Author Archive: tcc2021

Breaking Past the Wall of Noise – Feedback that Truly Feeds

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Session Description

One of the most powerful tools educators online can use to help students succeed is feedback. Feedback can take a range of forms, can be delivered through a variety of methods, and can be lodged in an array of locations throughout the course shell. But, at a basic level, and whether you’ve integrated feedback into a nuanced cycle of scaffolded activities or are just sitting down to grade this week’s raft of discussion boards, feedback presents an opportunity to communicate with your students. Feedback needs to be constructed with mindful intention – right alongside your lectures and videos, hand in hand with your instructional materials and any synchronous class time. To do that, there are things we need to understand to ensure that the feedback a student receives matches the feedback we give, and there are some simple tips we can put into place to ensure that students understand how to process and act upon that feedback to help put them in a position to succeed – in class, and going forward on their academic and professional journey.

Presenter(s)

  • Nathan Pritts, University of Arizona Global Campus, Fairport, New York,

Let’s Get Critical: The Importance of a Critical and Reflective Approach to Digital Technology Adoption

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Session Description

The global pivot to online learning instigated by the COVID-19 pandemic caused educational institutions of all types to switch to the use of digital technologies for the continuation of learning. This was an emergency situation and teachers and educational leaders did well to adapt to the new reality.

For many of us who have been working in the field for a long time this might be seen as a vindication of our belief in the efficacy of online education and the use of digital tools, however we do still have reason to pause for thought.

Often decision making was necessarily rushed.  Vendors, governments, think tanks and global NGO’s were quick to seize this opportunity to promote their own specific agendas and ideologies. Questions of data protection, privacy and surveillance were at best secondary and often completely absent from decision-making processes.

This presentation calls upon educators and those working in education to critically reflect on their choices and decisions at this time of rapid change, decisions made now may have long reaching implications. A “critical lens” does not stand against technology, seeking to resist and break the tools in some action reminiscent of a Luddite movement, rather it seeks to ask basic yet vital questions about what it is we are seeking to achieve by the act of education and schooling. At a fundamental level it is asking questions about the purpose of education and what we mean by learning.

Presenter(s)

Mark Curcher
Tampere University of Applied Sciences
Tampere, Finland

Senior Lecturer and Program Director: MBA Educational Leadership.
Research Group: Critical Applied Research of Digitalization in Education.
Tampere University of Applied Sciences. Finland.
Over thirty years experience as an educator in a range of countries and contexts.

Adult Learners and Digital Badges: Making Connections Between the Classroom and Workplace

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Session Description

 A digital badge is essentially a digital image that contains embedded metadata describing information about the task performed to earn the badge, criteria for assessment, and often evidence that was submitted by the learner to earn the badge. When it comes to documenting informal learning experiences, digital badges can function as effective “micro-credentials.”

In the context of an undergraduate writing course designed for students enrolled in an RN-BSN nursing completion degree, digital badges were created as a way of documenting student accomplishments for their coursework. The purpose here was twofold: to recognize student achievements in the course and to have an effective means by which students could share those accomplishments with their current employers. In other words, digital badges were framed as a way of helping students use classroom achievements to professionally brand themselves—that is, to connect skills learned in the classroom with skills that would be attractive to their employers.

Many of the badges directly connected work required for the course with criteria for earning a particular badge; the badge, in turn, represented skills required by students’ employers. For example, students could earn badges in areas such as workplace communication, designing patient literature, and group collaboration, as well as for writing proposals, memos, and other types of documents.

Presenter(s)

Mark Mabrito
Professor of English
Purdue University Northwest

Mark Mabrito has been a professor in the English Department at Purdue Northwest since 1989 and a participant in TCC since 1998. He is the director of professional writing and creator of the Online Certificate in Writing for Interactive Media at PNW. His research interests include writing for new media, interactive media, virtual worlds, and workplace writing, with publications in such journals as Written Communication, Journal of Business and Technical Writing, American Journal of Distance Education, Journal of Online Learning and Teaching, Computers and Composition, among others.

Novel Cost-Effective Internal Live Online Proctoring Solution

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Session Description

In nursing education, the industry standard is live in-person proctoring for high-stakes exams. The COVID-19 pandemic resulted in an unexpected mandatory shutdown of the campus testing center. The contracted proctoring vendor that provided a live online testing option was unable to meet the demand due to pandemic-related requests for service. The vendor was unable to accommodate simultaneous exams in a specified window to maintain test integrity. University staff were not performing regular on-site duties and were available to be redeployed as proctors. Using existing licenses for the university’s learning management system, web conferencing program, and exam security software, an internal live online proctoring protocol was developed for prelicensure graduate nursing course exams. Job aids for both proctors and students were developed. Professional development, including role-play, was provided for proctors by course faculty. Proctors and nursing students participated in pilot testing of the protocol using a mock exam prior to full implementation. Since April 2020, 879 exams have been successfully administered using this exam proctoring protocol. This novel live online exam proctoring protocol maintains industry standards, ensures test integrity, optimizes existing human resources, and anecdotally promotes proctor and nursing student satisfaction.

Presenter(s)

Amber Kujath
Rush University, Chicago, IL

Amber has been part of the Nursing Faculty at Rush since the Fall of 2012. Her clinical background is in Adult medical Surgical nursing, Critical care, and outpatient orthopaedics. She has taught online and face to face courses in the college.

Katherine Schafer
Rush University, Chicago, IL

Katherine M. Schafer is an advanced practice registered nurse with expertise in pediatrics, simulation, and nursing education. She is an Instructor in Women, Children and Family Nursing at Rush University College of Nursing in Chicago, Illinois, USA.

Brandon Taylor
Rush University, Chicago, IL

Brandon C. Taylor is an Instructional Designer at Rush University/Rush University Medical Center. Brandon has over 20 years of experience in instructional design and technology including higher education, PreK-12 education and corporate training and development.

We need module rockin’, not perfection: creating library content for an LMS

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Session Description

The Georgia Tech campus switched to a new LMS, Canvas, in 2018, and subject librarians began creating library content for Canvas in the following year. After the campus shifted to remote and hybrid learning in response to the global health crisis in spring 2020, high-quality asynchronous learning materials became critical. Synchronous, virtual instruction was deprioritized.

The shift to online instruction seemed like an ideal opportunity for the library to reach new audiences. Library instructors are double- and triple-booked for classes. Canvas modules on research skills, media literacy, and plagiarism could supplement or replace librarian-led instruction and support a flipped-classroom model. Librarians could extend their instruction reach beyond face-to-face instruction as well as target just-in-time research skills for students.

Librarians discussed several potential learning modules on topics such as information literacy, database searching and avoiding plagiarism. Modules would include interactive elements in the form of quizzes and surveys. The project co-leaders also invited a new partner, campus IT, to create a space for library instruction in Canvas, enabling them to publish their modules in the Canvas Commons.

The Georgia Tech Library was able to meet students where they were in a new learning environment. The library is inspired to further develop its suite of asynchronous offerings as a complement to live instruction, post-pandemic.

Presenter(s)

Marlee Dorn Givens
Georgia Institute of Technology

Marlee Dorn Givens is the Library Learning Consultant for the Georgia Tech Library as well as subject librarian for Modern Languages, Psychology, and Literature, Media and Communication. In this position she works with faculty to support their teaching and scholarship, supports students through course integrated instruction, and facilitates learning for library employees. Previously, in the role of Strategic Initiatives Manager, she supervised data entry for the GTScholar faculty profile system project. Marlee first came to Georgia Tech in 2010 to lead the IMLS-funded Galileo Knowledge Repository (GKR), a statewide institutional repository. Before joining Georgia Tech, Marlee managed the NEH-funded Preservation Services department at LYRASIS. She has an MLS from the University of Maryland, and she has completed two certificates in learning design from the Association for Talent Development (ATD).

Liz Holdsworth
Georgia Institute of Technology

Liz Holdsworth is the Librarian for the STEM disciplines and digital learning objects at Georgia Tech. As the liaison to Mathematics, Physics, Biology, and Biomedical Engineering, she assists faculty and students in their research processes. Holdsworth creates digital content to facilitate access to library services. She represents the Georgia Tech Library in Affordable Learning Georgia. As a project manager, she oversees the development of programming for faculty.

Online Learning During a Pandemic: What Have We Learned?

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Session Description

This session will provide participants the opportunity to discuss what they've learned in terms of synchronous and asynchronous learning during a pandemic. There will be a short review of the literature followed by round-robin breakout rooms to discuss various topics.

Presenter(s)

Renee Schuh
President, The Avenue B Group, Inc.

Renee has over twenty years of experience in assessment, design, development and delivery of education and training courses. Her expertise ranges from traditional face-to-face delivery to completely online education (and everything in between). Renee has experience in a wide range of tools including, Storyline 360, Captivate, Camtasia, Google+ products/applications, HTML editing tools, graphic tools, blog and wiki tools as well as virtual communication tools such as GoToMeeting, Hangouts, WebEx, Microsoft Teams, and Zoom. Additionally, she works with LMS’ such as Canvas, WebCT, Moodle, Populi and Strut.

When Renee is not working on instructional design/training/education projects, she likes to practice and teach yoga. She has been teaching for over 15 years. Although she lives in Colorado, she teaches all over the world. a

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Session Description

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Presenter(s)

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Session Time

 

Honolulu, HI | 07:00

Los Angeles, CA | 10:00

New York, NY | 13:00

London, UK | 16:00

Johannesburg, SA | 19:00

Istanbul, TR | 20:00

Mumbai, IN | 22:30

Seoul, KR | 2:00 (+1)

Tokyo, JP | 2:00 (+1)

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