-effective environment.

Using Google for Group WorkElizabeth Hill and Brian Gute, University of Minnesota Duluth

Felder’s learning style inventory, and the online CATME.org group formation tool processes will be presented prior to engaging the audience in a practice session using Google tools for teaching and learning. This work is the culmination of a scientist and an engineer working collaboratively throughout the course of a yearlong community of practice. Their experience using Google to facilitate active learning both in and outside of the classroom will be presented. Prof. Brian Gute, a chemistry professor, developed activity templates and surveys using Google Docs and Google Forms to enable students in a flipped chemistry class to engage in group problem solving and provide direct feedback on the course. Prof. Elizabeth Hill took an alternate approach to the same tools, using them primarily as means of asynchronous communication with both her freshman- and senior-level students’ project management and homework assignments.

Welcome to the Agency Again: Watering the Seed of Game-Based Learning with Technological Know-HowMichael Kuhne and Gill Creel, Minneapolis Community and Technical College

This project is designed to add a little sexiness to a game-based first-year online college writing course. The course itself is designed as a role-playing game in which students are working to join a shadowy organization known as the Agency which uses communication and research skills to fight evil on the Internet while being forced to protect itself from the attacks of its evil nemesis, code-named Nemo. Because the game is built entirely in D2L, initial iterations lacked a certain graphic flair and the clear guidance mechanisms—such as a progress bar—expected in game environments. Using MnSCU Shark Tank funds, this projects aims to add a bit of the missing shama-lama to the current ding-dong.

Publishing Amazing Interactive Books with iBooks AuthorChris Turnbull, Saint Paul Public Schools

Looking for creative ways to create a textbook tailored for your students’ needs or with up-to-date information to supplement your textbook, to distribute in your classroom or school, to make available through your learning management system, or even to publish commercially or to share globally? iBooks Author is the answer! Come learn how to create interactive books with this amazing easy-to-use Mac software and widgets that make creating an eye-catching, engaging, interactive book as easy as 1-2-3.

QR4U: Using Gamification to Support Retention and Completion RatesMegan Heiman, Vermilion Community College

QR4U is an “application” (method, not software) that uses elements of gamification (points, quests, levels, progression, awards, badges), existing technologies (D2L tools, D2L data, OneDrive), and QR codes in innovative ways that allow students to track their overall progress, get motivated, and advance their holistic development as learners. During the period of this pilot project (Fall 2016), students enrolled in two levels of developmental English classes (ENGL 91, ENGL 92) and the first sequence of freshman- level college English classes (ENGL 1511) will participate. This project provides opportunities for 1) high engagement activities; 2) actions that form good study/learning habits — and overall healthful habits in general; and 3) socialization/connection with peers and faculty & staff, which may lead to higher rates of completion and retention. The high potential for improved learning is evident by numerous research that supports that, in addition to being engaging and fun, gamification can lead to behavioral changes and skills development. High potential for improved learning is also evident by numerous research that suggests that initiatives that praise/reward the process of learning (not the product, often a grade) and effort (not ability) result in students who work harder and longer and enjoy learning.

Showcasing Authentic Learning Through Digital Badges: An Exploration of Two Undergraduate Student Employee Development ProgramsJennifer Englund and Rebecca George-Burrs, University of Minnesota

The use of digital badges is gradually moving from the conceptual to the implementation stages across educational, training, and community outreach programs. Is this concept just another “flash in the pan,” or is there some sort of lasting strategic value to creating and issuing digital badges to our learners? During this session, two different approaches to developing a digital badges program for undergraduate student employees at the University of Minnesota will be showcased. The presenters will provide the background context for developing a badges program, show some of the benefits to issuing digital badges, and cover the steps taken to implement the badges program. In addition, the presenters will walk through snapshots of the implementation process, address some of the basic steps they took to integrate existing curriculum with a badge system and describe the organizational complexities that arose when issuing digital badges for learning. Future evaluation plans for each of the digital badges programs will also be discussed.

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What Are You Learning During Lunch Today? A Program Model for Developing a Brown Bag Webinar SeriesKari Robideau, University of Minnesota Extension

Research has demonstrated that webinar-based learning is a tool that can be used to effectively and efficiently reach adult learners. This program showcase outlines a model for delivering content about youth development practices through a series of webinars that take place over the lunch hour, 4–6 times per year. In 2010, the Youth Development Brown Bag Webinar Series was developed in collaboration between NDSU and U of M Centers for Youth Development to achieve three outcomes: 1) provide an opportunity for Extension staff to increase skills to teach in online environments, 2) offer a platform for staff to showcase their work, and 3) eliminate factors that prevent youth practitioners from participating in professional development, including time, money, and geography. Although the primary audience is North Dakota and Minnesota 4-H staff, other youth workers, and volunteers who work with youth, this series now attracts a national audience. Participants will receive an overview of the program model, supporting materials that prepare staff to teach, engagement strategies for keeping participant attention, six years of evaluation data and lessons learned that may foster implementation in their program area/organization. Clips from past webinars will be shown to demonstrate engagement strategies and showcase the program model.

Why Small Purposeful Interventions are Important!Henry May, St. Cloud State University

St. Cloud State University has a wealth of information about our students and what factors lead to success or failure. We, like many higher education institutions, employ this information for a variety of management purposes that direct our efforts to provide students with a great experience and strong personal success. We employ an expert model with our data—that is to say “Experts”, administrators, and others view and use the data on behalf of the students to improve their experience. We believe that to be successful we need to begin to involve students more directly by allowing them to use data we have about them and act on that data on their own behalf. The best approach to involving students in this way is to provide a number of “nudges” with information about their activity and performance. When they get a good test score, we congratulate them on a job well done. When the student needs to register for the next term, we remind them it is time to do so. When they take a survey, we follow up with them about what they have shared with us. And, we add a “help” button such that they are able to easily reach someone to quickly answer questions or provide assistance when and where they need it—they should not be required to schedule an appointment and wait for help. We need to be more immediately responsive to their needs. We have identified about 20 contact opportunities for our students in the first semester alone and believe that these small contacts or nudges can be helpful. National data suggests that less than .1 grade point at the end of the second semester differentiates students who ultimately succeed with a degree from those who eventually drop out without completing their program of study. Nudges can help students maintain a higher GPA and succeed! We don’t expect students to respond to 20 or more contacts in a semester. However, in aggregate we hope to create an environment where they know how to get help when and where they need it, and we anticipate that students will actually take advantage of the assistance available to them.

© 2016 Regents of the University of Minnesota. All rights reserved. CFS Minnesota eLearning Summit Conf 2016 - Conference Booklet 7.15.16

Disability accommodations will be provided upon request. This publication is available in alternative formats. Please call 612-624-3708. The University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression.

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