Presenter First Name
Presenter Last Name
The secondary focus of this session is:
|Co-presenter(s) Name(s) Email (s) and Institution(s)||Abstract for the Printed Program||Presenter Institution|
|C Bryan||Blount||Smart Phones as Mobile Computing Devices||Mobile technology is an integral part in the lives of practically every college student. In fact, according to a 2014 Educause report, 86 percent of undergraduate students own a Smart Phone. This presentation will discuss the ways in which Smart Phones can be used on campuses, both brick and mortar and online, with the discussion covering both academic and administrative applications. In addition, the presentation will discuss both benefits and risks associated with implementing this type of technology as well as outlining an implementation strategy and design.||Kentucky Wesleyan College|
|John||Bowers||Bridging IT with the Library: WKU's Library Systems Office||Michael Moore, firstname.lastname@example.org, Western Kentucky University||A university's library has technology support needs that are not like the needs of other units on campus. At WKU, we addressed this by creating the Library Systems Office, with staff members of the IT Division permanently assigned 100% to the Library. We've been successfully operating with this structure in place since 2012. The LSO supports the Library's web site, labs in the libraries, our Alma integrated library system, database access, technology training, ADA compliance, special library equipment, and all other technology support for the Library faculty and staff. We'll talk about the history and the future of the Library Systems Office at WKU.||Western Kentucky University|
|Shawn||Brewer||Empowering LMS Users: Training and Support||Learn about WKU's mechanisms for supporting instructors and students in their use of our Learning Management System. This will include data about training programs, a knowledgebase operating on knowledge-centered support concepts, and an auxiliary support website used by Helpdesk personnel. Statistics supporting the efficiency of a centralized IT Helpdesk model will be included. While WKU does use Blackboard, most of the information in this session will be platform agnostic.||Western Kentucky University|
|Beth||Case||Perfect Partners: Subject Matter Experts and Instructional Designers||Meera Alagaraja||The relationship between a Subject Matter Expert (SME) and instructional designer is critically important for the success of a project or course, but it can sometimes be rocky when the roles and responsibilities of each partner aren’t clear. Learn how to get your project off to a good start, determine reasonable timelines (and meet them!), establish clear communication, and avoid pitfalls that can derail the project. Co-presented by a faculty member and an instructional designer in a successful partnership, you will see the collaboration process from both perspectives.||University of Louisville|
|Beth||Case||Competency Based Education: Choosing the Right LMS||Lee Bewley, email@example.com, University of Louisville|
Brett Berkowitz, firstname.lastname@example.org, Sagence Learning
|Traditional 16-week courses aren’t the best fit for all students. Some students come to the course with previous knowledge and are frustrated by the standardized, slow pace of the course while other students need more time to grasp concepts. Competency Based Education (CBE) emphasizes developing and demonstrating knowledge and skills instead of time spent in the course. University of Louisville faculty and staff created a CBE Healthcare Leadership program using the legacy Blackboard Learning Management System (LMS), but soon discovered limitations in adapting Blackboard to the CBE process of education. After a review of various LMSs specifically designed for CBE, Sagence Learning was chosen. This workshop review the guiding principles of CBE and why it’s a good option for some students, the UofL Healthcare Leadership CBE program development\evolution, and how Sagence Learning enabled a more effective CBE experience.||University of Louisville/Sagence Learning|
|You Had Me at Hello: Utilizing Microlearning to Capture Students' Attention and Enhance Learning||Attention spans are continuing to decrease; to combat inattention and a lack of engagement, microlearning has recently become a popular instructional design trend. Instead of developing one long, continuous training on several topics, microlearning is comprised of short, nuggetized learning activities. They usually can be completed in short time frames often ranging from two to ten minutes, and each microlearning activity is focused on the user quickly learning information about one specific topic. In this session, participants will learn how to do the following:|
•Identify best practices for incorporating microlearning into a curriculum;
•Locate a variety of tools to create microlearning activities, including video, podcasts, and eLearning software;
•Review examples of microlearning activities that could be incorporated into various academic programs;
•Define situations in which microlearning would not be the best approach for developing learning activities.
|University of Louisville|
|Becca||Denny||Don't Worry, Be Appy||Jason Zahrndt||There is an overwhelming number of apps on the market, but it takes time to search them out, review them, and determine which ones can be most effective for use in the educational environment. In this session, we'll share our favorite tools for iOS, Android, and the web and encourage audience members to share theirs. You'll leave with lots of new tools for your toolbox in this fun and highly interactive session.||University of Louisville|
|Hannah||Digges Elliott||Using Creative and Engaging Design to Motivate At-Risk Students||Sarah Haught, email@example.com, Western Kentucky University|
The Best Expectations Program at Western Kentucky University is a program that has been required for students on Academic Probation and those returning from Academic Dismissal for the past 15 years. While the program has undergone many changes, its primary goal is to try to help students improve their academic progress moving forward by focusing on skills for success including time management, motivation, and being proactive among others. This weekly, non-credit bearing program uses a flipped classroom approach to exploring the aforementioned topics to encourage group engagement and discussion. Participants also meet with facilitators in a small group to review their individualized Academic Success Plan to determine the best way to achieve their academic and personal goals that semester.
In 2017, the Academic Advising and Retention Center partnered with instructional designers from the Center for Innovative Teaching and student success coaches from Online Learning to create an online version of this program to meet the needs of online students and students at WKU’s regional campuses.
This presentation will focus on the design process, specifically on how we created engaging content and utilized levels of achievement by using varied tools and techniques to help motivate students.
|Western Kentucky University|
|Alex||Dixon||Connect with Your Customer: Increase Analytics Adoption with Empathetic Dashboards||Your first, second, or third idea on how to do something is still not always the best. Being able to understand your customers’ emotions, goals, problems, and motivations will help you design better dashboards, and make you more receptive to feedback and other perspectives—that’s invaluable in higher education. And designing customer-centric dashboards with empathy and an open mind will (hopefully) boost analytics adoption in your organization as more colleagues see it and your approach worthy of investment.|
Using real-world examples, this session will prepare you to smash through your empathetic barrier and design dashboards with more feeling.
|University of Kentucky|
|Denise||Fritsch||Teamwork Makes the Dream Work||Justin Bertsch, firstname.lastname@example.org, Gateway Community & Technical College||Gateway Community & Technical College’s Library and eLearning departments are working in concert, sharing expertise, and collaborating like never before to provide the best platform for student success in the online environment. By combining efforts beyond the traditional transactions typical of those institutions with an embedded librarian service, we are creating a transformational environment for student learning. Hear about how we are overcoming budget and staff cuts by combining talents and better utilizing existing resources to provide exceptional service to our online students. We are proving departments can and should work more closely to meet various objectives by pulling talent together and drawing from collective wisdom. Participants will learn about how the library and eLearning’s relationship has grown to include the sharing of traditional resources unique to each department and how joining forces is opening up new possibilities for improved design and implementation of library instruction, far exceeding the online environment. For example, we will discuss the use of Blackboard Collaborate for information literacy instruction, how eLearning’s code knowledge is transforming existing library resources (learning objects) to make them more visually appealing and user-friendly, and much more. Teamwork really can make the dream work; join us to hear how.||Gateway Community & Technical College|
|Margaret||Frozena||Inviting Everyone to the Table: Pedagogical Roots of Exemplary Course Design in College Readiness Classes||Kentucky universities must be prepared to face a changing higher education landscape. In order to meet these demands, universities need to open institutions to all students, especially those from non-traditional backgrounds: first generation students and those from under-represented and low-income groups. These students have unique educational needs, and excellent online courses are key to increasing access to higher education. Moreover, their backgrounds and points of view need to be represented in higher education—their voices are essential to deepening and broadening the academic conversation. Despite this need, administrative practices often place these students in college readiness classes that instill within them a sense that they do not belong. Offsetting that marginalization requires exemplary courses that validate these students’ lives and experiences, as well as allowing flexibility in content delivery. In this presentation, I will highlight the pedagogical framework I used in designing and teaching ENG 101R, a co-requisite college readiness class at Eastern Kentucky University. I utilized culturally relevant pedagogy, universal design, and metacognition as guiding principles in the course design process to create a strong foundation for student learning and success. These pedagogical positions were the bedrock of the technological and design choices in developing a Blackboard Exemplary Course Award-winning class that invited everyone into the academic conversation.||Eastern Kentucky University|
|Edna||Fugate||Moving Into the Future: KY Digital Library|
The Kentucky Digital Library has been an important state-wide project bringing attention and electronic access to the historic and rare collections of Kentucky. Made up of the digitized materials of Special Collections & archives from institutions all over the state, this 20 year old project is in a period of transition. Come learn what this means for researchers and for your institution and how you can participate in the newly re-envisioned KDL.
|University of Pikeville|
|Andrew||Gilliam||Boondoggle to Beneficial: Rethinking Customer Surveys||This session will inspire you to supercharge your customer survey and maximize the value of experience data. Witness how redesigning survey invitations can dramatically increase response rates, turn responses into actionable experience intelligence, transform your survey into an active part of your customer experience program, and make sense of results that look “just fine” on the surface. Go behind-the-scenes with the architect of the WKU IT Division’s revitalized customer insights program, where you’ll experience the new survey first-hand, deconstruct the purpose and meaning of each question, analyze actual survey responses, and explore the closed-loop process that promotes loyalty and advocacy.||Western Kentucky University|
|Stacey||Greenwell||Online Design Techniques to Extend Your Instruction Program||Beth Kraemer, email@example.com, University of Kentucky||With not enough instruction librarians to go around, how can technology help you reach a broader audience with focused content that meets a variety of student needs? At the University of Kentucky, we use Articulate Storyline, Canvas, and other tools (including some free or inexpensive applications!) to develop everything from general library overviews to discipline-specific tutorials. In this session, we will demonstrate several examples and provide practical design tips based on instructional design theory and best practices. |
One tool we will highlight is a new self-paced information literacy course available to anyone at UK through Canvas. We particularly encourage instructors to refer students to this short course to supplement library instruction in the classroom. The course covers a wide range of topics in a modular format and includes self-grading quizzes for each module. We will demo the course, talk about its development and usage, and discuss considerations for future development.
Participants will leave this presentation with ideas to help scale up online instruction at your institution.
|University of Kentucky|
|Brian||Gregg||Cloud Services||Brent Flaugher firstname.lastname@example.org||Just deciding what devices, infrastructure, and applications to move to the cloud is a challenge, let alone managing the how and when. Building and managing a complex, multi-vendor data center in the cloud while protecting your IT environment from security threats can be even more daunting.|
From cloud discovery, assessment, strategy and design, to migration, implementation and monitoring your environments, CBTS has you covered. At every stage of your journey, you get deep cloud expertise delivered with a personal touch.
This session will discuss cloud services and some practical experiences will be shared on KCTCS and Morehead State.
|Deb||Hatfield||Keeping Faculty Development Current and Relevant: One University’s Journey to Date||The Delphi Center at UofL has had years of success training and preparing faculty to teach online. Using a design model that employed Instructional System Design (ISD) principles and incorporating Quality Matters (QM) Standards and Rubric, Delphi U has been offered for 8-years to prepare faculty to teach online. Focus group data from 2017 showed faculty wanted instruction geared more towards online instruction versus teaching in general. They also felt their time would be better spent doing specialized course work that incorporated specific track and/or concurrent sessions that focused on novice, intermediate and advanced user skill levels. A total makeover of Delphi U was offered in spring 2018. This presentation will detail and discuss the process and provide survey information that supported the success of Delphi U and will drive efforts for future offerings of the instruction both face-to-face and online.||University of Louisville|
|Gianina||Hayes||Leveraging ClassFlow to Inform your Practice While Supporting and Engaging Learners in Active Learning||Facilitators are charged with not only engaging learners throughout the learning process but also with assessing learners’ ability to communicate and apply what they have learned, which often involves formative assessments for learners to participate in. This creates a highly supportive environment for learners, but what about facilitators? Should they wait until the results of the Student Evaluations of Teaching (SETs) are released to determine how well they did or should they find ways to gauge how well they are doing as the course progresses and determine how to improve their facilitation daily? This session will introduce ClassFlow, an interactive, cloud-based, lesson-delivery platform that allows facilitators to create and deliver interactive lessons with real-time, formative assessments. These formative assessments may then be leveraged to determine what specific topics in the course may need to be revisited and perhaps if a change in delivery or content may enhance the learning experience. Inform your learners and your practice with ClassFlow.||University of Louisville|
|Miranda||Hines||Guardians of the University: Leading the Way for Distance Learning Compliance||Emily Woods, email@example.com, University of Kentucky||A superhero, according to Merriam-Webster dictionary, is a “fictional hero having extraordinary or superhuman powers”. In the world of online learning compliance, real-life superheroes are required to tackle bigger and newer threats: privacy, security, and legal issues. A complex threat to online learning has been non-compliance with state authorization and licensure requirements. The University of Kentucky Distance Learning team developed a plan of attack to bring its array of distance learning programs into compliance with these legal requirements. The team will relay the unique challenges of distance learning compliance, including identifying stakeholders, getting buy-in from the institution, communicating in a decentralized higher education structure, and developing resources to help programs research authorization and licensure requirements. The team will also discuss process improvement: what worked, what didn’t work, and what could be improved for next year. This session will offer strategies and experiences that will help other distance learning offices develop a compliance process for their online programs.||University of Kentucky|
|Linda||Leake||Blackboard Portfolios: How the University of Louisville Nursing Program is Leveraging Portfolios||Aimee Greene, firstname.lastname@example.org, University of Louisville||If you haven’t looked at Blackboard Portfolios in a while, it’s time to give them another look. Portfolios follow the student, not restricted to one course, allowing students to demonstrate examples of their work throughout their college career. This collection of work can be used as part of their culminating experience or shared with potential employers. Portfolios are now much easier to work with, allowing students to upload content directly from their computer, and programs can create templates to help students organize their work. Learn how the University of Louisville’s Nursing program has incorporated the use of Blackboard templates for its students from planning, to template creation, and finally to implementation. Lessons learned from their initiative can be used to smooth the use of Blackboard Portfolios in other programs.||University of Louisville|
|Shaden||Melky||Reporting Failed Vendor Audits using Cryptzone’s Compliance Sheriff, Voluntary Product Accessibility Templates (VPATS) and JAWS Screen Reader||Western Kentucky University (WKU) Libraries is paving new roads with ADA Accessibility. We have developed a process flow to assess and report the gathered information using Compliance Sheriff, VPATs (Voluntary Product Accessibility Templates), and JAWS Screen Reader. In this presentation, we will give a brief overview of how WKU Libraries utilizes these three software tools to audit, analyze data, and report the errors found within databases, EJournals, and eBooks.||Western Kentucky University|
|Andrew||Myers||Mac Imaging in Higher Ed||Steve Lancaster, Western Kentucky University||This program will cover management techniques and software for Apple Desktops and Laptops in Higher Education. It will look to cover the current tools and resources available for Apple professionals to use, specifically DeployStudio, AutoDMG, and AutoPkgr.||Western Kentucky University|
|Mimi||O'Malley||Case Study: Using a Library eBook as a Psychology Counseling Textbook|
Textbook prices have risen 4x the rate of inflation. The average undergraduate student spent $125 on new print textbooks for spring, 2016 term. Couple these statistics with the problem of students waiting for financial aid disbursements to pay for textbooks, a six week course term, and there’s a crisis waiting to happen. Find out how one instructor addressed these concerns by transitioning his course textbook from print to an eBook found in the Spalding University library database for an upper level psychology course. Discussion will cover critical student instructions for accessibility, LMS considerations, student cost savings, and student feedback.
|Amanda||Peach||The Role of Student Mentors in Library Instruction|
Have you ever felt frustrated by the fact that despite your best efforts to create more authentic and engaging library instruction, students still just tune you out sometimes? Same here! This session will share takeaways from my powerful experience turning my frustrations into a collaboration with an undergraduate student mentor via the Mellon-funded Student-Faculty Partnership Program. For an entire semester, a student partner observed me in the classroom and then provided me with constructive feedback afterwards regarding the effectiveness, organization, and clarity of my teaching, from her unique perspective as an undergraduate student. This session will discuss insights gleamed from the process and changes implemented as a result, as well as ideas for how to scale this program to suit the needs of schools not formally participating in the program, in order to improve library instruction.
|Jennifer||Perkins||Building a Digital Bridge|
The National Center for Education Statistics reports that in 2011-2012 about 11% of students enrolled in postsecondary institutions had a disability. Sections 508 and 504 of the Rehabilitation Act of 1973 make clear that we should ensure a comparable learning experience for everyone, whatever the ability or disability of our students. Certainly, meeting such a legal requirement can be perplexing to instructors if they are not versed in how to make their materials accessible to everyone. This presentation will (1) introduce attendees to the idea of accessibility as an element of inclusiveness, not merely as a legal requirement; (2) emphasize the importance of planning for accessibility from the start of a course-planning process; and (3) demonstrate free tools to “build a bridge” when using digital materials so that all students may have a successful learning experience. Examples of tools showcased include the National Center for Accessible Media’s CADET video-captioning tool and Vision Australia’s Document Accessibility Toolbar.
|Eastern Kentucky University|
|Janice||Poston||Take Your Course from Snore to High Score: Instructional Design Principles Plus Pertinent Web Tools||Adam Elias (email@example.com)||Though we've come a long way in the past two decades, online classes are notorious for their capability to fail utterly in bridging the distance between students and teacher. Because of this, instructors need to make certain that their courses are designed well and intentionally, but how to do this is not always clear. Possible instructional design models include those such as backward design, ADDIE, Merrill’s Principles of Instruction, SAM Model, and more. Countless tools and simple visual elements can be used within these instructional design frameworks to improve students' experience and promote learning. In this session, the presenters will share basic principles of course design, along with a selection of tools that can enhance online courses developed within the presented frameworks.||Bellarmine University|
|Mikah||Pritchard||I don't want to hear it: Student preferences in online learning lecture formats||Amber Hughes, firstname.lastname@example.org Lindsey Wilson College||Should student preferences in lecture delivery be considered? In the age of mobile learning, media creation and delivery is important. Student preferences seem to drive student consumption of learning resources. In this presentation, we will dive into the research and best practices for creating and delivering media in online courses.|
Using technology in teaching, whether in fully online classes or to supplement other teaching formats, enhances teaching and learning. Multimedia tools can address multiple sensory modalities creating more meaningful learning opportunities for students (Mayer, 2002). While researchers and instructors may hesitate to consider student preferences in learning (Woolfitt, 2015), student preferences seems to drive student consumption of learning resources. For example, research suggests that students consume videos from mobile devices and prefer shorter videos (Buzzetto-More, 2014). These factors indicate students are opting for convenience in their consumption of course-related media.
The rise in podcasts (Edison Research and Triton Digital, 2017) suggests that students may prefer audio-only content that is easily accessible from mobile devices over video content that requires a strong connection for streaming. We sought to explore this hypothesis by offering students access to both podcasts and videos of the same lectures in multiple online courses.
|Eastern Kentucky University|
|Melony||Shemberger||Facebook Live as a Pedagogical Tool|
Facebook Live can offer educators new ways to present content in the online platform. However, how to use Facebook Live properly before hitting that "Start" button is important. In this session, educators will learn — and practice — some guidelines that should be followed when broadcasting via Facebook Live.
|Murray State University|
|Nedim||Slijepcevic||Creating a Successful and Sustainable Faculty Development Curriculum for Online Learning|
Online teaching requires technical and pedagogical expertise that college and university faculty often do not receive as a part of their graduate studies. When presented with online teaching opportunity, instructors often resort to merely converting their face-to-face classroom into an online format or use their online course shell as a content depository. This practice commonly results in poorly designed online courses with diminished teaching, social, and cognitive presences, essential components of the Community of Inquiry model required for a well-designed online course. In efforts to improve the overall online student educational experience and retention rates, universities should provide continuous professional development opportunities for faculty that focuses on the enhancement of online course design and delivery.
In this presentation, we will discuss and demonstrate the necessary steps for developing a comprehensive professional development curriculum for faculty who teach online. The curriculum includes eight training components whose delivery length ranges from one to sixty training hours. We will also discuss faculty buy-in and incentives, advertising, needs assessment as a part of the planning process for pedagogically rich and beneficial faculty workshops, gathering and implementing evaluations, attendance tracking and transcripts, and sustainable growth in faculty attendance.
|Eastern Kentucky University|
|Michael||Strawser||A space for wisdom: Library functionality in the digital age||John Stemmer, |
|Thomas Merton once said: “Our technological society has no longer any place in it for wisdom that seeks truth for its own sake, that seeks the fullness of being, that seeks to rest in an intuition of the very ground of all being. Without wisdom, the apparent opposition of action and contemplation, of work and rest, of involvement and detachment, can never be resolved.” Universities are often seen as a place of contemplation and learning – a place for the pursuit of wisdom, or at least knowledge, yet, in many ways, universities are technological hubs. We strive for the latest and greatest and often the latest and greatest can truly engage students and reinforce student learning. The library, as a Renaissance campus space, must delicately balance new tech trends and individualized student learning while emphasizing space for enhancing contemplation and wisdom. This session, under the purview of other library services, will address the evolution of the library as a cultural campus space where deep, individualized learning can occur. In addition, the presenters will approach this session as a “old/new” school discussion that will address the balance between new technological innovation as a necessary library dynamic without forsaking low-budget and student-centered techniques that may seem more archaic.||Bellarmine University|
|Esther||Tattershall||I See What You Say: The Power of Visuals in Your Online Course||Did you know, 90% of the information transmitted to your brain is visual?* And recent studies indicate that visual cues can help us better retrieve and remember information.* The concrete nature of visual elements can help our brains bridge the abstract nature inherent in some words and phrases and improve our overall understanding of course concepts. And visuals are more than photographs. |
Data can be visual. Infographics tell the story of your data and visualize difficult concepts for learners. Concepts can be visual. Pictorial depictions of course concepts and how they interrelate can provide frame and context for learners before, during, and after reading assignments. Scenarios can be visual. Adding certain visual elements to learning scenarios presented in your course can help learners conceptualize complex concepts and themes they are asked to apply in practice through these activities.
In this hands-on session, participants will learn to identify some key components of a powerful visual and practice creating a custom visual resource for their course content.
|Eastern Kentucky University|
|Matt||Varney||KCTCS MyPath Experience – Helping our employees and students find their path through the digital workday and school day.||Jeremy Miller||At KCTCS, college students and employees must connect to more than a dozen enterprise systems on a daily basis. That number will continue to rise as more content and services become more natively online. Navigating and securely accessing these systems in an efficient and effective way is a strategic imperative. With MyPath, our Single-Sign-On hub built in SharePoint Online, we have constructed an experience that achieves the goal of simplified connections to our most crucial enterprise systems. The power of Azure also enables us to securely manage the connection applications at scale. This presentation will describe our solution’s benefits to our students and employees, as well as to our efforts in establishing a premier digital workplace. We will also describe and demonstrate some of the technologies used to achieve these goals.||KCTCS|
|Jason||Zahrndt||Expanding the Role of Digital Media Assignments at the University of Louisville||The Digital Media Suite (DMS) is the specialized computer lab and tutoring center focused on creating and improving digital media products. Since its creation as a shared initiative of the Delphi Center for Teaching and Learning, REACH academic support services, and the University Libraries, the DMS has worked with thousands of faculty, staff, and students. In the past two years, usage of the DMS has increased by over 75%. This increase has happened in conjunction with an expansion of the resources and services offered. Learn about how the DMS started, the progression of its resources and services to the present day, and how faculty and students are supported in their work with digital media. Join in discussions about best practices for leveraging both paid and free media creation software tools. Leave with ideas on how to incorporate digital media into your work with faculty.||University of Louisville|