Schedule

 

Twitter #vcuols
8:30 – 9:00 Gathering & Registration

James River Terrace
9:00 – 9:15 Welcome by Provost Bev Warren

Commons Theatre
9:15 – 10:15 Keynote by Gardner Campbell

The Arts of Freedom in a Digital Age
Commons Theatre
In his great defense of open publication, “Areopagitica,” the English poet John Milton distinguished between “liberty” and “license.” The former was an inalienable right, the latter a dangerous abuse. In our digital age, the Internet and the World Wide Web have provided dramatic examples of both possibilities. How can we shape our courses, curricula, and schools to encourage the fullest, deepest experience of freedom in an increasingly connected and complex world? What are the arts of freedom in a digital age, and how can they be taught authentically, creatively, and critically?
10:15 – 10:30 Break
10:30 – 11:30
Panels (10:30 – 11:30)

Providing Flexible Professional Development to Faculty – the TOTAL Project
Virginia Room A
By Joan J. Osborne, Northern Virginia Community College; Robert Loser, Northern Virginia Community College; and Juliette Mersiowsky, Germanna Community College
The purpose of the TOTAL project is to support the professional development of VCCS faculty who teach online and hybrid courses. Project personnel would like provide an overview of our Project and the workshops we have developed.

Flipping the Foreignness of Online Learning into a Win-Win Learning Environment
Virginia Room D
By Kathryn Murphy-Judy, Virginia Commonwealth University; Laura Franklin NOVA (VCCS); Marcia Fontes, Virginia Commonwealth University; and Anton Brinckwirth, Virginia Commonwealth University
Four online educators ‘flip’ the potential cons of online instruction into the pros of dynamic, sound, communicative interactions. We present high leverage teaching practices for listening, speaking, reading, writing and gaining cultural competencies in languages and cultures via e-learning.

Sessions (10:30 – 11:00)

Rehabilitation Counseling Distance Learning Graduate Degree: Lessons Learned
Richmond Salon I
By Christine Reid, Virginia Commonwealth University

Reid.2013. Rehabilitation Counseling.VCU Online Learning Summit

For more than a decade, Virginia Commonwealth University has provided a Rehabilitation Counseling graduate degree with two options: traditional on-campus program and parallel distance learning program. This session will focus on reasons for developing the distance learning option, as well as challenges encountered and solutions developed to implement the program.

Re-Engineering Introductory Psychology for the Virtual Classroom: Building Course Design Around Student Learning Outcomes and Instructor Options
Richmond Salon II
By Jenny Dozier and Scott Debb, Thomas Nelson Community College
This course is the result of a Virginia Community College Systems (VCCS) grant designed to improve retention rates and student learning outcomes for introductory psychology courses. The course has been structured for ease of implementation and administration and reflects best practices as defined by the Quality Matters (QM, www.qmprogram.org/rubric).

Using Social Network Analysis to Evaluate Student Interactions
Richmond Salon III
By John Palesis, Manjul Nyachhyon, Virginia Commonwealth University
This presentation will demonstrate how we can apply Social Network Analysis methods to analyze and better understand student interaction patterns in online learning and establish evidence-based strategies and best practices that can guide instructors to create effective participatory learning experiences for our distance learning students.

Building an Online Community of Practice to Initiate and Maintain Active Student Engagement in a Collaborative Learning Environment
Richmond Salon IV
By Leslie Bowman, Walden University
In a pedagogical shift from traditional online discussions, Communities of Practice create a culture of interest, inquiry, risk-taking and problem solving through knowledge deficit diagnosis, targeted content seeding and formative assessment. COPs promote peer mentoring in a collaborative context. Hands-on participation with COP tools is modeled in this session.

Sessions (11:00 – 11:30)

Interdisciplinary Doctoral Education from a Distance
Richmond Salon I
By Paula Kupstas, Virginia Commonwealth University
The PhD Program in Health Related Sciences, involving nine departments in the School of Allied Health Professions, blends distance-based and traditional classroom experiences so that experienced health professionals need not interrupt careers or move families to pursue doctoral education. This session highlights the program’s interdisciplinary and hybrid design, evolution over fifteen years and future directions.

Haunted in the Online Panopticon: Is Academic Freedom Chilled by Online Communication Permanency and the Specter of Public Access to Course Content?
Richmond Salon II
By Deirdre Condit, Virginia Commonwealth University
Is academic freedom threatened by online teaching methods that make course content and communication eternally available for distribution, scrutiny, or even dispute? Should that fact change what you say or how you say it? This session examines the impact of the online environment on how we communicate with our students.

Analyzing Twitter Participation in an Online Introductory Poetry Course
Richmond Salon III
By Jason Coats, Virginia Commonwealth University
While the literature on online instruction covers the transition from face-to-face lectures to online content platforms, interest in skills-based instruction has lagged, largely because technology cannot yet effectively analyze student participation. This presentation discusses an online poetry course which used Twitter and the Archivist tool to qualitatively gauge student engagement.

How Can We Help? Strategies for Providing Resources and Student Support for Online Learners
Richmond Salon IV
By Carrie LeCrom, Virginia Commonwealth University

LeCrom – online learning summit 2013

This session will address some strategies we have utilized in recognizing and addressing the needs of our distance learning students, outside of the classroom. Topics such as early assessments, determining student needs, advising, access to networking and guest speakers, professional development, site visits and job placement resources will be discussed.
11:30 – 12:30 Lunch
12:30 – 1:30
Panels (12:30 – 1:30)

Web-based Curriculum: The Student Perspective
Virginia Room A
By Laura Gogia, Robert Goodman, Helen Roper, Jeannette Porter and Prabu Ramachandran, Virginia Commonwealth University
What happens when students are exposed to web-based curriculum? They don’t necessarily accept web-based instructional strategies universally or unconditionally. In this panel discussion, four students currently enrolled in a web-enhanced class share the sometimes explosive conflicts that arise as they struggle with their underlying assumptions about technology and instructional relationships.

New Tools, New Designs: The UVA Hybrid Course Challenge
Virginia Room D
By Emily Scida, Malathi Veeraraghavan, Alison Levine, and Yash Patel, University of Virginia, and Mark Hofer, College of William & Mary
The Fall 2012 Challenge for Newly Hybrid Technology-Enhanced Courses funded 14 grants to support the design and assessment of new hybrid courses at the University of Virginia. In this panel, five faculty members will discuss the goals, challenges and results of four of these new hybrid courses taught in 2012-2013.

Sessions (12:30 – 1:00)

Anxiety, Orientation and the Host Culture: Building a Better Program
Richmond Salon I
By Maryann Whitaker, John Tyler Community College

VCU Online Learning Summit Presentation

As the host culture, schools can build better programs that provide a communications rich environment for online students to promote community, engagement and success and minimize student anxiety. Where does our responsibility begin and end? Can we utilize orientation programs to facilitate community or are we spinning our wheels? Discuss.

The Triple Threat: Best Practices for Teaching Similar Course Content in Face-to-Face, Synchronous and Asynchronous Environments
Richmond Salon II
By Stephen Shapiro, Old Dominion University
As online learning continues to grow, instructors need to be familiar with teaching in various traditional and online formats. The purpose of this presentation is to provide challenges and best practices for teaching in multiple formats (face-to-face, synchronous and asynchronous) during the same time period.

Making it Transparent: Using Rubrics to Communicate Objectives, Alignments and Expectations
Richmond Salon III
By Ghazala Hashmi, J. Sargeant Reynolds Community College

Rubrics Presentation VCU May 14 2013

The Photo Essay Assignment

Discussion Board Guidelines & Evaluation Rubric

Rubric tools within LMS technologies such as Blackboard allow faculty to effectively share learning objectives with students. This session details how to combine the pedagogical value of rubrics with available LMS tools to create meaningful assignments. The session also demonstrates how rubrics facilitate efficient and objective evaluation of student effort.

Simulating the Experience of Online Learning as a Student with Physical and/or Sensory Disabilities
Richmond Salon IV
By Phillip Edwards, Lisa Webb and Yin Kreher, Virginia Commonwealth University
Teachers of online courses select media and create interactive opportunities for their students; however, the experiences of students with disabilities can be constrained by these instructional choices. This session highlights challenges that students with physical and/or sensory disabilities encounter and demonstrates tools to help teachers proactively design accessible courses.

Sessions (1:00 – 1:30)

Beyond the Scalpel: Using Digital Tools to Enhance Learning in a Dissection-Based Gross Anatomy Laboratory
Richmond Salon I
By Cara Cario, Virginia Commonwealth University

I would be happy to share a pdf file of my presentation. However, because of the content listed below, it is not appropriate for this presentation to be available or posted online.
1. There photos of students in two slides; photos of a cadaver from an oblique angle (at the head looking at the toes), a couple of cadaver regions (thigh, axilla, pectoral region), two hearts, and two images of a brain.
2. While students’ last names were blocked out on images of blog and discussion posts, first names are shown as authors of online posts and are sometimes mentioned in the body of another student’s post.

Please contact me directly at chcario@vcu.edu to request access to this file.

Learning is extended beyond the scalpel in a lab-based cadaver dissection course by using digital tools, such as the Blog tool and the Discussion Board in Blackboard. Pre-health majors in BIOZ 491 Gross Anatomy Laboratory, an advanced anatomy course in the Biology department, are offered the rare opportunity to dissect a cadaver. Using the blog tool to document the dissection process, discoveries and related articles on any clinical findings, students record and share their learning experience. Using the discussion board, various topics are discussed, including individual students questions and course goals, news releases and clinically-relevant articles, as well as group problem-solving exercises. These digital tools add connectivity between lab dissection and relevant content, connectivity between students learning experiences and a shift in the role that the instructor serves toward facilitator and participant.

The ‘Wild’ Classroom: Service-Learning, Four Walls and the Digital Frontier.
Richmond Salon II
By Kirk Richardson, Virginia Commonwealth University
This talk is a reflection on the hybridization of my class. Using examples from my class from three different landscapes (the field, the class, the internet), I will describe what I do in each landscape, how these different landscapes interact, but most importantly why I do what I do in each landscape.

Developing an Interactive Rubric for Online Course Participation
Richmond Salon III
By Brendan Dwyer, Virginia Commonwealth University
The purpose of this presentation is to discuss the need for and process of developing an interactive online participation rubric. Topics to be covered include issues related to timing, feedback mechanism, scaling and feasibility from a faculty perspective. In addition, grading components for both synchronous and asynchronous formats will shared.

Captioning Instructional Media
Richmond Salon IV
By Greg Cook, Blue Ridge Community College
The increasing availability of tools allowing faculty to create their own digital media has led to a situation where much of the content created is not accessible to those with hearing difficulties. This presentation is focused on educating attendees of the need for captioning and methodologies for accomplishing that.
1:30 – 1:45 Break
1:45 – 2:45
Panel (1:45 – 2:45)

Multi-Institution Hybrid Learning Design: Addressing a Problem of Practice in Educational Technology
Virginia Room A
By Mark Hofer, College of William & Mary, Yash Patel, University of Virginia, Tom Pantazes, Williamsburg-James City County Public Schools and Glen Bull, University of Virginia
In an effort to provide pre-service elementary teachers with a comprehensive experience and understanding of technology integration, the University of Virginia and the College of William & Mary teacher education programs have created a hybrid, collaborative course that allows for meaningful interactions focused on TPACK implementation.

Sessions (1:45 – 2:15)

Open Q & A with the Keynote Speaker
Virginia Room D
By Gardner Campbell, Virginia Tech
Bring your questions and comments to this informal session with the Summit Keynote Speaker, Director of Professional Development and Innovative Initiatives.

Always Online: Librarians Changing Role in the Learning Landscape
Richmond Salon I
By Bettina Peacemaker and John Glover, Virginia Commonwealth University
What do you call teachers who may see students only once, provide support over email, create customized tutorials and use multimedia tools to enhance learning? Librarians. VCU Libraries supports online learning today with a suite of tools and strategies grown from libraries’ historical strengths in providing just-in-time instruction.

Activating Students: Harnessing the Power of Student Generated Content
Richmond Salon II
By David Axlyn McLeod, Virginia Commonwealth University / The University of Oklahoma
Modern technological advances have radically shifted the way people access, manage, and distribute information. This opens up incredible potential for student contributions and this session will explore the use of blogging, RSS, wikis, and social media as mechanisms to facilitate student-generated content. Examples will be shown and student perspectives discussed.

Designing Effective Training for Faculty New to Online Teaching
Richmond Salon III
By Kim McMurtry, Averett University
This presentation describes the training provided for new online faculty at a private university in Virginia, a 3-week asynchronous online seminar entitled Best Practices for Facilitating Online Courses. Results of pre- and post-assessment surveys confirm improvement in participants concept of online education and in online teaching strategies.

Engaging Online Students: Threaded Discussions – Hit or Miss?
Richmond Salon IV
By Bob Reese, Jefferson College of Health Sciences
Early in online education Threaded Discussions (TDs) were shown to engage students, and foster participation and interaction. This worked well with adult learners. As online education matured, however, students have become younger. TDs seem less effective and students have a love-hate relationship with them TDs are either hit or miss.

Sessions (2:15 – 2:45)

Increasing Instructor and Student Presence: Making Our Virtual Selves Visible in the Online Classroom
Richmond Salon I
By Jessica Gordon, Virginia Commonwealth University
This session will focus on methods for cultivating and increasing both instructor and student presence in the online classroom. We will review emerging research in this field, discuss how presence impacts engagement, and share personal techniques for making our virtual selves more visible.

Academic Integrity in Online Learning
Richmond Salon II
By Polly Nelson, Lord Fairfax Community College
Maintaining academic integrity in online courses is a top concern in a world where infinite resources are available. This presenter will share her own strategies for maintaining integrity in the online environment. Then participants will join in the conversation about how to be proactive in this arena.

Not So Distant Learners: Creating a Sense of Presence in Online Courses and Programs
Richmond Salon III
By Karen Kellison, Lord Fairfax Community College
Technology innovation and ubiquitous use has changed the landscape for online learning. What is the role of ‘presence’, a sense of learning together and belonging to a group? This session will share practical examples of design activities in online courses and programs that help to create a sense of presence.

Engaging & Assessing 200+ Students in an Online Environment
Richmond Salon IV
By Jill Reid, Virginia Commonwealth University

Presentation

It’s one thing to be able to provide an engaging online environment, after all, discussion boards and Facebook have been able to do this for a long time. It’s quite another to do this effectively with 200 students and also assess their learning when there’s only one of you.
2:45 – 3:00 Break
3:00 – 4:00 Diverse Perspectives on Online Learning: A Panel Discussion

Commons Theatre
Elizabeth Canfield, Virginia Commonwealth University; Gardner Campbell, Virginia Tech; Kristin Palmer, University of Virginia; Jonathan Becker, Virginia Commonwealth University — Moderator