conference program - learning contexts, llc

academy of model aeronautics • adler school of professional psychology aquinas college • armstrong international • augustana college • aurora university

birmingham-southern college • black river memorial hospital blufton university • chicago state university • clark university

college for creative studies • college of dupage • college of lake countyconcordia university chicago • conerstone university • dearborn public schools defiance college • deltak • depaul university • depauw university • digital ignite

earlham college • eastern mennonite university • elmhurst college • goshen college governors state university • greenbay area public school district • harper collegehighland community college • hertzler systems inc. • hinsdale central high school

idaho state university • illinois central college • illinois institute of technlogy indiana technical college • indiana university purdue university - fort wayne

indiana state university • ingham intermediate school district • iowa public television ivy tech community college • joliet junior college • kalamazoo college

kendall college • lake forest college • loyola university chicago loyola university medical center • milliken university • mississippi college

moody bible institute • moraine valley community college • morningside college naperville community school district 203 • national louis university

north park university • northern illinois university northern kentucky university • northwestern michigan college

northwestern university • oakland community college • olivet nazarene university robert morris university • roosevelt university • rush university

st. anne community high school • st. charles community school district 303scott county school district 2 • the john marshall law school • the joint commission

triton college • university of chicago graham school • university of illinois university of illinois chicago • university of illinois chicago - college of dentistry

university of wisconsin madison • walsh college • wheaton collegewestern kentucky university • wisconsin center for academically talented youth

Conference Program• Date: October 9 - 11, 2013• Hosted by: Northern Illinois University Naperville Campus

2013 SLATE & Midwest Moodle Moot ConferencesPartnering together to bring you best practices in academic technologies

welcome

Thank you for joining us for the 11th Annual SLATE Conference and Midwest Moodle Moot, being hosted by Northern Illinois University at their regional cam-pus and conference center in Naperville, IL.

How exciting it is to see a group of such leading institutions and respected indi-viduals come together to share best practices and chart the course of e-Learn-ing. Over the past eleven-years almost 3000 individuals and over 200 different institutions and organizations from the Midwest, across the country, and around the world have attended the SLATE Conference. Reaching across boundar-ies and opening borders is one the ideals that has contributed to the success of SLATE and its members. And this year is no exception as we have partnered with the Midwest Moodle Moot to bring you an even more exciting and diverse conference program. A user community is important in so many ways to both in-dividual growth and institutional awareness. Through this established community of practice we have a chance to share, learn, question, challenge and engage with each other in meaningful and informative ways.

Whether you are here for the first time or have come many times before, we hope the next three days are engaging and informative as we look forward to a great exchange of ideas and experiences with friends and colleagues alike.

Enjoy.

The SLATE Board

• MOODLE INSTRUCTIONAL DESIGN PRINCIPLES Presenter: eClass4Learning room119

In this workshop you will learn tips and tricks for making your Moodle Courses look more professional. The course contains both asynchronous activities and live webinars to interact with consultants and ask questions. Model courses will also be shared. ThisisaBYOC(BringYourOwnComputer)workshop.Anotebookcomputerispreferabletoatabletcomputer.

• FLIPPED LEARNING WITH MOODLEPresenter: eClass4Learning room121

In this workshop, participants will learn about the educational research behind flipped learning. Instructors will share best practices and practical examples. Instructors will also share how-tos such as how to effectively use your interactive whiteboard to create content and other technology tools such as Moodle, Screenr, Screen-o-matic, Snag-it, and Camtasia. ThisisaBYOC(BringYourOwnCom-puter)workshop.Anotebookcomputerispreferabletoatabletcomputer.

• ASSESSMENT AND DIFFERENTIATION OPTIONS IN MOODLEPresenter: eClass4Learning room131

In this workshop we will walk you through some of the advanced features of Moodle such as quiz options, conditionals, Moodle Workshop, and course completion. You will learn how Moodle can be used to improve assessment, differentiation, and make personal-ized learning possible. ThisisaBYOC(BringYourOwnComputer)workshop.Anotebookcomputerispreferabletoatabletcomputer.

• MIDWEST MOODLE MOOT WELCOME & OPENING REMARKS AUDITORIUM

• ONCE UPON A TIME IN THE OUTBACK... LIVE WEB CONFERENCEPresenter: MaryCooch-MoodleHQ Auditorium

Most ‘Moodlers’ know about Moodle founder Martin Dougiamas and that Moodle headquarters are located in Perth, Australia. But few know the ‘back end’ story of Moodle. In this virtual presentation, Mary Cooch, the Moodle HQ Documentation Fairy, will lead us on an exciting tour through Moodle history that begins with a young lad in the Australian Outback and ends in Perth with twists, turns, romance, intrigue and international connections.

• HELPFUL MOODLEPresenter: PaulaClough-ClarkeUniversity room119

Take a trip through the helpful side of Moodle, cruising through Moodle.org to the ports of Documentation, Help Forums and Enrollable and Shared Courses and Content. Side trips to the Moodle job and book sites will also be featured. If you are a newbie or an old hand at Moodle, you will find points of interest you haven’t seen before.

• WCATY - BLENDED LEARNING FOR MIDDLE LEVEL STUDENTS USING MOODLEPresenter: PeterBoettcher-UniversityofWisconsinMadison room121

Blended learning is the wave of the future in education. The Wisconsin Center for Academically Talented Youth (WCATY) was created as an innovative blended learning Academy for gifted students in Wisconsin. This workshop will focus on how WCATY was developed, the application to other educational online ventures and the process used to create and implement challenging courses for students using common core standards. This includes looking at our design scheme using gaming and storytelling to engage students.

• TURBOCHARGING MOODLE: OPTIMIZING YOUR MOODLE FOR MAXIMUM LEARNING!Presenter: JeremyHajek-IllinoisInstituteofTechnology room131 JosephLiaw,HinsdaleCentralHighSchool Harnessing and leveraging open source LMS platforms like Moodle are key operations to effectively transform and individualize our classrooms of the 21st century, and having a finely tuned Moodle server configuration is essential to optimize the end user experience. Learn from our experiences (and mistakes!) in running several virtualized sandboxes and production Moodle pilot servers, and in opti-mizing & customizing Moodle performance. We will explore tweaks on the server side such as using PHP accelerators, alternative web and database servers, and optimizing PHP settings, as well as configuration of the user/site admin side. We will also explore maximiz-ing the user experience by delivering video in mobile-friendly HTML5 formats, using jQuery sliders to visually engage your learners, and we will discuss essential plugins and mods that enable your instructors to maximize student learning.

• A DOORSTEP TO ONLINE TEACHING, THE ONLINE CERTIFICATION TRAINING (OCT) Presenter: MiguelFernandez&MichaelSukowski-ChicagoStateUniversity room164

One of the roles of the Center for Teaching and Research Excellence (CTRE) at Chicago State University is to provide training to faculty. Under the direction of the Distance Education Committee (DEC), the CTRE developed in 2011 a training program to prepare faculty to teach online using Moodle. This Online Certification Training (OCT) is an eight-week training program that prepares faculty to teach online and helps instructors understand what online learning is, how to prepare their course content for an online environment, and what the best practices are for online course development and teaching.

• ENGAGING ASSIGNMENT OPTIONS IN MOODLEPresenter: SarahCecire-BlufftonUniversity room167

In this session, participants will explore the various options within Moodle to create assignments that engage students in both online and blended courses. Ideas include using the wiki tool both for collaborative assignments and as an individual portfolio tool; journaling with the online text tool; using the quiz tool to “flip” the classroom and to create a variety of Web based assignments. The presenter will show examples from her own teaching at both undergraduate and graduate levels.

best practices emerging technologies faculty support general

WEDNESDAYOCTOBER 9

WELCOME TO THE MIDWEST MOODLE MOOT

9:00AM-12:00PM

PRE-CONFERENCEWORKSHOPOPTIONS

ADDITIONAL REGISTRATION IS

REQUIRED

12:45PM-1:00PM

1:00PM-2:00PM

2:10PM-3:00PM

• UNIVERSAL DESIGN WOES? MOODLE CAN HELP! Presenter: AllysonDickie-NorthParkUniversity room119

Scrutiny from the federal government regarding student accessibility to course materials in digital learning environments is intensifying. The universal design approach to course design can help instructors work toward ADA compliance in eLearning spaces. The three ma-jor principles of universal design are Multiple Means of Representation, Multiple Means of Action and Expression, and Multiple Means of Engagement. This session will demonstrate how effective use of Moodle can help instructors overcome the challenges of applying universal design principles for electronic delivery and facilitation with examples of both a well-designed course and a poorly designed course from a UDL perspective.

• USING ESSENTIAL QUESTIONS AND BACKWARD DESIGN TO ENSURE RIGOR AND RELEVANCE IN ON-LINE INSTRUCTIONPresenter: BarbSchons-MorningsideCollege room121

Using Essential Questions and Backward design to plan online courses ensures that we avoid the pitfall of designing courses that move from gathering information for the purpose of “finishing the class” to organizing information into useful and coherent informational patterns, to applying information to real questions and problems and, in the process, creating knowledge, to developing wisdom. Online courses can easily fall into the pitfall of “organizing information”. But if the designers use essential questions and backward design, they can ensure that the students engage in activities that require them to make meaning from the information they have gathered.

• WIKIS IN THE CLASSROOMPresenter: MichaelVillanueva,KellyPotteiger,LeeStrickland&AnneVazquez-NorthParkUniversity room131

A wiki is a powerful tool to use for collaborative work. We will share our real world experiences with using wikis in the classroom. From small group projects to entire class projects, did wikis work for us? We will also discuss other options considered before using wikis and if we will continue using wikis moving forward. We specifically used the Learning Objects Campus Pack wiki.

• MOODLE COMMUNITY MAGICAL MYSTERY TOUR... LIVE WEB CONFERENCEPresenter: HelenFoster-MoodleHQ Auditorium

Have you ever wondered where to find Moodle course content for free? Where to report stuff that bugs you about Moodle? How to obtain Moodle help at midnight? Where to go to explore new features of Moodle? How to have YOUR say in Moodle development? Join Helen for a Moodle Community site-seeing tour that will provide answers to these questions and more.


WEDNESDAYOCTOBER 93:10PM-4:00PM

VENDOR AREA OPEN 10:00AM - 5:00PM

• A COMPLETELY ONLINE STUDENT ORIENTATION USING MOODLEPresenter: MichaelVillanueva&CatherineHoworth-NorthParkUniversity room119

Moodle has all the tools necessary to conduct a student orientation completely online. We will share with you some best practices and Moodle features to ensure a relatively pleasant experience and that the students will be oriented to Moodle and your institution. Some features that will be covered: Completion Tracking, Lessons, SmarterMeasure Assessment with LTI integration and forums.

• RUBRICS IN MOODLE - CRITERION-REFERENCED ASSESSMENTPresenter: RandyStamm-IdahoStateUniversity room121

This presentation will focus on the Moodle rubrics function, an advanced grading method, to apply criterion specific outcomes when assessing student activities. Discover how to design, develop, implement, modify, and reuse rubrics in Moodle.

• MOODLE + JQUERY = MAGIC Presenter: TomPetz-WalshCollege room131

Moodle introduced official support for the popular jQuery library in version 2.5. This presentation will show various ways in which Walsh College has put jQuery and Moodle together to deliver a better experience for students and faculty. Best practices and lessons learned will be discussed throughout the presentation.

• SHOW ME YOUR BADGE!Presenter: FloydSaner-LearningContexts,LLC room164

Moodle 2.5 supports Mozilla Open Badges. In this presentation you will learn about Open Badges, how they can be used for recogni-tion of achievement, how to create badges in Moodle, and how to publicly display badges. Each person who attends this presentation will be able to receive an attendance badge!

• MOODLE AS HUB: BUILDING AN ED-TECH ECOSYSTEM AT EMUPresenter: BrianGumm-EasternMennoniteUniversity room167

This presentation will explore a process undertaken at Eastern Mennonite University to build ed-tech and digital pedagogy capacity across its graduate and undergraduate programs, online and on-campus courses, and inter-institutional collaborative projects. This includes the creation of an “ed-tech ecosystem” diagram with Moodle as the hub to which other learning technologies adjoin. The orga-nizational approach of this initiative will also be explored, with an emphasis on attempts to bring about change in embedded cultures of organizational models and pedagogical approaches. Also explored will be longer-term strategic proposals designed to help change take root and grow.


WEDNESDAYOCTOBER 94:10PM-5:00PM

VISIT DOWNTOWNNAPERVILLE.COM

• BREAKFAST MAIN HALL

• SLATE WELCOME & OPENING REMARKS MAIN HALL

• DEVELOPING GLOBAL CITIZENS: USING TECHNOLOGY TO ENGAGE STUDENTS WITH THE WORLD MAIN HALLPresenter: KimberlyLawless,Ph.D.,UniversityofIllinois-Chicago

We continue to ask the folowing questions - and search to come up with the answers;

• What is it that your students want and need from their education? • Which technologies will help them progress toward their goals?

This presentation will look at who our students are, how they see the world, and how they want to engage with learning technologies to prepare themselves as global citizens in the 21st century.

**********

Kimberly Lawless is a faculty affiliate with Learning Sciences, and a professor and chairwoman of the Department of Educational Psychology at UIC’s College of Education.

Lawless researches the effectiveness of technology-mediated learning environments for interdisciplin-ary learning in science, social studies and writing. She writes and publishes widely on educational technology, instructional science and reading. Lawless serves on the editorial review boards for several professional journals, including Instructional Science, Reading Research Quarterly and Contemporary Educational Psychology, among others.

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THURSDAYOCTOBER 10

WELCOME TO THE 2013 SLATE CONFERENCE

7:30AM-8:45AM

8:45AM-9:00AM

9:00AM-10:00AMKEYNOTE

• PILOTS ARE A THING OF THE PAST: CREATING AN UPGRADE PROJECT PLANPresenter: ShawnBrewer,WesternKentuckyUniversity room119

Western Kentucky University used to conduct pilot projects with faculty to prepare for Blackboard upgrades. Our experiences were less that productive, as pilot participants were unreliable in using all features and reporting issues. Our Blackboard support team began developing project plans and stopped conducting pilots several years ago. Our project plans include lists of individual tasks designed to test all facets of the Blackboard user experience. This allows us to identify and resolve issues with much greater success than we ever experienced conducting pilots. In this session, I will discuss details of our project plan, including the full life-cycle of the project, all stakeholders involved in the testing and the list of items we test.

• RIGHTS, WRONGS, ETHICS, AND LIABILITIESPresenter: MichaelPrais-UniversityofIllinoisChicago room121

Copyrights are one of several legislated rights that create real liabilities for information and instructional technology professionals. Oth-ers include rights to privacy, reputation, agreed upon consequences, freedom of speech, and freedom from obscenity. What’s a person to do? This presentation will describe each of these rights and the “”wrongs”” that put us and our clients at risk of liability in a context of practical, ethical behavior.

• COLLABORATING IN THE CLOUD: USING BLACKBOARD XPLOR TO BRIDGE THE LMS GAP BETWEEN MOODLE AND BLACKBOARD LEARNPresenter: BrentMundy-Blackboard room131

Blackboard xpLor is a cloud-based, global learning object repository for authoring, copyright, sharing, and discovery of rich educational materials and open educational resources. It is built on open standards and is designed to support rich learning objects such as as-signments, assessments, and discussions, as well as traditional content types. Learning objects can be shared beyond the confines of a single LMS environment, and shared objects will work in any supported system without alteration. Come see how xpLor works with Moodle and Blackboard Learn.

• PREPARING FACULTY TO TEACH ONLINE: SEVERAL APPROACHES, SIMILAR GOALModerator: MikeSukowski,ChicagoStateUniversity room162Panelists: CherylBoncoure,KendallCollege JamesKowalski,ChicagoStateUniversity CarolScheindenhelm,LoyolaUnversityChicago

Discuss how institutions prepare faculty to teach online, share best practices, ideas, survey data, etc.

• DESIGNING AND DEVELOPING A MOOC: LESSONS FROM EXPERIENCEPresenter: StephanieRichter,JasonRhode,TracyMiller-NorthernIllinoisUniversity Room164

Few current educational technology innovations have received the attention of Massive Open Online Courses (MOOCs). However, most of the discourse is philosophical and hypothetical. So how does designing and delivering a MOOC actually work? This fall, NIU offered its first MOOC titled “Perspectives on Disability.” In this session, we will share the unique collaborative process we followed to design and develop the MOOC, including recommendations for other institutions beginning their MOOC journey. We will also discuss how we worked with Blackboard CourseSites to deliver the course.

• UNIVERSAL DESIGN FOR ONLINE LEARNING - PARTONEPresenter: HadiRangin&MarcThompson-UniversityofIllinoisUrbana-Champaign room167 ChristopherDobson,HarperCollege

Universal design seeks to make online learning equitable, flexible, and accessible for all types of learners. In this hands-on training workshop you will discover how principles of Universal Design can help you create course content that can be accessed and used by anyone, including people with disabilities. By the end of this workshop, you will have a good understanding of universal design principles for online learning, potential accessibility/usability issues that need to be considered in course design, and how to create more accessible/usable course content. This hands-on training workshop will focus on accessibility of web-based content, as well as Microsoft Word, PowerPoint, and Adobe PDF. Accessibility of multimedia content will be considered briefly without delving deeply into it.

In order to participate in this half-a-day workshop you need to bring your laptop.For this workshop familiarity with an HTML authoring tool is desired but not required. It is also expected that participants have basic familiarity with Microsoft Word and PowerPoint and Adobe PDF applications.

Notethatan8-weeklongcourseunderthesametitleisofferedattheIllinoisOnlineNetworktaughtbythesamepresenters.PartTwoisacontinuationandwillbepresentedrightafterlunch.


THURSDAYOCTOBER 10 10:10AM-11:00AM

10:30AM-12:00PM


• WHO’S ON FIRST? THE IMPORTANCE OF CROSS-DIVISIONAL COMMUNICATION IN SUPPORTING BLACKBOARD LEARN Presenter: LisaDyrda&DonnaParks-MoraineValleyCommunityCollege room119

In this session, the Moraine Valley Community College Blackboard team will discuss how they collaborate to best implement and introduce new features and “enhancements” in Blackboard Learn, address issues/concerns, and communicate with faculty, staff, and student stakeholders.

• CREATE ONCE, USE ANYWHERE - CONTENT IN THE CLOUDPresenter: DavidEvans-SoftChalk room121

Create engaging, interactive, online learning content and deliver through any learning management system, on any device, using SoftChalk Cloud. Learn how SoftChalk Cloud is leading the revolution that is enabling educators to create and transform their own learning materials into engaging, interactive learning experiences for students. See how easy it is to use SoftChalk’s 25 interactive activity templates, to create interactive learning content that is also modular, portable, and interoperable. Efficiently manage and track student results as well as share content and collaborate with colleagues – all from the Cloud. In this presentation, I will discuss the importance of the Cloud as it applies to digital learning content – how it differs from digital learning content of the past, and the “how” and “why” of transitioning to Cloud-based learning content

• WHY JOHNNY CAN’T BEHAVE... AND WHAT YOU CAN DO ABOUT ITPresenter:PhilDeardorff,ScottCountySchoolDistrict2 room131

Is Johnny’s behavior taking up your valuable teaching time? Let me introduce you to theories that will help you understand low level behaviors and their impact on children. Learn techniques of a simple classroom management system that will help you deal with minor problems so that they don’t become major. Discover how you can lead students to take personal responsibility for their own behavior.

• EENY, MEENY, MINY, MOE: WITH WHICH LMS SHOULD I GO?Moderator: MichaelVillanueva,NorthParkUniversity room162Panelists: TerryMoy&SarahDysart,LoyolaUniversityChicago MichaelPrais,UniversityofIllinoisatChicago CatherineHoworth,NorthParkUniversity SonjaStrahl,NationalLouisUniversity

Over the years, SLATE has become a melting pot of Learning Management Systems. Come and join this candid panel as we share what we like and what we don’t like about the LMS at our institutions. We will demonstrate the layout and core features of Blackboard (UIC), Desire2Learn (National Louis), Moodle (North Park) and Sakai (Loyola).

• IMPLEMENTING LEARNING COMMUNITIES IN A COLLABORATIVE ONLINE ENVIRONMENT Presenter: SarahCapps&DollyLemke-Deltak room164

Developing a successful online community involves implementing a variety of interactive tools and techniques that foster connections inside and outside of the online classroom. The theoretical framework Community of Inquiry supports the need for an online community. This framework includes three interdependent components: teaching presence, cognitive presence, and social presence. Online communities seek to fulfill the social presence that is necessary to produce an environment where students can engage socially and academically online. These students also need a place to interact with faculty, staff, and the school as a whole. To meet this need, we have launched several student-centered groups using Mahara, the Engage-integrated e-portfolio manager system. Within these groups, the student experience is enhanced through the use of videos, documents, RSS feeds, and interactive forums that engage and connect students online. These groups have allowed students to create meaningful relationships, connections, and a networking platform that they can apply to their personal and professional lives.

• THE PAST, PRESENT, AND FUTURE OF MULTIMEDIA AT THE ADLER SCHOOLPresenter: WilliamGutierrez-AdlerSchoolofProfessionalPsychology room164

Over the past year a radical change to online learning and teaching has begun at the Adler School. Course design at the school previ-ously focused solely on readings and discussion forums with limited or no multimedia component in the educational process. Utilizing multimedia in online and blended courses has vastly improved retention and engagement at the Adler School of Professional Psychol-ogy. Learn how The Adler School has used multimedia in the past, how the school currently uses multimedia, and see what is in store for the future.

• LUNCH MAIN HALL

LUNCH 12:00PM - 1:00PM


THURSDAYOCTOBER 10 11:10AM-12:00PM

11:10AM-11:30AM

11:40AM-12:00PM

12:00PM-1:00PM

• REASONS TO RETHINK YOUR ONLINE COURSE UIPresenter: JoshLund-DePaulUniversity room119

Today’s technology provides us with a tremendous variety of options, bells and whistles to use in teaching our online courses. How-ever, the old adage can still prove true that “just because you can does not mean that you should,” as student confusion occasionally runs rampant in online courses. Are we making things tougher for ourselves (and thus our students) without realizing we’re doing it?

This presentation examines the importance of evaluating the user interface (UI) of the online course and encourages a play testing approach to evaluating a course’s UI. Common pitfalls are explored that may steal valuable teaching and learning time from the class, and strategies to help overcome these problems from the outset are discussed. Supporting data is taken from online faculty training seminars and feedback given to the instructional technology department of a large, urban, Midwestern university over the past five years.

• FOCUSING THE COURSE DESIGN PROCESS ON ALIGNMENTPresenter: SarahFornero,ColleenFleming,WilliamGutierrez& ElleTivine-AdlerSchoolofProfessionalPsychology room121

Adler’s Online Instructional Design Team has developed a process for working with content experts to design high quality online courses. The focus of the entire design process revolves around alignment between learning objectives, content, and assessments. The team will share with participants the evolution of their course design process and the reasoning behind the choices that were made. Then the team will take attendees through the course design process from start to finish.

• ASSESSMENT BEST PRACTICEModerator: MikeSukowski-ChicagoStateUniversity room131Panelists: AshleyKehoe&ShannonMilligan-LoyolaUniversityChicago T.BernardRowan-ChicagoStateUniversity CatherineStark-RobertMorrisUniversity JenniferSweet-DePaulUniversity In this session we will be discussing what is in place and working as best practice at each institution: Chicago State University, DePaul University, Loyola University, and Robert Morris University.

• MANAGING CHANGE: IMPLEMENTATION STRATEGIES FOR CHANGING LMS’sPresenter: CarolScheidenhelm&BruceMontes-LoyolaUniversityChicago room162 Moving an entire campus community from one learning management system to another is a challenging and traumatic event. But the change can be managed in a way that reduces anxiety and stress on both the user and support sides. In this session, we will discuss the strategies put in place by Loyola University Chicago as we migrated from one LMS to another in just six months. We will present some strategies and encourage questions and dialogue.

• GOT ENGAGEMENT?Presenter: StaceyZurek,LoyolaUniversityChicago room164

This session outlines the progression of transforming online courses within the School of Nursing at Loyola University Chicago to include more interactive and engaging content and to adhere to best practices in online instruction. The presentation will cover strate-gies for faculty development in the area of online learning, ideas for creating online courses that engage students and solutions for developing consistency in course design across a fully online academic program.

• UNIVERSAL DESIGN FOR ONLINE LEARNING - PARTTWOPresenter: HadiRangin&MarcThompson-UniversityofIllinoisUrbana-Champaign room167 ChristopherDobson,HarperCollege

Universal design seeks to make online learning equitable, flexible, and accessible for all types of learners. In this hands-on training workshop you will discover how principles of Universal Design can help you create course content that can be accessed and used by anyone, including people with disabilities. By the end of this workshop, you will have a good understanding of universal design prin-ciples for online learning, potential accessibility/usability issues that need to be considered in course design, and how to create more accessible/usable course content. This hands-on training workshop will focus on accessibility of web-based content, as well as Micro-soft Word, PowerPoint, and Adobe PDF. Accessibility of multimedia content will be considered briefly without delving deeply into it.

In order to participate in this half-a-day workshop you need to bring your laptop.For this workshop familiarity with an HTML authoring tool is desired but not required. It is also expected that participants have basic familiarity with Microsoft Word and PowerPoint and Adobe PDF applications.

Notethatan8-weeklongcourseunderthesametitleisofferedattheIllinoisOnlineNetworktaughtbythesamepresenters.PartTwoisacontinuationofthesessionpresentedrightbeforelunch.

1:10PM-2:00PM

1:30PM-3:00PM


THURSDAYOCTOBER 10


• WHAT TO CONSIDER WHEN INTEGRATING MULTIMEDIA FOR ONLINE INSTRUCTIONPresenter: DanielCabrera,NorthernIllinoisUniversity room119

A multimedia presence is an increasingly common occurrence in many areas of society, including higher education. Thoughtful reflec-tion of how multimedia can be appropriately applied to online instructional materials may enhance its effectiveness. In this session, we will discuss factors to consider when designing learning activities that incorporate multimedia content. Examples of best practices will be presented. Participants are invited to bring their suggestions and join in a conversation about incorporating multimedia in online learning.

• OH, NO! ANOTHER MOODLE UPDATE. WHAT SHOULD I DO?Presenter: FloydSaner-LearningContext,LLC room121

Moodle has an aggressive development strategy and releases new features and updates quite frequently. This session will provide information about how frequently updates are issued, where to find information about updates, and guidance on making decisions about when to update.

• GENIUS HOUR: TIME IN THE LITERACY CLASSROOMPresenter: MaggieVonck&NancieBrennan-GreenBayAreaPublicSchoolDistrict room131

Genius Hour is based on Google’s 80/20 Innovation Model. The ITO (Innovation Time Out) policy encourages Google employees to spend 80% of their time on core projects, and roughly 20% (or one day per week) on activities that speak to their personal interests and passions. These activities keep employees challenged and engaged in ways that keep them learning and growing. As a result, 50% of all Google’s products from 2009 originated from the 20% free time. Great ideas are born from one’s passions.

Come learn how a weekly Genius Hour in your classroom can follow this same philosophy. For one hour a week students can research topics of interest to them. This is not ‘free time.’ Students need to develop a question of inquiry, conduct in-depth research, and report out on their findings. Students are also guided through note-taking techniques, finding credible resources, and creating their ‘plan of action’. Come learn how this can be done in your classroom.

• SIS INTEGRATION: A UNIQUE SOLUTION - OR, WITH GREAT POWER COMES GREAT RESPONSIBILITYPresenter: ShawnBrewer-WesternKentuckyUniversity room162

Western Kentucky University developed an in-house SIS/Blackboard integration over 10 years ago. Though there have been changes over the years, the same basic concept is still being used. Instructors are provided access to a web application that allows them to choose what course sites to create and how to populate their course sections into Blackboard. Their choices are limited based on their teaching assignments in our Banner SIS system. In this session, I’ll discuss how these tools work and how we restrict access to only instructors who have completed the required training.

USING BLACKBOARD FOR ENGAGING AND COMMUNICATING WITH STUDENTS: BEST PRACTICES FROM AN EXEMPLARY COURSE WINNERPresenter: CaitlinA.Frano-NorthwesternUniversity Auditorium SherynAnthes-Blackboard,Inc.

The purpose of all learning management systems is to all instructors and students to engage, interact, and communicate around a com-mon topic. Instructors want to create a community of learning and inquiry and many worry that technology cannot support this desire. In addition, given there are only 24 hours in a day and not one minute more, instructors want proven techniques to help build and foster a positive learning community and clear communication. This presentation will focus on the techniques and tips used by Northwestern University School of Continuing Studies in their online and hybrid courses that enabled them to earn a Blackboard Exemplary Course Award this year. You will also hear about Blackboard’s Exemplary Course program, and how you can submit your course into the 2014 Program.

• MOOC DESIGN FROM A STUDENT PERSPECTIVE Moderator: StephanieRichter-NorthernIllinoisUniversity room164Panelist: AnnaBrown-ConcordiaUniversityChicago BonnieThurber-NorthwesternUniversity RussPearson-CollegeofLakeCounty

Whether you love them or hate them, Massive Open Online Courses (MOOCs) are the hot trend in higher education. Some people claim that MOOCs will revolutionize higher education, while others criticize course design and drop out rates. But amidst all of the hype, we have forgotten to look at what it is like to actually TAKE a MOOC. This panel of experienced MOOC students (who are also instruc-tional technologists) will discuss MOOCs from a student perspective, including tips for being a successful student, common instructional strategies used in MOOCs (both good and bad), and recommendations for future MOOC design. Bring your questions!

2:10PM-3:00PM

2:30PM-4:00PM


THURSDAYOCTOBER 10


• TWITTER: MICROBLOGGING TO INCREASE ENGAGEMENTPresenter: CherylBoncuore&AuroraReinke-KendallCollege room119

While social media is highly used by college students, it is not yet known if it can be used to attribute to higher retention rates. It has been shown that engagement is a key factor to increasing retention, but traditional methods of engagement may not reach the tech-nologically savvy student of today. The purpose of this study is to determine if social media—specifically microblogging - can engage students in a way that leads to higher retention. Connecting the use of social media to the institution’s mission is essential to engaging students with the content of their chosen field, and to thought leaders throughout industry. This study intends to work with faculty to implement social media in pedagogically sound ways in all schools of the institution.

• CONVERTING FACE-TO-FACE PROGRAMS TO AN ONLINE FORMATPresenter: AmberNeff,JamieStanesa,SarahSproule-UniversityofChicagoGrahamSchool room121

Using course components that are online rather than face-to-face creates both new challenges and new opportunities. This will be a high level presentation on the pros, cons, challenges, and rewards of converting existing face-to-face courses into online programs.

• GROUPS AND GROUPINGS IN MOODLE - GROUP ACTIVITY STRATEGIES Presenter: RandyStamm-IdahoStateUniversity room131

This presentation will focus on the Moodle Groups function used to divide the students in order to work together on activities, give participants access to specific content, and help organize the grade book and participant list. Come explore group activity planning methods applied in Moodle courses.

• HELPDESK SUPPORT FOR BLACKBOARD: THE TOP ISSUESPresenter: VanceMoore-NorthernIllinoisUniversity room162 The ITS Help Desk at NIU fields all sorts of Blackboard Learn questions but some occur more than others. This presentation will cover the most common types of Blackboard problems, the pitfalls that seem to catch instructors and students the most, and the best way to deal with them.

• GOOGLE SITES: HANDS ON FROM TOP TO BOTTOM Presenter: MaggieVonck&NancieBrennan,GreenBayAreaPublicSchoolDistrict room167

Come to this session to learn how to build a Google Site for your classroom, department, or school. This session will teach you Google Sites from top to bottom in 90 minutes. Come with your Google account and a computer.


THURSDAYOCTOBER 10 3:10PM-4:00PM

3:30PM-5:00PM


• IF YOU’RE GOING TO REQUIRE TRAINING, YOU HAVE TO MAKE IT EASY TO ACCESS Presenter: ShawnBrewer-WesternKentuckyUniversity room119

Western Kentucky University has a long standing policy that requires instructors to complete a basic level of training before they are given access to teach classes on Blackboard. Instructors teaching fully online courses are now required to complete training on ADA compliance as well. As have other universities, we have had an increase in the number of adjunct instructors, especially those who may never come to our campus. This has caused us to develop video tutorials and online workshops. In this session, I’ll discuss our process for creating video tutorials and how we combine tutorials with Blackboard quizzes and tests to provide training that is available on demand. I’ll also discuss recent changes in how we make our tutorials available to mobile device users.

• CREATIVE COURSE DESIGNPresenter: StaceyZurek-LoyolaUniversityChicago room121

This presentation will highlight two online courses being delivered in the RN-BSN fully online program at Loyola University Chicago. These courses use a themed approach to capture student attention and provide students with direction for the course and a sense of the “big picture”.

• BLACKBOARD LEARN ROADMAP Presenter: Blackboard,Inc. Auditorium

Join us for an overview of Blackboard Lean’s™ product plans for 2013 and beyond. This session will provide insight into the future development directions for Blackboard Learn, including investments in student experience, instructor efficiency, social learning, digital content, and MOOCs. We’ll explain how these enhancements fit into Blackboard’s plans to help you meet the challenge of increasing student expectations, improving faculty adoption, managing content more efficiently, and how to reduce costs while improving educa-tional value for your students.

• PROMOTING CUSTOMER INPUT: HOW THE UNIVERSITY OF ILLINOIS ESTABLISHED A BLACKBOARD LEARN USER GROUPPresenter: DanHahn-UniversityofIllinois room131

In October of 2012 Campus Information Technologies and Educational Services (CITES) reached out to departments and instructional designers across campus to establish the Illinois Compass 2g Advisory Group during the crucial migration from Blackboard Vista to Blackboard Learn. This session will cover the methods and strategies used by CITES to increase alignment between the needs of faculty, students, and staff and the Illinois Compass 2g service.

• MENTORING ONLINE FACULTY Presenter: JeanneWiden-LoyolaUniversityChicago room164

This session will provide an overview of the process and guidelines used for mentoring online faculty at the School of Continuing and Professional Studies at Loyola University Chicago. This mentoring comprises part of faculty training for online teaching and can be conducted virtually and with optional f2f meetings. It is a formal and structured process but one that is designed to be formative and collaborative. This workshop will describe the steps and criteria used, discuss their rationale, and give examples of outcomes.

• ATTENDEE RECEPTION VENDOR AREA

Everyone is welcome and invited to attend. Meet up with old friends, make some new ones, and engage with our sponsors. There will also be a raffle and give-aways druing the reception but you must be present to win.

• MIDWEST MOODLE MOOT CONCLUDES

RECEPTION 5:00PM - 6:30PM


THURSDAYOCTOBER 10 4:10PM-5:00PM

4:10PM-4:30PM

4:40PM-5:00PM

5:00PM-6:30PM

• BREAKFAST MAIN HALL

• EDUCATION 2020: THE FUTURE OF EDUCATION AND THE TECHNOLOGY TO GET YOU THERE MAIN HALLPresenter: JayBhatt,President&CEO-Blackboard,Inc.

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Jay Bhatt is president, chief executive officer, and a board member of Blackboard Inc., a global leader in technology and services that help to make education more immediate, direct, and personalized for learn-ers everywhere. Jay has a deep background building and growing software and technology companies, spanning early stage privately held businesses to more mature public corporations. Jay is also a former teacher with a passion for Blackboard’s mission of “everyone educated.”

Jay previously served as President and CEO of Progress Software (NASDAQ: PRGS). Prior to his role at Progress, Jay was senior vice president of the global architecture, engineering, and construction (AEC) solutions division at Autodesk, Inc. (NASDAQ: ADSK). In this role he oversaw software development, marketing, product management, product design, business development, finance, and human resources. Earlier in his tenure Jay led Autodesk’s corporate development, business development, and strategy operations.

Jay holds a Bachelor of Arts degree from the University of Pennsylvania and a Juris Doctor degree from the University of California, Los Angeles (UCLA) School of Law.

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FRIDAYOCTOBER 11 7:30AM-8:45AM

9:00AM-10:00AMKEYNOTE

KEYNOTE 9:00AM - 10:00AM

• UTILIZING NEW ASYNCHRONOUS DISCUSSION FORMATS IN THE CLASSROOM: TOOLS FOR SUCCESSPresenter: DougFeldmann-NorthernKentuckyUniversity room119

With a palpable shift taking place toward the further integration of interactive technologies for P-12 students and schools (such as with Edmodo, Blackboard, and other programs assisting with online instruction), it is imperative that teachers understand the complexities of the communication devices associated with these technologies, and the impact such devices can have on student learning. This session will offer both P-12 and post-secondary educators the opportunity to see various up-to-date forms of this technology, to witness several examples of its practice in schools, and to actively participate in the presenter’s own online discussion forums in the courses he teaches.

• CREATING ONLINE CONTENT AND REUSABLE LEARNING OBJECTSPresenter: TerryMoy,ToniKoslow,StaceyZurek-LoyolaUniversityChicago room121

Discussion Panel on the various tools used to create online learning materials, the differences in the tools and who uses them. Each department at your institution and the role you play, effects the tools you choose to create materials.

• GETTING STARTED WITH BLACKBOARD OUTCOMES ASSESSMENTPresenter: LisaDyrda&GabeEstill-MoraineValleyCommunityCollege room131

In this session, Moraine Valley Community College will share their early experiences implementing and piloting the Blackboard Out-comes Assessment module.

• ETEXT - UNIVERSAL AFFORDABLE ELECTRONIC COURSE CONTENT PLATFORMPresenter: MilindBasole,YuryBorukhovich,JohnTubbs-UniversityofIllinois room162

eText (https://etext.illinois.edu) is a browser-based, multimedia-capable, fully accessible platform to deliver original, instructor devel-oped course content and previously-published textbooks in a cost efficient manner. Built to take advantage of class roster cohorts, eText allows for two-way communication between students and instructors. Device neutral, eText uses an HTML5-based flexible page layout that serves as an intuitive, rich interface for both instructors and students. Thanks to rigorously enforced semantic markup, a comprehensive commitment to HTML5 content, keyboard controls for easy navigation and control of multimedia players, ARIA labeling for navigation, descriptive text and captions of multimedia assets, and extensive field testing and continual improvements, eText is one of the most truly ADA Section 508 compliant and universally accessible means of delivering electronic course content in the world.

Attend this session to learn more about University of Illinois’ accessible electronic textbook program that has been officially commended by the National Federation of the Blind.

• INCREASING LEARNER ENGAGEMENT VIA VIDEO AND OTHER LMS TOOLSPresenter: SarahFornero&LeejaCarter-AdlerSchoolofProfessionalPsychology room164

Learn about how a text-based course was redesigned to increase learner engagement using video and other LMS tools. Beyond video, tools discussed include check-point activities, rubrics, and wikis.

• WORKING WITH INSTRUCTIONAL DESIGNERSPresenter: JeffGeronimo-NorthernIllinoisUniversity room167

Who are instructional designers and what do they do? The role of instructional designers can seem like an enigma to many since in-structional designers can actually play many roles and responsibilities. In this session, we’ll unravel these mysteries by discussing what instructional designers really do, and their contribution to the course development process (online and face-to-face). We’ll also briefly discuss habits and practices of designers, skills to look for when hiring designers, and professional development opportunities.


FRIDAYOCTOBER 11 10:10AM-11:00AM

10:30AM-12:00PM


• FLIPPING THE NEW FACULTY ORIENTATION Presenter: MichaelPrais-UniversityofIllinoisChicago room119

“Good afternoon, Mr. Phelps. Your provost has given you an hour at New Faculty Orientation to educate the future of this hopefully modern university about your course content management service (a.k.a. your LMS). Everyone expects that you will lecture for an hour about the features available in this complex technology.

Your mission, should you decide to accept it, is to flip the orientation, to communicate concepts that might better motivate these instructors to learn about and use these tools, and to demonstrate just in time learning and how these faculty might use technologies to engage their students with their specific course materials - without lecturing. As always, should you fail to totally engage this important audience, the Provost will disavow any knowledge of you and your department. This server will self-destruct in five seconds. Good luck, Mr. Phelps, (the system administrator will not be happy)”.

DEALING WITH COPYRIGHT ISSUES IN ONLINE COURSESPresenter:SarahDysart&UrsulaScholz-LoyolaUniversityChicago room121

If you assist faculty who teach online, there’s a good chance you’ve encountered questions involving copyright policy, such as, ”I play this video for my face-to-face class, can’t you digitize it so I can put it in my online course?” The answer is usually not simple and can sometimes leave instructors feeling frustrated and confused. This presentation will discuss how Loyola University Chicago addresses copyright issues in online courses, including how they educate instructors and staff about copyright policy and the process for dealing with copyright inquiries and issues. We will also ask the audience to share their experiences and best practices.

• ENSURING ACCESSIBILITY IN ONLINE EDUCATIONPresenter:ColleenFleming,AdlerSchoolofProfessionalPsychology room131

Online education gives opportunities to a wide array of students, but also presents unique challenges for students with disabilities. Solutions to these challenges are as diverse as the students who may require accommodations in order to get the full learning experi-ence for a course. Some examples of accommodations include providing transcripts or captions for videos, converting documents such as PDFs so that they can be read by a screen reader, making sure that all course functionality can be accessed using a keyboard, and giving students extra time on tests within the learning management system. Accessible online courses can be developed by using in-clusive course design, reviewing courses for accessibility, and training faculty and staff to create course materials that can be accessed by students with disabilities. Making sure that online courses are accessible can be an overwhelming undertaking, but it is possible even with a small staff. Incorporating accessibility as part of the course design, course review, and faculty education process helps pre-vent rushed attempts to update a course to meet student needs. This presentation will outline the accessibility requirements for online higher education courses, the accessibility procedures and training that have been implemented at the Adler School of Professional Psychology, and practical ways to ensure that online course content can be used effectively by all students.

• MANAGING MASSIVE FACE TO FACE CLASSESPresenter: RickHazelwood-UniversityofIllinoisUrbana/Champaign room162

In this session, participants will learn techniques and practices for effectively managing large enrollment classes through Blackboard Learn. We will show examples of practices developed by faculty and staff at the University of Illinois Urbana-Champaign who teach and manage face to face courses with 100 or more 800 or more students.

• A FACULTY AND LIBRARIAN COLLABORATIVE TOOL ON COURSES AND RESEARCHPresenter: RebeccaRaszewski&AbigailGoben -UniversityofIllinoisChicago room164

LibGuides is an online content management system that libraries primarily use to create and manage both subscription-based and recommended resources. Since 2010, over 20 course guides have been created for faculty. These guides feature recommended library resources such as databases, electronic journals, or videos, tutorials, or websites recommended for assignments. Guides have also been developed by the liaisons to support research teams by providing direct links to journals most consulted, provide a single location for a groups’ search alerts, or manage links to library resources needed by the group. These branded but flexible guides are a time saver for faculty which can be integrated into Blackboard. This presentation will give ideas on how faculty can collaborate with librarians on these guides.

• CLOSING REMARKS, DISCUSSION, RAFFLE & GIVE-AWAYS MAIN HALLCome share your final thoughts about this year’s conference, and provide suggestions for future conference sessions, themes, and topics. There will also be a raffle and give-aways druing the reception but you must be present to win.

12THANNUALSLATECONFERENCEOCTOBER23-24,2014


FRIDAYOCTOBER 11 11:10AM-12:00PM

11:30AM-11:50PM

12:15PM-1:00PM

THANKS TO OUR SPONSORS

12THANNUALSLATECONFERENCEOCTOBER23-24,2014

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conference program - learning contexts, llc

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