EDUCAUSE ELI 2013 Class Registration Form
** IMPORTANT INFORMATION (This will not populate your calendar with these classes, you will need to schedule these classes manually in your own calendar) ** There will be a limit of 30 people per class, so please signup early.
What is you name?
This is to get a head count for each class.
Monday February 4th, Location: Lampros Hall Room 201
9:00am-12:30pm "Integrating Technology: Connecting People, Pedagogy, and Place"
How do technology leaders address the interconnectedness of people, pedagogy, and place to keep pace with rapidly changing technologies? In this preconference workshop we will create a shared learning experience around the discussions and outcomes from a leadership roundtable that convened earlier this year. Specific topics will include communication and collaboration of technology innovations, the development of an ideal technology team, connecting our work to students and faculty, and connecting to the larger communities of the university and beyond. We'll collect common themes to address the challenges technology leaders and champions face.
1:00pm-2:15pm "Students Success Does Not Arise by Chance"
Student success does not arise by chance. It is the result of intentional, structured, and proactive institutional actions that reshape the learning environments students find themselves in (specifically, the classroom). After describing the character of effective learning environments, the presenter will detail the types of actions institutions are taking to construct such environments and how they act to improve student success and timely completion.
2:45pm-3:30pm "The Post-modality Era: How "Online Learning" is Becoming "Learning""
Based on a chapter in Game Changers, EDUCAUSE's latest e-book, this session will examine an important transformational trend impacting all institutions involved in online learning. At any given time, a student can now be online, on campus, or both simultaneously. They are no longer "distance" or "face-to-face" but simply students who choose their preferred learning styles to meet their needs at the moment. This growing phenomenon is ushering in a "postmodality" era where the categories of traditional, nontraditional, distant, and local are becoming irrelevant. How will your institution recognize and support this growing trend? Learning Objectives: * Define postmodality behaviors in the context of higher education * Identify important strategic implications of the postmodality trend at your institution, especially related to teaching and learning * Examine a set of critical considerations required to support students' learning via postmodality behaviors at your institution
3:45pm-4:30pm "Leveraging Open Technologies and Cross-Disciplinary Pollination to Transform Introductory Courses"
It's hard to "flip" an 800-student course on your own. We will describe how our cross-disciplinary group of instructors and graduate student assistants across different disciplines at the University of Michigan effectively collaborated around new and open practices and technologies to develop and use tightly integrated learning objects in the classroom. Together, we emerged with a shared set of new practices that facilitate constructive and innovative learning opportunities with our students. Session participants will see examples of how we supported each other's pedagogical development throughout the project and worked to assess teaching and learning outcomes using a shared set of methodologies. Learning Objectives: * Learn how to structure and support cross-disciplinary project teams of instructors * Learn how to locate, use, and adapt openly licensed online learning objects * Learn about open education practices and how to apply them effectively in collaborative settings * Learn about cross-disciplinary assessment strategies and how to infuse learning analytics with formative course assessments
Tuesday February 5th, Location: Lampros Hall Room 201
8:00am-9:00am "Learning Sciences and Learning Analytics: Time for a Marriage"
Over the past several decades, the interdisciplinary field of the learning sciences has developed a substantial body of theory, research, and design guidelines that can be leveraged for the emerging field of learning analytics-as "big data" emerges from educational practices involving technology-enabled learning. From the exploding world of MOOCs to the Shared Learning Collaborative, both learning sciences and learning analytics will benefit from tackling together the problems and promises of personalized learning at scale. In this general session, Roy Pea will share his views on priorities for co-creating value in this opportunity space.
9:15am-10:00am "Where is the Blend? Looking for the Pedagogy in Blended Course Design"
Blended learning is more than a simple "flip" of the classroom because it requires careful planning and cautious implementation. This session presents the findings from three studies examining blended best practices, pedagogical practices, and learner preparedness. There is indication that while alignment of course components through an integration of online and face-to-face components is a priority, in actuality courses are location-driven and typically based on pedagogical templates. Most reports advocate a learner-centered approach, yet the variation in approaches indicates that learners must be prepared to adapt to different course designs in ways that acknowledge underlying requirements of the blended format. Learning Objectives: * Learn to identify effective practices that relate to your course priorities * Consider layering as a strategy for organizing the blend * Learn to articulate a strategy for designing a blend * Learn to follow a learner-centered approach in the course redesign process
10:05am-10:25am "Finding your Pathway to E-Textbook Authoring"
Making and sharing e-books has never been easier. Many tools are available, and many of them are free. The ability to author an electronic document that's portable, accessible on many platforms and devices, easy to search and navigate, and printable when needed proves to be more of a promise than a reality. It turns out that many of the features that make e-books desirable are often incompatible. This session aims to show potential e-book authors the choices they face and the tools that will meet their specific needs. It will address file formats, authoring tools, structure, navigation, and printing for e-books.
10:30am-11:15am "If you Badge It, Will they Engage? Gamification Principles in Online Courses"
Motivation (and the associated engagement) in online classes is both the linchpin to success and arguably the most difficult element to inspire in students. The principles of gaming offer clues to what makes activities fun and learning relevant. In particular, there is great promise in the use of badges to coax people to participate in ways they wouldn't otherwise. In this session, presenters will share their designs for implementing badges in two online academic courses (undergrad and grad) and one open, online professional development course. Participants will be encouraged to apply badging and other game principles in their course designs.
11:30am-12:15pm "Empowering Innovation: Seize the Opportunity"
How do colleges and universities empower innovation in teaching and learning? This lightning-round session will highlight the best practices for empowering innovation at Harvard, Notre Dame, Penn State, and Virginia Tech. The speakers will share current practices, data on real-world transformation, best practices and challenges to empowering faculty to be innovative in their approaches to teaching and learning. Attendees will learn strategies for creating disruptive innovation and how to encourage faculty partners in this change. Participants will be encouraged to share their best practices during the discussion or through Web 2.0 technologies. Learning Objectives: * Acquire strategies for creating environments that foster innovation in teaching and learning * Share successes and challenges for helping faculty transform their teaching and learning strategies * Using Web 2.0 technologies and an appropriate backchannel communication tool, share innovative practices, challenges, and successes
12:20pm-1:25pm "Carrots and Sticks: Unique Approaches for Developing and Supporting Faculty in Online and Hybrid Instruction"
This interactive session will describe innovative strategies used at the University of Arizona to support faculty in the development of online and hybrid courses. Learn how the UA has leveraged both centralized and decentralized support models to best assist faculty in the development of quality courses. Hear how existing resources are being used to create incentives to motivate faculty to cultivate innovations in teaching and learning and discover how collaborative partnerships that transcend the cultural divide that sometimes exists between instructional designers and faculty are being fostered and sustained.
1:30pm-2:15pm "Promoting Deep Learning and Critical Thinking in Open Education: A Model for Design and Assessment"
Researchers combined constructivist learning and process education principles to design an open math course with robust assessment components. This model allowed them to align higher order learning outcomes with course activities and to ultimately assess students' higher-level thinking skills. The Activity Design Template applied to development of OERs (Open Educational Resources) facilitated the development of various levels of critical thinking questions that served to enhance deep learning of course content. Through a hands-on session, participants will gain new insights into assessment strategies and have the opportunity to apply these strategies in a concrete way to an OER environment. Learning Objectives: * Be able to articulate the different types of assessment found in OERs * Incorporate the different levels of critical thinking questions into the creation of any learning environment * Apply the Activity Design Template to the design and assessment of OERs that focus on facilitating deep learning through the use of critical thinking questions * Assess deep learning through the use of critical thinking questions
2:20pm-2:40pm "Interview and Interactive Q&A Sessions with Audrey Watters, author of Hack Education"
Join us for an exclusive interview and take advantage of this unique opportunity to engage in dialogue with a speaker from the Hack Education who will comment on and discuss her presentation from the face-to-face program, "The Case for a Campus Makerspace."
2:55pm-3:30pm "Analytics Readiness: Is Your Institution Primed for Success?"
What is necessary for an institution to begin using analytics to inform teaching and learning? This session will review and discuss current findings and components of learning analytics frameworks as identified by experts in the field. The audience will engage in discussion and hands-on activities that synthesize these ideas to begin to identify the readiness of learning analytics success at their own institution. Furthermore, participants will collaboratively develop the core elements of a crowdsourced survey instrument that will focus on the elements necessary for institutional level readiness and likelihood for success in learning analytics.
3:45pm-4:30pm "Debate Club: What are the Roles of the MOOC in Higher Education?"
Within the past year, the massive open online course (MOOC) has emerged as a conspicuous innovation in teaching and learning in higher education, often accompanied by hype, misinformation, and grand expectations. But hype aside, what are the best roles for the MOOC in the broader context of higher education? At this session, all participants will have a chance to join in the debate concerning one of the key developments in higher education.
Wednesday February 6th, Location: Lampros Hall Room 201
8:30am-9:15am "Using Analytics to Examine Course Design and Identify Effective Practices"
UMBC has had a long interest in identifying the most active Blackboard courses for the purposes of identifying effective practices and practitioners. Participation in the field trial for Bb Analytics for Learn (BA4L) has expanded our ability to explore the LMS at a much finer scale. We investigated how LMS course attributes (e.g., tool use, folder depth, activity) differ between the various instruction modes and for faculty who completed our hybrid training program. Additionally we examined non-LMS data (e.g., clicker and classroom data projector use) in order to get a more complete picture of the overall learning environment. Learning Objectives: * Learn the various course design differences we discovered between courses with different modes of instruction and between faculty who have completed our training program and those who have not * How we used BA4L to discover effective hybrid practitioners (some of whom were totally off our radar) and how we used it to analyze our usage and scheduling of SMART rooms
9:20am-9:40am "Everything you wanted to Know about Badges but Were Afraid to Ask"
Open badges: this concept can be explosive in an educational environment. During this session, Mozilla will lay bare the successes, challenges, and failures of the Open Badge Infrastructure (OBI) project during the last year. We'll also cover our OBI dogfooding initiative, Webmaker badges, and how learning outcomes can be overshadowed by a badge-zealous public. Audiences are vital to our conversation, and we encourage as much interaction and discussion as possible during this session. We look forward to hearing your questions, comments, and concerns about open badges.
9:45am-10:30am "You Can't Stop the Signal, Mal" and Other Great Lessons from Stanford's MOOCs"
Stanford's online learning initiative has extended learning opportunities to people across the globe, further challenging the definition of nontraditional learners and providing a space for experimenting with innovative teaching strategies. As we've offered massive open online courses to the world, we've begun to learn about how people learn online and how to design online courses for the thousands who may never set foot on our campus. Join Stanford Online's pedagogy team to discuss what we've learned from our MOOCs and help us move the conversation forward about how universities can provide rich learning experiences to all learners. Learning Objectives: * Analyze lessons learned from Stanford's MOOCs and apply them to similar efforts at your institution * Plan opportunities on your campus, inviting the appropriate stakeholders, to discuss how online and blended learning may benefit enrolled and nonenrolled learners * Outline critical questions and research ideas for similar efforts at your institution
10:45am-11:45am "Are all Mobile Devices Equal When it Comes to Teaching and Learning?"
Just when you thought you had the latest and greatest mobile device, they come out with the next generation. This session will provide strategies on how to manage and maintain outdated, current, and emerging technologies for teaching and learning including the implementation of BYOD. We will also highlight the educational impact and features of the top-ten mobile devices and showcase cutting-edge mobile apps, including an interactive audience phone polling of mobile accessories and new apps as either effective teaching and learning tools or just gadgets. Learning Objectives: Participants will receive best practices and quality standards for determining the educational and workforce value of emerging mobilization devices and resources. They will also gather information on how to access the new mobile add resource center that aligns mobile apps to over one hundred subject areas and by devices.
Never submit passwords through Google Forms.
Terms of Service