Dr. Quinn

a woman of words

Focus on Teaching and Technology Conference @ UMSL


After a brief hiatus, I just finished my first regional (or for that matter any!) conference on Friday — I haven’t attended a conference in over a year, so I have been reminded how much I miss the learning opportunities academic conferences offer. It was Brillaint! The University of Missouri St. Louis hosted the FTTC Thursday 10/24-25, 2013, and while it might be considered regional, I would encourage anyone interested in educational technology to attend!

The keynote speakers, Amy Collier (director of digital learning initiatives in the Office of the Vice Provost for Online Learning (VPOL) at Stanford University) and Michelle Pacansky-Brock (author and Conference Chair-Elect of the Sloan-C International Symposium for Emerging Technologies for Online Learning) offered insight and approaches that I wish I could claim I had thought of! I teach and I moonlight as an instructional designer, so I am eager to explore and discover new teaching and learning approaches that will invigorate my passion for teaching and my students’ quest for knowledge. These two innovators certainly lit my technology fire and stoked it.

Now I am just trying to temper my excitement with the realities we often encounter post conferences (time and technology constraints are certainly the two challenges I face! And I wish I had the budget to incorporate as many technologies – in a meaningful way of course – as I could.)

So, I am including the conference information below (and crossing my fingers that the formatting isn’t completely lost when I paste it below). If I could have attended more workshops, I would have because, as you will see (below), there were so many gems to choose from.

(I’m also experimenting posting to my blog using the WordPress App for iPad. So far so good! I still prefer working from my PC, but I admit I am a digital immigrant.) 🙂

2013 Conference Program

Keynote Speakers

Amy Collier is the director of digital learning initiatives in the Office of the Vice Provost for Online Learning (VPOL) at Stanford University. She oversees online and blended course design and teaching initiatives and conducts research to inform effective practices across the University. Amy is a strong advocate and resource within the VPOL for evidence-based instructional improvement, strategy, and planning. Before coming to Stanford, Amy was the director of the Center for Excellence in Teaching and Learning at Texas Wesleyan University where her team implemented nationally-recognized faculty development programs for online learning and learning space redesign. Through her graduate studies in social sciences and nearly 10 years working in faculty development, Amy has been an advocate for learners and teachers across a variety of educational institutions, from community-based service organizations to large public broad-access universities. As a preview, feel free to watch Amy’s TEDX speech.

Michelle Pacansky-Brock is a noted educator and online faculty development specialist with a passion for using emerging technologies to make learning more relevant and accessible for all learners. Michelle has received two Sloan-C awards for her online teaching effectiveness and is the author of Best Practices for Teaching with Emerging Technologies and the eBook, How to Humanize Your Online Class with VoiceThread. She is also Conference Chair-Elect of the Sloan-C International Symposium for Emerging Technologies for Online Learning. You may connect and learn with Michelle at teachingwithoutwalls.com or on Twitter @brocansky.

Thursday, October 24
E. Desmond Lee Technology and Learning Center
UMSL South Campus

The FTTC Thursday sessions are listed below with descriptions for each session. For best results, the program should be viewed on a tablet or computer.

9:30-11:30 a.m.

Dylan Herx,
Jack Taylor Lab | TLC, Marillac Ste. 100 Advanced Google: Exploring New Uses for Instruction
Google is great: it’s free; it’s always providing lots of free digital tools; it’s committed to education. This workshop will cover some of the lesser known tools within the Google ecosystem. We’ll take a look at deeper search abilities for academia, using Google Drive for assignments and feedback, dialing up Google Voice for an easy way to maintain contact with your students, and we may even have time for Blogger or Google Keep. Note: This is a hands-on session and you will need a Google account to participate fully.

Sarah Cress,
Sigma-Aldrich Lab | TLC, Marillac Ste. 100 Teaching with Video: GoAnimate
Attendees will learn how to incorporate an exciting video production tool into their curricula and gain hands-on experience creating their own exemplar.

Keeta Holmes,
Boeing Room | TLC, Marillac Ste. 100 Seeing Data Differently through Infographics: Creative Assessments to Develop Critical Thinking Skills
Our students often struggle to to relate the data they find to argue a salient point. Free Infographics tools can provide an engaging outlet for students to communicate and present large amounts of material in an easy and visually pleasing way. Blending text, illustrations, charts, videos, maps, and/or diagrams, students and teachers alike can create simple, sharable interactive posters full of rich media and manipulatives. Participants will begin by exploring examples and then learn to create their own using several free and easy tools. Discuss how these student-driven creative assessments can provide a flexible learning path for students to connect with the information and data they find in your course.

Donald Gouwens
& Michael Bahr,
Monsanto Bio-Lab | TLC, Marillac Ste. 100 Evaluation of Candidate Performance via Student Learning Outcomes
To address the ever increasing emphasis upon accountability in education, teacher educators at all levels need to provide evidence of student learning. To this end, this presentation will provide a brief overview of a problem-solving model, identify common general outcome measures for student learning and behavior, and review methods used to evaluate these outcomes. Special attention will be given to data-based decision making and how these outcome data can be used to assess candidate performance, course objectives, and program goals.

11:45 a.m. | Lunch
12:15 p.m. | Keynote

Michelle Pacansky-Brock
Author and Innovative Educator
Education Admin. Auditorium Humanizing Learning with Emerging TechnologiesThursday Keynote Presentation
As educators in today’s digital society, we may feel reluctant about turning to technology to increase our connectedness with students or to make their learning more relevant. But this strategy can be the pathway to increasing class community, fueling student engagement, and empowering lifelong learners. Join Michelle for an inspiring glimpse into the world of humanized teaching and learning with emerging technologies as she shares tips, strategies, and student feedback from her own classes.
2:00-4:00 p.m.

Awuah-Offei Kwame,
Jack Taylor Lab | TLC, Marillac Ste. 100 Enhancing Student Engagement with Sound Wiki Pedagogy
This workshop will provide participants with best practices for incorporating wikis into course design. The workshop will cover best practices to incorporate wikis, and share case studies of Missouri S&T professors who have successfully used wikis to improve student learning outcomes in their courses.

Rebecca Hodges,
Washington U.
Sigma-Aldrich Lab | TLC, Marillac Ste. 100 New Media in Education
The goal of this interactive workshop is to develop participants’ capacities for incorporating new media into their professional development, research, and classroom teaching. Through a focus on inspirational examples, hands-on skill-building practice, and small-group creative scenarios, we will explore uses for digital social media (Skype, Facebook, Twitter, YouTube, LinkedIn, Instagram) and digital academic tools (MOOCs, e-Books, Google Scholar, online databases and library collections) to exponentially increase the 21st century skill-building of your educational activities.

Carl Hoagland,
Michael Butler &
Margaret Scordias,
Boeing Room | TLC, Marillac Ste. 100 Learning and Teaching with an iPad
In this hands-on session, participants should bring their iPad as they will be introduced to strategies for effectively integrating content into the classroom. The session includes Web 2.0 based apps that support learning that is interactive, constructivist, and learner-community focused. Apps include Popplet, Educreations, Notability, and Evernote.

Michelle Pacansky-Brock,
Author and Innovative Educator
Monsanto Bio-Lab | TLC, Marillac Ste. 100 Tips and Strategies for Flipping Your Classroom with VoiceThread
Keynote Workshop
Learn easy strategies to flip your classroom with Voicethread to deliver content with voice, visuals, and video…and invite students to participate in engaging assessment activities. With passive listening taking place outside of class, students become active participants and engage in discussion, debate, and critique to foster higher order thinking skills. Learn advanced VoiceThread skills to transform students from information consumers to content creators and create VoiceThread activities that allow students to contribute their own slides. Participants also will learn how to create separate identities to manage feedback. Prerequisite: Workshop participants should know how to create and share a Voicethread with others (public, selected individuals, or groups). Limit: 20

4:30-6:30 p.m. | Reception | Cerego: Learn Faster, Remember Longer, and Manage Your Memory | Boeing Room.

Friday, October 25
JC Penney Conference Center
UMSL North Campus

7:30-8:20 a.m. | Breakfast | Cengage Learning: Our Commitment to Supporting Faculty and Students | Summit Lounge, JCP
8:30-9:20 a.m.

Steve Ball,
U. of Missouri

Cengage Learning

JCP Summit The Digital Partnership: Using Technology to Elevate Student Learning in Large Lecture Courses
The “Digital Age” Student requires more than a PowerPoint and a 50 minute lecture to stay engaged. Using external and internal resources, a complete digital course experience can be built to engage the 21th Century student, fulfill course requirements, assess student understanding, and ultimately improve your teaching. This program will highlight how one Introductory Level Course uses technology in conjunction with traditional techniques to reach students in a large lecture setting.

Susan Yoder-Kreger
& Martha Caeiro,
JCP 92 Designing Interactive Online Courses: A Foreign Language Model
After the redesign of a proficiency-based introductory-level language curriculum, the opportunities provided by various interactive online tools led the faculty in the Spanish program to develop hybrid and online courses. We will present a model of a Spanish online course, demonstrate how we align course goals and expectations with those of face-to-face language courses, show sample interactive tasks and assessments that can be adapted to other disciplines, and discuss challenges and lessons learned.

Shawn Nordell,
JCP 202 Learning How to Learn
Students are expected to be proactive and self-regulate their learning. This involves organizing and executing a learning plan, selecting appropriate learning strategies, and self-monitoring and self-assessment of their academic progress. Different learning objectives can require different learning strategies, however students often use a one size fits all learning strategy. How can we help students learn how to learn? Effective strategies for efficiently incorporating studying strategies into the classroom will be presented based on recent research.

Linda Hubble,
Dennis White, &
Lisa Stepanovic,
JCP 204 Online Learning – Try It! You Might Like It!
Enrolling in online courses and programs can potentially expand post-secondary learning opportunities, but how can students experience whether online learning might be a good fit for them? St. Louis Community College recently designed and piloted a new student success course, Smart Start, which includes an LMS (Blackboard) orientation module and an online learning week to provide students with a low-stakes opportunity to “be an online student.” The presenters will provide an overview of the learning experience, demonstrate components of the activities and share feedback from students and instructors collected from the previous academic year.

Rick Bonsall,
McKendree U.
JCP 402 Really? Have You Flipped?
The flipped classroom, is it a fad or innovation? It is technology driven, but what about it is fact or fiction? What are the pros and cons? Do you know the do’s and don’ts? You and I will expose the truth about the flipped classroom! Come share in this robust and possibly cantankerous debate.

Krista Hyde &
Janet Roberts,
Maryville U.
JCP 403 Concept Maps: Using Bubbl.us to Assess Student Understanding in Introductory Courses
Concept mapping is a powerful tool to gauge and assess students’ knowledge of subject matter. Free online technologies allow students and instructors to make professional and clear concept maps. Using concept mapping when teaching an introductory course enhances student learning and is an excellent opportunity to engage all learning styles.

Qiang Dotzel,
JCP 404 Contemporary Mathematics: Modern Math Makeover
The main reason for the redesign of Contemporary Mathematics is to discover new and effective learning tools on campus and online that will further engage students learning. These tools can transform the presentation of topics that we present in Contemporary Mathematics. For example, I discovered an App on iPad that can make the calculation of mortgage payments and related matters precise and highly inviting to students.

9:30-10:20 a.m.
Bryn Lutes &
Mitchell Kundel,
Washington U.
JCP 92 Improving Analytical and Discussion Skills with Group Work and Blackboard
We will share our successes with adapting a discussion-based peer-leader training course to an active-learning classroom, discussing innovations that led to increased student participation and improved analytical skills. We will also discuss how we used the Blackboard discussion board to increase the quality of student participation and to facilitate peer interaction during in-class discussions for a class of 40 students. This session will include discussion with session participants of specific strategies for combining technology, group work, and discussion to increase student participation and foster improved learning.

Jennifer Miller &
Laura Wolff,
JCP 93 Case Studies in Assessing and Improving Online and Hybrid Courses
When a course is over, the real work begins. What changes are necessary to better achieve learning goals? While this session will use one experience as a case study, participants will make recommendations for improvement that can be applied to their own courses or training programs.

Peggy Cohen with a Faculty Panel
JCP 202 Redefining Vigor in the Online Course: A Panel Discussion
Experienced faculty share their experiences designing online courses that challenge students, maintain academic rigor, and support student learning in meaningful ways. Panelists illustrate and discuss the challenges and lessons learned in maintaining rigor without compromising quality.

Rob Hallis,
JCP 204 Flipped Library Instruction
Library instruction frequently digresses to a fast-talking sales pitch for using library materials instead of googling wikipedia entries. Flipped instruction involves putting lecture materials and some exercises online, and using face time to interactively work with students on their individual research needs. This session briefly evaluates tools that can be used to move lecture offline, techniques for arranging online material, and technology that can promote students interaction.

Tami Eggleston,
McKendree U.
JCP 402 Lost in the Technology Forest? Use the Teaching Decision Tree
It’s easy to feel overwhelmed by the plethora of websites, CMS technology tools, and apps available for instruction. In this engaging, fast-paced, high-energy discussion, faculty begin to use a decision tree to select the best tools and organize teaching and technology resources.

Steve Foster,
Sr. Regional Consultant
JCP 403 Clicking With Your Students: iClicker’s Approach to Engaging Students
Join the conversation to enhance the classroom experience by creating dynamic activities using the iClicker Student Response System. See how easy it is to implement a new strategy to assess students’ understanding, capture attention and engage students effectively using iClickers.

Donna Church,
Webster U.
JCP 404 Technology and Writing: Bridging the Research and Writing divide
How one conducts research often shapes retrieval, perception, and presentation. This session, we will look at how to improve student search strategies to expand resources, develop critical thinking, improve writing skills.

10:20-10:40 a.m. | Mid-Morning Break: Meet with vendors while enjoying a refreshment break. | JCP Lobby
10:40-11:30 a.m.
Susan Waller &
Greg Geisler,
JCP 92 Instant Assessment: How Real-time and Automated Quizzing Improve Learning
Two professors in Art History and Accounting share strategies to check student comprehension of reading assignments, online lectures, and other materials through easy and timely web-based and iPad quizzing technologies.

Richelle Rennegarbe,
McKendree U.
JCP 93 Using Journals to Enhance Reflective Learning in an Online Practicum
Journal are an excellent tool for enhancing student learning in a practicum course that is delivered in an online format. Students journals allow students to self-reflecive on their practicum experience, as well as gain an insight into their role as a future nursing leader.

Peggy Cohen with a Faculty Panel,
JCP 202 Effective Teaching: Tips from Award Winning Faculty
Teaching award winners from co-sponsoring campuses offer insights and practical examples to illustrate low and high tech ways to hold students’ attention and focus on learning.

Michael Lewis,
JCP 204 An Approach to Flipping the Classroom in Chemistry
A more active and adaptive learning environment was achieved via the flipped classroom approach in the course Principles of Chemistry II during the winter/spring semester of 2013 at Saint Louis University. The presentation will discuss the instructional design, including how the online technology products Tegrity and LearnSmart were employed to facilitate the flipped classroom approach. Student perceptions of the approach, and a comparison of student performance with the performance of students from the previous year when the course was taught via a traditional lecture approach, will also be presented.

Michael Henry,
JCP 402 The MOOC: Educational Fad or Long-term Solution? Workshop Handout
What are MOOCs and how could they alter the course of education in the future? We will describe MOOC development, and share research on MOOC implementation, as well as specialized features:Learning Path and Progress (xAPI / Tin Can), Social Learning and Communities, Mentor Search, Mentor Connections. What are the implications for academic institutions? How can a business model be developed to promote learning, access and collaboration with brick and mortar institutions? This will be a lively discussion of issues related to MOOCs.

Ken Brown,
Steelcase, Inc.
JCP 403 Designing Active Learning Spaces
We all learn in different ways. Our research tells us that better results are yielded from an active learning environment that incorporates some of the insights that we have gained. An active classroom supports multiple modes of teaching pedagogies and learning . It allows for more student engagement and the instructor acting as more of a “guide on the side,” rather than a “sage on the stage.” This presentation will detail our research process, theories, testing methodologies, classroom and adjacent applications.

Klaus Woelk,
JCP 404 Assisting Teaching with GTAs, Assisting Learning with ULAs
The traditional concept of employing Graduate Teaching Assistants (GTAs) for teaching lab or recitation sections is compared with the use of Undergraduate Learning Assistants (ULAs) for collaborative and peer-led education. In course settings that focus on active learning and critical thinking, ULAs can be an important tool for developing a social, cooperative, yet challenging study environment. To create such an environment, it is important that ULAs receive an appropriate training in guiding peers rather than showing them how to arrive at a correct answer.

11:30 a.m. | Lunch and Prize Drawing | JCP Summit
12:45-2:00 p.m. | Keynote

Director of Digital Learning Initiatives,
Stanford U. The Future Isn’t What It Used To Be: How Educational Technology is Transforming the Future of Teaching and Learning Friday Keynote Presentation
Discussions of the future of higher education have taken a hyperbolic turn. We are either in the midst of the “end of education” or the “dawn of a new education era,” and digital learning is positioned as the driving force for either fate. But instead of “saving” or “destroying” education, what if educational technology could transform education to amplify what works best for teachers and learners? Stanford University’s Amy Collier will propose this future in her plenary talk. Join this session to uncover emerging models of digital learning, new research on teaching and learning, and evolving university support structures that are catalyzing this transformation.

2:15-3:05 p.m.
Amy Collier,
Stanford U.
JCP 202 What’s Next? Five Transformational Digital Learning Approaches You Can Use in Your Courses
Keynote Workshop: 2:15-4:05 p.m.
Following her plenary on transforming the future of teaching and learning, Amy Collier will lead a call-to-action for educators and educational support staff. In this session, attendees will explore five digital learning strategies they may use to transform their own classes. Amy will offer multiple entry points for each model so that educators at various levels of experience with educational technologies may find tactics that work for them.

Alexey Yamilov,
JCP 92 Lessons From Three Years of Hybrid Instruction in a Technical Discipline
Just like there is no one-size-fits-all approach in a conventional instruction, the same applies to the hybrid delivery. The presentation will describe the choice of delivery technology as well as adapting the course content and assessment strategy for the conventional/online format. I will discuss the different approaches used in three different courses taught multiple times over the last three years.

Jillian Baldwin Kim
& Jerol Enoch,
JCP 93 Digital Media Production in the University ESL Classroom
This presentation highlights the use of digital media production in the university-level English as a Second Language classroom through the use of iMovie and Aurasma. Strategies for curricular integration, media production instruction, and platform-specific application will be shared through teacher testimonials and student-produced examples.

Perry Drake,
JCP 202 Is Your Usage of Social Media in the Classroom FERPA Compliant?
There are many vehicles for which we can communicate with and share thoughts and feeling and ideas with each other including Facebook, Twitter, Tumblr, Instagram, WordPress and now Vine. In this session, you will learn how to use these various social media and digital strategies effectively in the classroom to engage and motivate your students for success. We will also address areas of caution to ensure we as instructors are as FERPA compliant as possible and what exactly that means in today’s very transparent world we live in. The session will end with time for brainstorming and sharing thoughts and concerns with each other.

Cheryl McAllister
& Laurie Overmann,
JCP 204 Redesign of Beginning and Intermediate Algebra Using ALEKS: Lessons Learned
Due to a large number of students entering Southeast Missouri State University with insufficient algebraic skills, a course redesign project was undertaken in 2009 utilizing technology, the ALEKS software product, and face-to-face tutoring to provide each student with an individualized learning experience. Data on student success, time on task, and completion rates were collected each semester to identify weaknesses in the course design. Improvements over the years include development of a basic arithmetic course, enforcement of an attendance policy, creation of modules with short lectures to provide course structure, and assessments to develop students’ mathematics organizational and communication skills. Academic advisors, campus-wide tutoring services, and disability services provided learning assistance and valuable feedback in the redesign effort. In this session we will share what has worked, what didn’t work, and the current modifications we are enacting this semester to improve the courses.

Erica Goldenberg,
Top Hat Monocle

Jennifer Siciliani &
Christina Usher,
JCP 402

Throw Out Your Clicker, Put On Your Top Hat
This presentation will be an introduction to the latest in classroom response technology. By utilizing students’ own cell phones, and web-enabled devices, Top Hat is making the classroom more engaging than ever. After an introduction to Top Hat and an overview of the system, we’ll hear from one of our UMSL professors who used the tool in a unique manner to solicit real-time feedback from her students during lectures.

3:15-4:05 p.m.
Christine Padberg,
JCP 65 Web Tools for Reading in the Digital Age
The amount of reading, studying, and learning college students are engaging in online is increasing exponentially every day, but many learning strategies that may work well for paper-based reading are ineffective in digital environments. How do we support our students in being successful 21st century readers and learners? This session will discuss differences between paper-based and online reading, and present a collection of free web tools that can enhance and support our students in their online reading tasks.

Barbara Wilkins,
JCP 92 Video Voodoo: Tips and Tricks for Transforming Classes
Video is often seen as an important part of course transformation. Many faculty seek ways to make fast and easy videos to capture nuggets of knowledge they wish to share with their students. In this session, we will explore formal and informal video, discuss why faculty may wish to use both types and when each is most appropriate. Best Practices with video and additional apps to enhance content will be shared. Examples used with be from classes with STEM emphasis.

Larry Monteilh,
Fontbonne U.
JCP 93 Value, Benefits, Issues Imbedded in the Blended Version of Course Delivery
Viewing the process of blended learning with examples and proven processes will provide an effective strategy for your upcoming courses.

Basiyr Rodney &
Tamara Rodney,
Webster U.
JCP 402 Working from Chrome: The Essential Classroom Toolbox for Google Chromebook
The digital-age classroom is defined by cloud technologies and student use of personal mobile devices. Many educational institutions are investing in cloud services such as Google Apps as well as tablets, smartphones and Chromebooks. Students are now expected to engage in 1:1 computing experiences in and outside of classes. Web applications (aka apps) have become the tools of the digital classroom. Knowing which apps to use can make the difference between seamless 1:1 integration or ineffective use of otherwise powerful technologies. In this presentation we demonstrate how Google Apps, select third party apps from the Chrome Web store and Chrome OS can enliven students in the digital-age classroom.
4:15 p.m. | Closing Remarks & Door Prizes in Summit Lounge.

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This entry was posted on October 27, 2013 by in Conferences, Curriculum Design, Higher Education, Professionalization.
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