Higher Education, Learning, Learning and Performance, Library, Library Science, Open Education, OpenAccess, Professional Development

Introducing: Open Higher Ed Learning & Development (HELD) Digital Library

There are a growing number of learning networks, online communities, educational resources, and openly shared learning & development (L&D) created for and by higher education professionals. Over the years I have personally discovered a wealth of thoughtful and creative resources that have helped me improve, learn, and grow in the work I do. These open artifacts and digital items are openly shared by a brilliant group of colleagues who work in and around in higher education. This past summer, a course I as enrolled in as a learner prompted me to start this side passion-project to think about how I can best gather these professional L&D resources that best inform my own teaching, research, and practice. This led me to create the Open Higher Ed Learning & Development (HELD) digital library.

OER is sharing is a Flickr image/drawing shared in the Public Domain by Giulia Forsythe

The Open HELD digital is designed to showcase and display open educational resources (OER), specifically resources that provide professional L&D for peers and colleges working in the postsecondary education (staff, faculty, and graduate students). This space is a digital library is always a work “in-progress” as I will continue to edit, update, and add to the collections — you know, all the metadata fun.

Open Higher Ed Learning & Development (HELD) Library

https://openheld.omeka.net/

This digital library shares open L&D materials with an open license as an OER object via Creative Commons, the Public Domain, and/or via permission of the creators/authors/editors for each item. As you browse this digital collection, you will find open L&D items to enhance your instruction, help with student support/advising, and improve your scholarly work with teaching, research, and service. I hope this digital library is helpful for you to find and learning with these resources. I encourage you to share this digital library with other postsecondary peers and colleagues.

If you have an open L&D teaching, learning, research, or service resource to share with higher education professionals please let me know. It would be great to share and showcase your resources/items. The Open HELD library collections currently include: books, journals, reports, podcasts, Twitter chats, drawings, pictures, videos, webcasts, team/personal blogs, and websites. I welcome links to URLs, uploads of files/documents, images, and more. Also, I welcome expanding this to share relevant whitepapers, course syllabi, presentation slide decks, program/teaching handouts, and more. These collections can be augmented, expanded, or added to.

Do you have an OER L&D item to add to a collection? Please feel free to submit your contribution to the Open HELD library here: https://forms.gle/SF8LCPVJ3ehS6XnQA

Also, as the Open HELD collections are a living and evolving library, I welcome your questions, comments, feedback, and suggestions for how to improve current collections and or corrections for an items already housed in this library — please feel free to send me an email at: techknowtoolsllc@gmail.com Thanks!

Higher Education, Learning, Learning and Performance, Library, Online Learning, Professional Development

Why Can’t Learning in the Analog and Digital Just Get Along?

It’s the end of the academic term (well, almost, I’m still wrapping up my grading), but I have been thinking a great deal about learning, how we learn, and the modes of learning for both my students and professionals this semester. Back in March, Joshua Kim posed a series of questions related to the higher education conference learning that goes on, and questioning how we might need to rethink our own professional development for learning:

  • What if the way we think about professional development for learning professionals is actually holding back the learning profession?
  • What if what we really need is to create new knowledge?
  • What if what the learning profession really needs is original scholarship?
  • What if the resources, time and energy we devote to attending large professional conferences would be better spent in small-scale convenings, where the goals of scholarly productivity are foregrounded above all others?

These questions resonated with me, my friends/colleagues often ask if I will be attending an upcoming conference or event so we can meet up. As a professional with minimal funds for travel and also little interest in attending conferences during the academic term (I teach A LOT of learners during the two long semesters – Fall and Spring), many are surprised to hear I am not going to be at these events as I value professional learning. In the last few years, I have notices that I am not learning very much at conferences on site at these events. To clarify — I DO participate in valuable discussions, debates, and banter with peers at these events, but I’m not sure the format of a typical 2-3 day conference with keynotes, workshops, lecture presentations, academic papers/posters, etc. in a 2-3 day format is not how I WANT to learn.

Sure. I miss the connections and socialization within the profession at these conference events, but really, my learning and development is on-going and more tailored to what I need and want to learn about. These days, I think there are SO many ways to engage with professionals and gain the knowledge I am looking about — that I have not been interested in figuring out how to build a budget for one event. Sometimes I follow and read through a conference backchannel if I can’t physically attend; however, lately, I’m not sure I’m really missing out on anything. I think the biggest loss of not attending might not actually be the learning, but the networking and professional socialization that comes with the analog format of most conferences.  Also what is often lost in these large learning events, is the knowledge creation and sharing beyond a time, location, and date to a broader audience — that comes with “the common is a faith in the power of convening. And, in particular, a faith in the power of convening at scale” (Kim, 2019).

I think there are SO many ways professional to learn, develop, and gain knowledge in higher education. I typically find ways to learn from my peers and gain insights into my field through:

  • Books I borrow from the public & university library – I read A LOT!
  • Hashtags I search/follow/chat with on Twitter based on topics I’m interested in
  • Peers and colleagues work I follow — especially those who tweet, podcast, blog, and share in open access ways online
  • Journal articles and conference proceedings (ones that are publish)
  • PODCASTS! Like books, I listen to and learn from a wide variety of episodes, including the growing number of higher ed-focused podcasts, available on-demand, for download, and/or streaming. I guess I also create a couple to learn from as well e.g. @BreakDrink & @InVinoFab
  • LIVE/ARCHIVED web stuff: Webinars, web-events, broadcasts, YouTube live, Virtually Connecting sessions, etc.
  • Local events and happenings around DFW — at my campus, at other campuses, and general MeetUps or events. This even includes things posted on my local neighborhood network, NextDoor.
  • Subscriptions to learning, like this yearly membership I have to MasterClass.com
  • Open educational resources (OER) — e.g. MOOCs offered by FutureLearn, Coursera or edX and other OER repositories
  • Listservs and Google Groups — yeah, I still learn news, information, and find opportunities on these emailed spaces.
  • Library or research workshops at UNT Library like Software Carpentry for R and Python to tool up on a skills, platform, or research method.
  • Formal university courses. I take advantage of that staff/faculty discount at my own institution to take a non-degree course (I’m working on this certificate now).
  • Friends, colleague, and peer suggestions for learning and training — they just know I like learning, and what might peak my interest, in general. So I welcome referrals and suggestions for any of the above — and I get these often.

Beyond professional learning conferences, this sentiment also present with the work I do in the online teaching/learning domain. At our colleges and universities (at least in the US), there seems to be more value placed on the analog vs. the digital work we do on campus. If I am not physically “present” somewhere, how can the work I be doing the same as my colleague? What does a lecturer do who does not actually lecture? Good question, let me tease this out a bit as a couple of recent reads around digital minimalism and revenge of the analog has peaked these thoughts.

Over the past five years, as a full-time non-tenure track faculty member, I have been involved in a great deal of teaching/learning as a lecturer (who might not actually lecture). My work involves instructing face-to-face (F2F), online, and blended learning university courses and also designing learning/training on digital platforms AND within new physical teaching spaces. This has been fun, as I try to apply what I’m learning and discovering in my own research/learning (see list above) to re-tool how to best design these educational experiences digitally (like others who move to online teaching). That being said, when talking to some colleagues, I do notice the embedded bias for the “traditional” teaching methods (e.g. sage on the stage, chalk n’ talk, talking-head expert, etc.) for what it means to be present on a campus as a faculty or staff employee.

Looking back, I suppose most of my own experience as a learner involved F2F means of instruction, student support, and interactions. Before finishing my PhD, I had a number of F2F and blended courses I taught or had been enrolled in myself. Part of the assumption of online teaching comes with the culture on campus and the expectations of what an online course will entail for the learner. For F2F courses, I think there is less pressure to have your entire curriculum prepared, available, and online at the start of each semester. A professor or instructor can just show up and talk (on or off topic) based on what might be loosely included in the course syllabus or schedule that day, often without any concern for lecture capturing, archiving, and transcribing media (audio or video) of their presentation. As a F2F instructor who teaches on campus, there is no need to be explicit in detail for assignments, or itemization of instruction on projects, tasks, or activities for learning. Students attending these courses on site can ask immediate follow up questions before, during or after scheduled class time. Additionally, students feel a rapport or social presence with the in-class instructor that is different those educators they might have online (not always, but it often it is so). These interactions to learn with peers or through impromptu discussions in class, does not require a script, plan, or set outline of pedagogy when comparing it to the defined structures of an online course.  Then there are other F2F learning experiences when faculty stick to the scripted presentation/lecture with minimal interaction or engagement.

Since my faculty role has primarily involved designing and delivering online learning, I have been a fortunate to lecture and capture lessons on video/audio, augment how I offer student support in office hours, create useful learning materials beyond a textbook, create social presence for myself and learners in these courses, and be mindful of making my educational resources accessible in a variety of different formats considerations for multiple formats. This reflection of my teaching online is constant and helps me to improve how to make concepts and learning relevant for my students.

For learning, it does not have to be a THIS or THAT debate. When it comes to the digital or analog practices, I think there is value in both. Like making a mix tape of music or playing a vinyl record, I take the skills of searching, listening, finding, and curating my music on Spotify playlists digitally. I don’t think I could do one well without the other. The skills for learning design offline apply to how I think about my online curriculum. Both should exist — it’s not an either or when it comes to the analog and digital experience for learning. Our college/university campuses and our professional associations could use a healthy smattering of both. We need educators, administrators, instructional designers, and student support services that are versatile in both digital and analog practices. I think teaching online, over the past few years, better informs my pedagogical preparation and considerations for how I design and deliver learning. Whether it is an in-person conference workshop or an online week webinar, I think the pedagogical experiences help to merge my digital and analog practices. It’s marriage of both skills sets to reach a variety of ways to gain knowledge and learn.

We will never change how we create and share knowledge, or learn new ways to do things, unless we change our professional practices. The model of conference learning is fine to socialize and network with the select few who can afford to attend the conference; however, I would challenge the number of professional associations I am/have been a member of to think about how to BETTER share and TRULY scale knowledge in a manageable way, specifically:

  • How are these learning artifacts archived beyond the dates and locations of these events?
  • Are there ways to share knowledge and learning that we need to start modeling for professional learning, training, and development of our own?
  • How are professionals who do not attend engaged and encouraged to understand the value-add of these learning experience or resources shared from the in-person meetings?
  • What was can data be managed and learning objects be curated to organize what was shared, learned, and presented at these events?

I don’t have the answers to these, but I think this is worthy of further discussion and consideration. I know I would be willing to support and work with professional associations/organizations who would like to consider how to effectively organize their own digital libraries for learning, knowledge sharing, and advancement of the field. Let’s chat.

Collaboration, Higher Education, Horizon Report, K-12, Learning, report, Research

#FOECast: Ideation Week for the Future of Education

What project should we create to grasp the future of education and technology?

This is a big, bold question that is being explored and discussed in facilitated conversations via Bryan Alexander this week for:

Future of Education & Everything Community (#FOECast) IDEATION WEEK: February 26-March 2, 2018 

For those of you who know me (or are just getting to be acquainted), I am all for a grassroots initiative to discuss and dig into problems by and for a community. The idea of this week is to encourage “ideation” in an open, accessible way to explore how we’ll investigate/understand the future of learning, education, technology, and probably more. This is an exciting endeavor instigated by Bryan (and more!) to crowdsource where the Horizon report might go — or even expand into areas it did not reach. The goal (or dream) is: “to create something bold and new, a project drawing on the middle of the 21st century. This is a public and open process, through which we hope to get as broad and diverse a set of perspectives as possible.”

 

JOIN the LIVE Online Sessions to CONTRIBUTE!

During the online, synchronous meetings, these will be the four questions/prompts to guide the conversation:

  1. What needs did the Horizon report meet?

  2. What forecasting methods should we consider?

  3. What shape should a new effort take?

  4. What scope should this cover?

If you are not able to make a time/meeting, please feel free to participate in this organic and growing discussion. You can comment by tweeting and follow the #FOECast hashtag. Add your comments and responses to this open Google doc that continues to grow and be annotated (love it?).  Join and contribute to the ongoing Slack channel (find the direct URL here: https://beyondthehorizongroup.slack.com/). Additionally, you can post your own thoughts/ideas to the four questions (above) on your own blog, video, or other digital media of your choice. I have no doubt the community of futurists, instigators, designers, and then some would welcome all contributions … well, maybe not smoke signals (yet).

I expressed my sentiments about the NMC Horizon Report and the value it offered in the doc:

1) What needs did the Horizon Report meet?

I think the horizon report helps to bring together multiple stakeholders have contributed to the different entities in education come together (K-12, higher ed, and libraries) and the professional organizations/affiliations of practitioners and researchers. The horizon reports offered information, knowledge sharing, exemplars/examples, and practical experiences collected in one hub. Related to that, we started to bridge into other geographic areas and branch into the needs of industry. This cross-section of representation started to pollinate ideas and encourage people to move beyond a role or institutional focus into what is possible for the future of education. Does the horizon report need to be exclusive to technology? Should we be focused on the education landscape as a whole? This could be the changes in demographics for learners, educators, practitioners, and organizational trends/needs.

I’m stilling chewing on these questions… and thinking out loud (out blog?). I hope to join the conversations and be part of this collaborative discussion and threads on the interwebs. If you too care about the future of learning and have a thought of two — do join in. This is important and we need ideas from all around the education/learning table. What do you think about the future of learning, education, and technology?

 

An UPDATE on March 4, 2018:

After participating in a couple of conversations, watching the online discourse, and critical contributions in the shared doc/slack spaces, I thought I should finish up my own contributions to all that is shared and where this #FOEcast conversation might go. Here are my responses to the last 3 questions posed for the week:

2) What forecasting methods should we consider?

I am not sure about forecasting methods; however, I am not sure we do a decent job actually aggregating the data, research, and current practices in a comprehensive manner. There are a number interesting and creative pedagogical practices that rarely get reviewed or researched. Additionally, there is rarely many findings or research implications that are shared well with practitioners for teaching/learning/training. I would be more interesting in considering how we bring these information sources we currently have to understand the broader landscape. Perhaps this involves bringing different entities, stakeholders, organizations, etc. together to process and review learning practices in a few different pockets and industries. With criticisms of integrity withing the educational technology research and critiques of past NMC briefs, I am not sure how the past reports were developed always expressed the trends of teaching/learning/training around the globe. Who gets included or excluded with a Delphi panel? Why is there a focus on technologies and tools, rather than solving problems? How can future trend reporting truly reach and cover a broad spectrum of how learning and development is evolving with “innovative” or forward thinking pedagogical practice? Those would be the questions I would want answered for predictions and pathways forward for research methods to develop a new report.

3) What shape should a new effort take?

Perhaps going from the original Delphi model of “ask the expert” + community to curate a report of the “state of learning” (or training or development — per Stephen Downes above) to tease out the original PDF report and present it in multiple ways that interests and engages multiple audiences (e.g. educators, researchers, designers, admin, training, L&D, etc.). A digital showcase of applications beyond a webinar or webcast could include bit-sized examples of testing and experimenting with learning design, a technology in application for learning, or other via a podcast+show notes, video demonstration, testing exemplar of a concept, team blog of experimentation in progress, or a “behind the curtains” look for how to apply pedagogical practices. There is no shortage of how to share knowledge that allows it to cross into different industries, learning/educational areas, and could engage multiple professionals (not just K-12, higher ed, workplace learning, library, etc.) — this could be shared with those who are willing to test/try/experiment in learning. Perhaps focusing on the issues, concepts, and problems will help bring a broader audience and interest to the findings in these future of learning reports AND help us to connect the nodes between professions, practitioners, and a variety of industries. Let’s start encouraging play in other professional sandboxes!

4) What scope should this cover?

I think FOECast has the potential to go beyond the original Horizon Report. It could be more than a function of educational sectors or even geographic locations discussing the trends for technology + {Library, K-12 education, Higher Ed, etc.}. The new version looking at the future of education (or learning/development/training), could provide a pathway to discuss critical issues, contemplative ideas, and thoughtful pedagogical practices. Some of these trends may include technology; however, the focus could be on the issues or problems the collective wants to solve in teaching/learning/development. I would hope these reports (or open ideation events or whatever shape this takes) continues to involve an integrated community of practice to engage, question, think critically, contribute, and challenge one another to do better work (teaching, researching, designing, etc.). What are the questions we should be asking? What are the practices we could be testing or piloting? What are the nuances for teaching/learning?

I am a big fan of how Kay Oddone shared this diagram below and reflected how connected learning principles emerged out of the FOEcast week of brainstorming/ideation:

Project_FOECast_through_the_lens_of_Connected_Learning

I agree with this, and further push this idea to embrace how connected learning often drives professionals to contribute to a networked community of practice. The FOEcast week reminded me how an organic group of people can support and contribute to moving an idea forward. The community is vested in a common purpose and many want to not just talk, but also contribute to how we can shape our future practices, with regards to formal and informal learning. With formal education institutions (K-12, higher education, etc.) and professional associations/organizations there seems to be a tension of how to balance innovative ideas and approach future-oriented projects due to structural barriers or workforce constraints. This process allows for more freedom and willingness to connect the nodes to share knowledge and involve those who might be interested in a problem/issue or topic. What is great about this designed experience is the potential to move this conversation (and future actions) beyond a particular professional role/title/function, across institutional/organizational boundaries, and involve others who have not contributed their voice yet. This is critical, as sharing at the intersections of what we do in learning/training/development will help to truly advance our pedagogical practices.

There was so much thoughtful discussion and critical thinking shared on the live chats, hashtag and open Google doc (go see for yourself). Thanks for instigating this needed conversation, Bryan, and to all the contributors — it has been a real delight to read your ideas and hear your thoughts in this open dialogue.  I hope this process of thinking, talking, and doing something for the future of everything continues. I’m interested… count me in! This might be the wrap up blog post for the #FOEcast week, Final push: Create!, however; this conversation and community contribution seems to be just the beginning: https://www.foecast.net/

Learning, Performance, PLN, Professional Development, Reflections, TBT Posts

Ode to Hashtag

Dear Hashtag,

I am SO sorry I missed your 10th birthday. With the start of the new academic term and a number of paper deadlines, my attention was elsewhere. I know. No excuse, right? But, can you please forgive me? Wait — I know how to make these belated wishes better!

To honor your decade of existence on social media and everyday conversation,  I decided to get creative with your birthday gift. I am truly grateful for the communities you unite, the awareness you share, the conversations you thread, and the subtle way I can give my tweets/posts/texts more meaning.

Ode To Hashtag

Hashtag, hashtag

We adore thee

Signal events and,

Tags for news

Tweets unfold like stories before thee

Link us to interests we so choose

Twitter chats used for work and play,

Say so much in just one little tweet.

Symbol of meaning is here to stay

Pound sign in speech is hashtag sweet!

 

Tweeters unite in hashtag chorus

140 characters: “Trends for you”

Blue bird, Larry, is tweeting o’er us,

Hashtag use connects us too.

Post composing, humor we’re sharing

Ideas in the midst of memes,

Protest tweets or GIFs of caring

Hashtags filter social streams.

Thank you for all that and all you have done this past decade.  You have contributed so much more to my life than I can ever thank you for — keep up the great work!

Your friend,

Laura

p.s. Here are a few throwback posts where I give you an honorable mention, as well. A toast to you! #cheers

AcAdv, ACPA, ACPAdigital, Blended Learning, Higher Education, Learning, Learning Technologies, Online Learning, Professional Development

Academic Support In A Digital Age

Although you might not advise or support students in an online degree program, there are increasing efforts for teaching and learning technology. Learning delivery and design does impact how we support our students, and we mediate much of our work in higher education using digital tools and platforms. That being said, any adoption of technology should be led with informed decisions on modifying pedagogical methods (Bates, 2015), which is directly related to our advising models and programs we offer in the post-secondary. Our students want the same flexibility, access, and online support.

Our students want the same flexibility, access, and online support they often receive from instruction and other services they use. When learning with technology, our students are accustomed to having access to student support or other features alongside their online/blended coursework; however, the digital student success side is frequently an afterthought for these technology determinations. We need to have more student success and academic advising programs consider the best technology to provide advising content and service delivery (Steele, 2015) for a more learner-centered approach.

digital DNA

Digital DNA by Adriana Varella and Nilton Malz 

Whether you are leveraging technology to optimize your student support services or your campus is transitioning to either a blended or online learning model, there is both a need and desire to improve technology for academic advisors and student support practices in higher education (Pasquini & Steele, 2015). During your planning, it will be critical for your institution to ask the following questions before selecting technology-mediated environments for advising and learner support: 

  • What technologies is your institution currently utilizing for academic advising or student support?
  • How does your division or unit on campus decide on the most appropriate mode of technology delivery? [Will this be a campus-wide decision?]
  • What factors should be determined when designing technology in advising program and/or student support functional area?
  • What other strategies and structural support might benefit your campus in preparing  staff as they support learners digitally?  (e.g. training, skill development, etc.)

Join me as I discuss this further next Wednesday, September 14th from 12-1 pm EDT for the ACPA Commission for Academic Support in Higher Education (CASHE) Presents Webinar: “Selecting Technology for Advising and Supporting Your Students.” During this online event, I will be sharing a few evidence-based ideas and practical resources to help your advising team address these questions. This webinar will introduce your campus planning group to a few strategies and structures as they select technology for advising and student support. Sign up for this FREE webinar sponsored by ACPA CASHE here: http://goo.gl/tR8THa 

References

Bates, A. W., (2015). Chapter 9: Modes of delivery. In Guidelines for designing teaching and learning for a digital age. Open Text BC.

Pasquini, L. A., & Steele, G. (2016). Technology in academic advising: Perceptions and practices in higher education. figshare. Retrieved from https://dx.doi.org/10.6084/m9.figshare.3053569.v7

Steele, G. (2015). Using Technology for Intentional Student Evaluation and Program AssessmentNACADA Clearinghouse of Academic Advising Resources. 

#OLCInnovate, Conference, Higher Education, K-12, Learning, Learning Technologies, OLC, Online Learning

Feedback Wanted: #OLCInnovate Solution Design Summit Video Trailers

You may have read my previous CFP post looking for learning challenges & solutions – that was for the NEW program feature of #OLCInnovate, The Solution Design Summit (SDS). Nine SDS teams, who proposed a learning issue with a potential solution, have been selected by a blind, peer-review panel to be our finalists who will participate in our 1st Summit  at the 2016 OLC Innovate conference in NOLA. This pre-conference event will be an opportunity to network with peers from other SDS Teams, specifically to solicit feedback from potential learning stakeholders.

SDS_Teams_2016

VIEW THE SDS TEAM VIDEO TRAILERS

 Learn More About the Solution Design Summit

Now the SDS Teams need YOUR feedback!

Please WATCH the Solution Design Summit trailers on the #OLCInnovate Sandbox (a Canvas LMS site) for the conference. To join this Canvas site, click the “Enroll” button at the top of the page or enroll HERE https://canvas.instructure.com/enroll/MGEHMW  

To effectively COMMENT and provide FEEDBACK, our SDS Planning Team has developed  Guidelines for Solution Design Summit: Giving Feedback to Teams Please find all 9 videos and SDS Team pages HERE to do such things. You can READ the full proposal and learn more about these learning solutions by clicking on the “Read more at the Team page” links below.

If You Build It, Will They Come?

Read more at the Team page

Preserving Core Experiences in the Online Learning Environment

Read more at the Team page

Bridging the Engagement Gap for Distance Students Through Telerobotics

Read more at the Team page

Supporting Adjunct Faculty to Maximize Student Learning in the Online Classroom

Read more at the Team page

Expanding college classrooms into high schools via distance learning network

Read more at the Team page

Using Student Data as a Map, Not a Target

Read more at the Team page

An Interdisciplinary Approach to Cultural Relevance in the Curriculum

Read more at the Team page

Creating Pathways to Digital Peer Leadership in the Liberal Arts

Read more at the Team page

Cohort-specific Online Discussion Experiences

Read more at the Team page

Are you coming to #OLCInnovate? You should also plan to come to SDS Pitch Sessions during the Conference all hosted in Rhythms II Room of the New Orleans Sheraton Hotel. Three SDS Teams will pitch their learning challenge and solution during ONE (1) concurrent session in just 10-minutes. Audience members will be given 5 minutes for Q & A and then encouraged to cast their vote for the best solution design.

Thursday,

April 21, 2016

11:15 am-12:00 pm 1. Cohort-specific Online Discussion Experiences

2. Expanding College Classrooms into High Schools via Distance Learning Networks

3. Bridging the Engagement Gap for Distance Students Through Telerobotics

Friday,

April 22, 2016

9:45 am -10:30 am 1. If You Build It, Will They Come?

2. Supporting Adjunct Faculty to Maximize Student Learning in the Online Classroom

3. An Interdisciplinary Approach to Cultural Relevance in the Curriculum

Friday,

April 22, 2016

11:15 am -12:00 pm 1. Preserving Core Experiences in the Online Learning Environment

2. Using Student Data as a Map, Not a Target

3. Creating Pathways to Digital Peer Leadership in the Liberal Arts

Thanks for your support! Much love from the #OLCInnovate 2016 SDS Planning Team:

  • Mike Goudzwaard, Dartmouth College, @mgoudz (Co-Chair)
  • Laura Pasquini, University of North Texas, @laurapassquini (Co-Chair)
  • Patrice Torcivia, Cornell University, @profpatrice
  • Kyle Johnson, Chaminade University, @kyleejohnson
  • Michael Atkisson, Brigham Young University, @mikeatkisson
  • Adam Croom, University of Oklahoma @acroom
  • Allison Dulin Salisbury – EdSurge @amdulin  (Reviewer)
  • Sean Michael Morris – Hybrid Pedagogy, @slamteacher (Advisor)
#3Wedu, Blended Learning, Learning, Learning Technologies, OLC, Online Learning

Sparking a Few Ideas for #OLCInnovate in NOLA!

April is just around the corner. Some say it brings Spring showers, but I know it brings jazz and learning in New Orleans.  I am looking forward to the NOLA Jazz & Heritage Festival (1st time for me!) and welcoming the many conference participants to the NEW 2016 OLC Innovate (#OLCInnovate). Less than one month from now, we are excited to kick off the new conference with the opening session with the #OLCInnovate Lightning Talks!

This opening session, on Wednesday, April 20th from 5-6:30 pm, will host a series of rapid-fire talks to introduce a variety of themes around the topic of innovation, including pedagogy, structure, workforce, and the challenges we face in learning. The format for the #OLCInnovate Lightning Talks are as follows – each presenter is given 6 minutes to talk while their 20 slides automatically advance every 18 seconds. We hope the quick-pace of these mini-keynotes introduce you to the concepts of innovation inspire you to think further about the conference experience ahead. Here’s the speaker line-up for the evening:

Title of Talk: Reachin’ Out to Meet the Changes

RolinMoe

Rolin Moe (a.k.a. @RMoeJo), Seattle Pacific University

About Rolin’s Lightning Talk: Embracing the structures of education means understanding the complexities of all members of the community. There are no shortcuts. 20th Century poet Laura Riding made it her life’s mission to create a universal dictionary where every word would only have one meaning. This would clear up ambiguity and allow people to communicate more effectively. Since this is probably the first you have heard of Laura Riding, you can imagine the fate of her dictionary. This is a victory for language; it is the imperfection of the human state that creates the most meaning.

 Using Core Values to Collaborate, Innovate, and Educate

JulieLarsenJulie Larsen ( a.k.a. @julieclarsen), University of Washington

About Julie’s Lightning Talk: Starting with values identification allows peer educators to name their own “why” and develop better mentoring relationships. Give your learners the toolbox, and let them build their own course.Training and development is most often focused on policies and procedures. Innovation lies in creating a mentoring and peer education program founded in values-based education that focuses on the “why” more than the “how.” By encouraging students to use discernment and judgment, retention and satisfaction with experience will follow.

From Redlining to Digital Redlining

ChrisGilliard Chris Gilliard, Ph.D. (@hypervisible)Macomb Community College

About Chris’ Lightning Talk: Digital footprints serve discriminatory purposes similar to traditional forms of redlining that are now outlawed. Academic IT policies risk complicity with such discrimination. Where redlining was once a geographic classification for channeling financial advantage to the white, middle-class, it has been reinvented in digital practices that affect finance, employment policing, and education. In education, digital redlining arises out of uncritical policies that regulate the engagement of community college’s working class students with technology.

Today’s the Day: Balancing The Reality of Faculty Scholarship with Innovations in Digital Authorship

 NoriBarajas-MurphyNori Barajas-Murphy (a.k.a. @nononi28), University of La Verne

About Nori’s Lightning Talk: It’s time to rethink the definition of faculty publications. Authoring course texts and designing curriculum are the products of innovative faculty and should be considered scholarship. Developing cultures of innovation for faculty across institution types requires restructuring traditional emphasis on scholarship and publication. Institutions that honor the time needed to develop digital content with course releases and course development sabbaticals will fuel innovation and offer students course materials beyond a textbook cartridge.

There’s A Lot More Going On Behind That Screen

PaulBrownPaul Gordon Brown (a.k.a. @paulgordonbrown), Boston College

About Paul’s Lightning Talk: Moving learners from external to internal motivation and how the developmental process plays out online. Research into the impact of digital and social technology on student development remains relatively new, therefore, consider how we reflect on some of the same questions asked of our learners. To trigger discussion and share strategies, this talk will instigate how practitioners can be more when engaging their learners about digital identity development.

That being said, we hope you are actively contributing to the opening program as well. These fantastic speakers plan to INVOLVE YOU by presenting a question, introducing a challenge, or prompting participants to chat with one another about the central message from their talk. We encourage ALL OF YOU to create a “digital make” using the conference hashtag, #OLCInnovate, to share your thoughts and reflections. And since we are in New Orleans, we will, of course, have drinks and snacks to enjoy. We hope this dynamic welcome allows you to ponder a few innovation ideas and allows you to connect to the OLC and MERLOT community.

Women_Ed_Tech

OLC Innovate: Women in Ed Tech Scholarship Award

Applications for the women in the field of #EdTech who exemplify leadership qualities in the field of online learning are OPEN! In 2015, the Women in EdTech Scholarship was established by the Online Learning Consortium (OLC) in conjunction with the Women in EdTech dinner, an event sponsored by Loud Cloud at OLC’s 2015 #ET4Online Conference. The scholarship honors women in the field of EdTech who exemplify leadership qualities in the field of online learning and who contribute to the field through the adoption of innovative practices or new research in the field. This scholarship will be presented at the 2016 OLC Innovate conference in New Orleans April 20-22, 2016. This scholarship includes an OLC Innovate conference registration, 2 nights at the Sheraton New Orleans Hotel to use during the conference, attendance at the 2016 Women in Online Leadership Dinner and a commemorative plaque.

This blog post has been cross-posted on the Online Learning Consortium blog