Conference Schedule

Cowley College partnered with Ally in 2018 to improve accessibility at our institution. We noticed that the syllabi were a major factor in our scores. We started by creating an accessible template for the instructors to use. However, after trying this, we found the instructors broke a variety of accessibility standards. We started looking for other tools that would assist us in meeting accessibility guidelines. We found SALSA (Styled & Accessible Learning Service Agreements), but the integration had not yet been developed for Blackboard. We then partnered with the SALSA team to build a proof of concept LTI integration for Learn. This implementation will assist us in our Accessibility Strategic Initiative by starting with one of the most basic and critical components of course design, the course syllabus.

Presented byShelby Huddleston, Cowley County Community College, shelby.huddleston@cowley.edu

Presenter Bio(s)Shelby has worked in K-12 as a teacher and Technology Coordinator for 14 years prior to coming to Cowley College. At Cowley, he works as an instructional designer, trainer, and point of contact on the main campus. As the Associate Vice President for Distance Learning at Cowley College in Arkansas City, Kansas, longtime Kansas native Eddie Andreo leads the Instructional Design processes and administers the online campus component of the College. He facilitates technology-rich instruction and learning through collaborative curricular innovation, faculty training, and technical support.

Session Type: LMS: Accessibility | Blackboard | Presentation (50 min.)

Keywords: Accessibility accommodations,Other, LTI

Intended Audiences: Administrator,Instructional Designer,Instructor / Faculty /Teacher,Educational Technologist,Other | Higher Ed | Novice,Beginner,Intermediate,Advanced

Targeted Learning: Participants will discover the benefits of providing a consistent and accessible syllabus template across their institution. Participants will learn how to use the SALSA syllabus tool and its easy-to-use design. Participants will identify ways to save time and meet accessibility guidelines.

Ready for the next big thing in LMS assessment tools? Then you‚’ll be dying to try Canvas’ new tool Quizzes.Next! The variety of question types and response options make it easy to assess student understanding or help students study for upcoming assessments. Several question types are tech-enhanced and will help you prepare students for next-generation assessments or high-stakes tests. And you‚’ll be working smarter not harder when you integrate with the question bank tool to write questions you can use in multiple ways across multiple classes.

Presented byMarie Henderson, Hays Unified School District, mhenderson@usd489.com

Presenter Bio(s)Marie Henderson is the Instructional Technology Specialist for Hays Unified School District in Hays, KS where she serves local teachers as a technology trainer and instructional coach. She facilitates more than 50 in-person trainings a year for district staff and presents at state and national technology conferences. She’s passionate about adult learning theory and empowering adults to implement student-centered, research-based instructional practices. Marie taught high school mathematics before transitioning to the role of an instructional coach. In her free time, she’s a wine enthusiast, sings in two local ensembles, and enjoys activities at her church.

Session Type: LMS: Assessment & Outcomes | Canvas | Hands On Lab (50 min.)

Keywords: Learning features in LMSes,Teaching and learning strategies via LMSes,Automated learning sequences and courses,Student engagement and LMSes,Data analytics and LMSes,Digital content creation

Intended Audiences: Instructional Designer,Instructor / Faculty /Teacher,Educational Technologist | K12,Higher Ed | Beginner,Intermediate

Targeted Learning: Learning Objectives: Participants will use different questions types and access the question bank in the Quizzes.Next platform in Canvas. Participants will build quizzes for formative and summative assessments and learn to share them across courses in Canvas.

Blackboard continues to expand the functionality of its REST APIs, and community documentation on how to access and utilize them has made interaction with REST much easier for developers and educational technologists. This session will explore functional use cases for BB REST, focusing on how different API endpoints can help improve processes, increase efficiency, refine support models, and ultimately pave the way to innovation in the Educational Technology space. Several examples of how BB REST was leveraged in the field at the University of Kansas will serve as touchstones for discussion and questions.

Presented byRobert Tonnies, University of Kansas, rctonnies@ku.edu

Presenter Bio(s)Robert Tonnies is the Educational Technology Team Lead at the University of Kansas. His skills and experience as a developer, data analyst, and instructor over the last 9 years have found an overlap in his current role that have matched well with the model for innovation at KU.

Session Type: LMS: Providing Technical Support | Blackboard | Presentation (50 min.)

Keywords: Developer work and LMSes,Statistics tracking,Viewing statistics reports,REST API

Intended Audiences: Administrator,Educational Technologist | Higher Ed | Intermediate

Targeted Learning: Functional understanding of BB REST API’s

We have been using the old Learn Theme 2012 in Blackboard for 6 years. Students are complaining about the current interface is not user-friendly and responsive and too much information on the landing page. The goal will be improving our users’ navigation experience, so we started looking into the new Theme 2016 in 2018 and redesign the blueprint for our Blackboard landing page including tabs and modules. We have centralized the current teaching-related resources on the landing page, and make sure information is more accessible to our users! We have implemented the following changes– 1) Switch to Theme 2016 and redesign the colors to match FHSU branding 2) Suggest all faculty use the same course menu color 3) Add the Community features to separate the no- teaching course shell for better communication (utilize REST API) 4) Add Tab for Instructor Help and Student Help 5) Redesign the Modules on the landing page

Presented byMinghao (Edward) Tao, Fort Hays State University, m_tao@fhsu.edu

Presenter Bio(s)Edward is the Senior Blackboard Support Coordinator at FHSU and he manages Blackboard Help Desk to support FHSU faculty and students.

Session Type: LMS: Accessibility | Blackboard | Presentation (50 min.)

Keywords: Accessibility accommodations,Student engagement and LMSes,REST API

Intended Audiences: Administrator,Educational Technologist | K12,Higher Ed | Beginner

Targeted Learning: 1) Customize the Theme 2016 2) Customize the top taps 2) Sample of API code

We will present on some of the benefits to taking advantage of LTI intergration with both Office 365 and Google in your LMS.

Presented byEd Lovitt, Johnson County Community College, elovitt@jccc.edu

Presenter Bio(s)Ed is the Director of Educational Technology and Distance Learning at Johnson County Community College. He has worked for over 30 years in education and has provided leadership in the selection and implementation of three major LMS reviews in the past 15 years. He has a B.S. in Management and B.A. in Education from the University of Nebraska-Kearney, M.S. in Vocational Education from Pittsburg State University and a Ph.D. in Computer Technology in Education from Nova Southeastern University. Ed has been recognized for his leadership with Colleague to Colleague, NCSPOD and KCREACHE .

Session Type: LMS: 3rd Party Integration & LTIs | Canvas | Presentation (50 min.)

Keywords: Third-party plug-ins,Office 365 integrations

Intended Audiences: Instructor / Faculty /Teacher,Educational Technologist | K12,Higher Ed,Private Sector,Public Sector,Corporate Training | Beginner

Targeted Learning: Integrate Office 365 and Google into Canvas LMS and how it can be used in the classroom.

After a reorganization of our helpdesk in 2015, we needed an effective way to start tracking calls for metrics. We wanted something super simple and yet flexible since we did not know exactly what we were needing at the time. As a proof of concept, and having prior experience with Microsoft Access, we decided to develop an application to get our feet wet. After a few iterations and some 200,000 calls later, we are still using it. We have continued to make changes including ever expanding categories for better statistics, and a simple integration into our campus ticketing system, as well as a modified version specifically for the LMS support team. An Microsoft Access database is easily customized for better user interface, and the data is easily accessed or exported for in-depth analysis. We will demonstrate how handy Microsoft Access was to get this project going, and how it continues to server our needs today.

Presented byMichael Nease, Fort Hays State University, manease@fhsu.edu

Presenter Bio(s)Michael Nease is the Enterprise Support Director at Fort Hays State University with 24 years of support experience.

Session Type: LMS: Providing Technical Support | All LMS platforms | Presentation (50 min.)

Keywords: Statistics tracking,Viewing statistics reports,Other, Support call tracking

Intended Audiences: Administrator,Other | Higher Ed | Intermediate

Targeted Learning: How to create a simple call tracking tool using Microsoft Access, and start collecting valuable data for analysis.

Have you considered using a learning simulation in your course? Three instructional designers introduce attendees to simulations used in Ottawa University programs and share processes for evaluating and selecting simulations, implementing them, and assessing the learning experience. We share examples for enhancing courses in biology, human resources, and nursing.

Presented byApril Robbs, Ottawa University, april.robbs@ottawa.eduJason Williams, Suzan Rhoades,

Presenter Bio(s)April Robbs is an Instructional Designer who joined the Ottawa University, Overland Park Campus in 2015. Her major contributions at Ottawa University include developing a resource library for subject matter experts and online instructors and helped implementing Shadow Health in both the undergraduate and graduate level health assessment courses. She strives to promote professional collaboration with subject matter experts in course design in order to produce effective, well-designed courses. April holds certifications from Blackboard in Content Management GUI Administration and Community Engagement GUI Administration. She is also a VoiceThread Certified Educator.

Jason Williams is an Instructional Designer with Ottawa University who designs and supports courses across a wide scope of disciplines. As a designer, Jason works with subject matter experts to create new courses and revise existing courses to ensure quality and consistency. Throughout his 15 years of experience in higher education, Jason has served in various capacities related to online and blended learning, including adjunct faculty training and academic technology management. He offices at the Phoenix Campus.

Suzan Rhoades joined the Ottawa University, Phoenix Campus in October 2018. She earned her BA in Multicultural Education, with a minor in Mathematics, from Arizona State University in Tempe Arizona and later earned an MA in Technology Education from Northern Arizona University Online. By day, Rhoades is an Instructional Designer on the Ottawa University Instructional Design & Academic Technology Team. In addition, she teaches Educational Technology in the Educational Specialties Master of Education Program online for NAU. Suzan has a passion for incorporating instructional technology into everything she does.

Session Type: LMS: Student Success & Engagement | Blackboard | Presentation (50 min.)

Keywords: Third-party plug-ins,Teaching and learning strategies via LMSes,Virtual learning communities,Student engagement and LMSes,Instructional designer work and LMSes

Intended Audiences: Administrator,Instructional Designer,Instructor / Faculty /Teacher,Educational Technologist | K12,Higher Ed,Private Sector | Intermediate

Targeted Learning: Attendees will learn how to enhance their courses with simulations. This will include evaluating simulations, implementing them in a course and/or LMS, and assessing the learning experience.

#FlipgridFever is sweeping Twitter-verse and is just one stop away from your Canvas Course! Learn to empower student voice as you engage even your quietest students in the conversation with this FREE, easy-to-use, video discussion tool. If you never want to grade another discussion board, Flipgrid works on any device with a camera, microphone, and internet capabilities. Setup a grid in under three minutes and speak your students’ language using a platform that encompasses many of the great features of Snapchat in a fun and school-appropriate environment. And possibly the best part: Giving high-quality, actionable feedback to your students is quick and easy! Catch this session quick to get infected with #FlipgridFever! (Students use this platform without lost instructional time as young as eight years old. Kindergarten through 2nd-grade classrooms may need additional assistance or small group direction but will also find Flipgrid to be an accessible tool.)

Presented byMarie Henderson, Hays Unified School District, mhenderson@usd489.com

Presenter Bio(s)Marie Henderson is the Instructional Technology Specialist for Hays Unified School District in Hays, KS where she serves local teachers as a technology trainer and instructional coach. She facilitates more than 50 in-person trainings a year for district staff and presents at state and national technology conferences. She’s passionate about adult learning theory and empowering adults to implement student-centered, research-based instructional practices. Marie taught high school mathematics before transitioning to the role of an instructional coach. In her free time, she’s a wine enthusiast, sings in two local ensembles, and enjoys activities at her church.

Session Type: LMS: 3rd Party Integration & LTIs | Canvas | Hands On Lab (50 min.)

Keywords: Learning features in LMSes,Teaching and learning strategies via LMSes,Virtual learning communities,Social media and LMSes,Student engagement and LMSes,Creative LMS interfaces,Instructional designer work and LMSes,Digital content creation

Intended Audiences: Instructional Designer,Instructor / Faculty /Teacher,Educational Technologist | K12,Higher Ed | Beginner,Intermediate

Targeted Learning: Learning Objectives: Participants will reflect on student engagement in their classroom and consider ways to promote engagement and collaboration. Participants will act as students and teachers in Flipgrid to understand both experiences and navigate the platform comfortably. Participants will take home instructions to share with their Canvas administrators for turning on LTI tools in Canvas.

Fort Hays State University’s Forsyth Library, in collaboration with the FHSU Institute for New Media Studies, has build an immersive 3D space using funding from the Institute of Museum and Library Services. The space is designed to be low cost, portable, and replicable. We will be showcasing an interactive digital exhibit featuring Fort Hays State University’s historical Plymouth Schoolhouse, incorporating a 3D model, archival photos and documents from the university’s Special Collections, and oral histories.

Presented byClaire Nickerson, Fort Hays State University, cenickerson@fhsu.eduGordon Carlson, Fort Hays State University, gscarlson@fhsu.edu

Presenter Bio(s)Claire Nickerson is the Learning Initiatives and Open Educational Resources Librarian at Fort Hays State University’s Forsyth Library. She is on the Library’s Teaching and Research Team, providing information literacy instruction and research help, and she is also the liaison to the W.R. and Yvonne Robbins College of Business and Entrepreneurship. Claire specializes in open education, copyright, data literacy, and research metrics.

Gordon Carlson is an Associate Professor in the Department of Communication Studies and is the Director of the Institute for New Media Studies at FHSU. Gordon holds a PhD in New Media Communication from the University of Illinois at Chicago, where he served in the Electronic Visualization Lab. He has researched and published on pedagogy, formal and casual learning, and virtual/augmented reality approaches to learning.

Session Type: LMS: Student Success & Engagement | All LMS platforms | Presentation (50 min.)

Keywords: Creative LMS interfaces,Digital content creation

Intended Audiences: Instructional Designer,Instructor / Faculty /Teacher,Educational Technologist,Librarian | K12,Higher Ed,Public Sector | Novice

Targeted Learning: Attendees will take away ideas for building their own low-cost immersive learning environments.

According to the 2018 report from the Entertainment Software Association, 60% Americans play video games daily, with an average age of 34 years old. In addition, 75% frequent gamers believe that playing video games provides education. In education, video games as an emerging learning technology has gained popularity in many organizations and across subjects because of advantages such as cost-efficiency, being engaging to learners, and the possibilities to simulate realistic and complicated scenarios. This presentation showcases a computer-based role-playing game (RPG) designed for training purposes, provides examples of how to use game features for knowledge delivery and assessments, and discusses essential questions regarding educational games and serious games. In addition to the showcase of a game, the following topics will be discussed: * As a learning technology, how are educational games and serious games different than video games produced by the entertainment industry? * What are the design principles for educational games, specifically, how do learning theories and philosophies guide the design of serious games? * What are the factors to consider when designing games for teaching and learning, how do these factors that affect the learning outcomes? * What video game genres and game features that are appropriate for learning? * What are the limitations of using games for teaching and learning?

Presented byTing Zhou, Fort Hays State University, t_zhou6@fhsu.edu

Presenter Bio(s)Dr. Ting Zhou is an instructional designer in Fort Hays State University. He has extensive experiences in serious games design, development and assessment, and has presented his research in educational conferences. His latest work was a disaster preparedness game designed to train people to prepared for tornadoes.

Session Type: Technology Tools | Smart Learning Designs | Hands On Lab (50 min.)

Keywords: Emerging technologies,Instructional technology,Research

Intended Audiences: Role: Teacher/faculty,Role: Administrator | K-12,Higher Education | Novice,Intermediate

Targeted Learning: Attendees will learning the principles of game-based learning design, and have a chance to try a game-maker software.

Actual accessibility for an online course requires effortful work and the support of the subject matter expert (SME) / instructor. This presentation includes two cases: wrangling a tough PDF to readability through Adobe Photoshop -> (Adobe Acrobat Reader DC vs. Microsoft’s Cognitive Services and its OCR application). Another case-in-point is how to create an accessible PowerPoint slideshow to enable the built-in Narrator screen reader to see the words in order to read. This presentation introduces the challenges and offers a pseudo- and limited- and effortful- solution which harnesses .jpgs and MS Word as a path to lecture accessibility.

Presented byShalin Hai-Jew, Kansas State University, shalin@ksu.edu

Presenter Bio(s)Dr. Shalin Hai-Jew works as an instructional designer at Kansas State University.

Session Type: Technology Tools | Accessibility in Learning | Presentation (50 min.)

Keywords: Accessibility/universal design,Apps and tools,Assistive technology,Instructional design,Instructional technology

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | Higher Education,Private Sector / Commerce,Public Sector / Government | Intermediate

Targeted Learning: They can learn how to increase accessibility of PDF files and PowerPoint slideshows.

In his article asking, “Is an LMS enough or do you need more?” Baule (2019), describes the rise of Learning Management Systems (LMS) for education. He stated, “By 2014, 99% of universities had an LMS in place and 74% of faculty felt they were useful instructional tools. Now it appears that an LMS is not enough” (para. 1, 2). He goes on to describe how advanced technologies have changed and how the LMS along with the digital learning environment (DLE) allows for “greater personalization, advising, and more robust analytics” (para. 3). During this session, we will discuss the state of the digital learning environment, the use of the Learning Management System and one university department’s response to the challenge for next generation digital learning through the use of GSuite Apps in an online environment. We will describe the environment and students’ response to it. Baule, S. (2019, April). eCampus News. Retrieved April 10, 2019 from https://www.ecampusnews.com/2019/04/09/lms-ngdle-future-online-learning/?all.

Presented bySuzanne Becking, Fort Hays State University, skbecking@mail.fhsu.eduRobert Moody, Fort Hays State University, ramoody- edl@mail.fhsu.edu

Presenter Bio(s)Suzanne Becking earned a Ph.D. in education studies from the University of Nebraska-Lincoln. She is Associate Professor in the Department of Advanced Education Programs at Fort Hays State University in Hays, Kansas. Her research interests include teaching with technology, and the digital divide. She is a Google for Education Certified Trainer.

Robert A. Moody earned a Ph.D. in Education Administration Curriculum and Supervision from the University of Oklahoma. He is a Professor in the Department of Advanced Education Programs at Fort Hays State University in Hays, Kansas. He is an authorized Google Education Trainer. He has presented at over 100 conferences; sharing his passion for Google Apps for Education and Open Education Resources.

Session Type: Best Practices / Lessons Learned | Learner Engagement | Presentation (50 min.)

Keywords: Classroom practices,Course/learning management systems,Instructional technology,Online student support,Pedagogy

Intended Audiences: Role: Teacher/faculty | Higher Education | Intermediate

Targeted Learning: During this session, we will discuss the state of the digital learning environment, the use of the Learning Management System and one university department’s response to the challenge for next generation digital learning through the use of GSuite Apps in an online environment.

Strategies for incorporating Information Literacy into a course or assignment- discussion on how to collaborate with library faculty, plan scaffolded assignments, support student learning across a spectrum of experience, and address those information literacy problems that frustrate you the most each year. Both faculty and librarians are welcome and encouraged to share their own tips and tricks with the group.

Presented byRobyn Hartman, Fort Hays State University, rchartman@fhsu.edu

Presenter Bio(s)Robyn Hartman is the Information and Digital Literacy Librarian at Forsyth Library at Fort Hays State University in Hays, Kansas. Before joining FHSU in 2015, Robyn was a Librarian for six years with General Dynamics Information Technology, tasked to the CW2 Christopher G. Nason Military Intelligence Library at Fort Huachuca, Arizona. Robyn holds her MA in Information Resources and Library Science from the University of Arizona, and her BSE in Speech and Theatre Education from the University of Central Missouri.

Session Type: Best Practices / Lessons Learned | Learning Resources | Presentation (50 min.)

Keywords: Classroom practices,Faculty/staff support,Instructional design,Learning objects and repositories,Library services and support

Intended Audiences: Role: Teacher/faculty,Role: Librarian | Higher Education | Novice,Intermediate,Advanced

Targeted Learning: Strategies to incorporate Information Literacy into their course and assignments

Based on principles from “Managing Your Professional Identity Online: A Guide for Faculty, Staff, and Administrators”, participants in this workshop explore best practices for integrating and aligning their professional values into how and where they choose to be online. Key takeaways: * Three key strategies for identifying your professional values * Why you need a goal-oriented approach to online engagement * A list of common online spaces for academics and higher education professionals * A comprehensive rubric with guiding questions to self-assess where and how you are currently online * A personalized action plan for making changes to your current online engagement techniques

Presented byKatie Linder, Katie Linder Consulting, LLC,

Presenter Bio(s)Dr. Katie Linder is an avid writer and researcher with a passion for process and peeking behind the scenes at what it takes to be a successful academic. She is the creator of the Radical Self-Trust Podcast Channel and the host of a weekly interview-based podcast called Research in Action. Katie’s most recent book is “Managing Your Professional Identity Online: A Guide for Faculty, Staff, and Administrators.” Currently, she directs the Oregon State University Ecampus Research Unit and serves as an associate editor for the “International Journal for Academic Development.” For the past several years, Katie’s work has focused on blended course design best practices, institutional supports for accessible online learning, and research literacy for scholarship of teaching and learning practitioners and distance education stakeholders. She speaks on topics related to writing and publication; creativity and productivity; self-promotion and personal branding, and teaching and learning with technology. Katie is also an Associate Certified Coach through the International Coach Federation. Katie is under contract for her fourth book “Going Alt-Ac: A Guide to Alternative Academic Careers” (co-authored with Kevin Kelly and Tom Tobin) to be released in 2019. She is also the editor of a forthcoming book series, “Thrive Online”, due for release from Stylus Publishing in 2019.

Session Type: Best Practices / Lessons Learned | Learner Engagement | Presentation (50 min.)

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FHSU has recently subscribed to Pressbooks, an online publishing platform based on WordPress, to support FHSU faculty who want to publish openly licensed textbooks. Pressbooks has a standard editing interface (similar to what you’d see in Blackboard) and provides themes that do all of the typesetting for you, so it’s easy to publish your open textbook without a lot of technical knowledge. Attendees will learn how to request an account, create a textbook, organize it into sections and chapters, and add text, images, and media. After you’re done, your students can read the book online, or you can export your open textbook in print-friendly PDF form, as a PDF for digital distribution, EPUB format for e-readers, MOBI for Kindle, and a number of other formats. We’ll also go over some non-technical skills for writing textbooks, such as choosing structural and pedagogical elements.

Presented byClaire Nickerson, Fort Hays State University, cenickerson@fhsu.edu

Presenter Bio(s)Claire Nickerson is the Learning Initiatives and Open Educational Resources Librarian at Fort Hays State University’s Forsyth Library. She is on the Library’s Teaching and Research Team, providing information literacy instruction and research help, and she is also the liaison to the W.R. and Yvonne Robbins College of Business and Entrepreneurship. Claire specializes in open education, copyright, data literacy, and research metrics.

Session Type: Technology Tools | Hands-on Digital Building | Hands On Lab (50 min.)

Keywords: Apps and tools,Instructional technology,Learning objects and repositories,Library services and support,Media in online classes

Intended Audiences: Role: Teacher/faculty,Role: Librarian | Higher Education | Novice

Targeted Learning: How to use Pressbooks to publish open textbooks

This session is to judge the interest for Missouri starting their own Blackboard User Group for collectively sharing information. People from all positions are welcome, as long as you and/or your institution uses or is considering using the Blackboard LMS.

Presented byDawn Fry, bluehedgie@gmail.com

Presenter Bio(s)Dawn Fry is an Instructional Design Administer with over five years of experience as an ID Director. She started her career as faculty and after ten years of teaching, moved into leadership roles. She has been an administrator in: for-profit private education, not-for-profit private education, and for a fortune 500 government contracting company. Dawn is currently working freelance from her home in the Kansas City area.

Session Type: Technology Tools | SIG | SIG

Keywords: Course/learning management systems,Faculty/staff support,Instructional design,Instructional technology,Technical support

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | K-12,Higher Education | Novice,Intermediate,Advanced

Targeted Learning: Is there is an interest in starting a Missouri Blackboard User Group (BUG)?

In this session, the use of macro-grading will be explained and demonstrated as a way to improve the robustness of feedback for students as well as reduce the overall time an instructor spends grading. Many of the tasks associated with grading qualitative content submitted by students (essay questions, term-papers, etc) are repetitive and can be streamlined with this grading methodology.

Presented byRobert Lloyd, Fort Hays State University, ralloyd@fhsu.edu

Presenter Bio(s)Dr. Robert Lloyd brings eleven years of industry experience to higher education. In addition to private-industry consulting, he also managed his own fertilizer merchandising firm and real estate investments. He worked for six years as a commodities marketer for Koch Industries in Wichita, KS, spent several summers on the Kenai Peninsula in Alaska as an outdoor adventure guide and manager, and served one season as auxiliary staff at McMurdo Station in Antarctica.

Session Type: Best Practices / Lessons Learned | Effective Assessment | Presentation (50 min.)

Keywords: Assistive technology

Intended Audiences: Role: Teacher/faculty | K-12,Higher Education | Novice,Intermediate,Advanced

Targeted Learning: Teachers will learn a new tool that reduces the time they spend grading while simultaneously increase the robustness of the feedback they provide students.

With the digital world constantly rising, videos have become the way that many students choose to learn anything from how to cut an onion to the latest dance move. It seems only natural that videos should be implemented into their educational courses, as well. Videos not only increase attention and engagement, but they also increase students’ memory recall of the topics presented (Bevan, 2017). These videos can also be watched at any time and from anywhere, taking some stress off of instructors who are teaching in an online environment. Not only can instructors use videos, but they can create a “flipped classroom” and have students create their own videos and take on the role of a leader in the course. In education it is crucial to be aligned with the rising trends, especially in technology to keep students engaged. It has been challenging for many online instructors to create high quality instructional videos, as the recording, editing, and sharing process is not easy. An intuitive video recording and editing platform can save online instructors a lot of time curating their instructional videos. A private and safe video recording environment can also motivate online learners to create and share videos with their peers. In our session, we will demonstrate how our instructors use VidGrid to create engaging instructional videos by adding highlights, bookmarks, and interactive pop-up quizzes to their videos. We will also showcase how instructors can use the analytical tools in VidGrid to track their viewers’ behavioral patterns and therefore, instructors can further improve their videos. Last but not the least, we will demonstrate how instructors can easily maintain their videos for future uses.

Presented byMolly Barnett, Fort Hays State University, mkbarnett@fhsu.eduGulinna A , Fort Hays State University, g_a@fhsu.edu

Presenter Bio(s)Molly Barnett is the Learning Media Coordinator for Teaching Innovation and Learning Technologies at Fort Hays State University. She earned her bachelor’s degree in Business Administration at Fort Hays State University where she majored in Marketing and minored in Art & Design. She also received a certificate in Leadership Studies. Molly assists faculty with external learning media platforms such as VidGrid, Curatr, and CampusPress. She supports any faculty wanting to create video content for their courses. She frequently publishes articles to the Tiger Learn blog relating to educational technology used on campus and provides useful tips for those tools.

Dr. Gulinna A is an instructional designer in Teaching Innovation and Learning Technologies at Fort Hays State University. She earned her doctorate degree in Educational Leadership and Policy Studies with a focus in Educational Technology from the University of Kansas in 2016. Dr. A helps faculty with blended and online course development, as well as consultation for effective teaching and learning strategies. She offers workshops on emerging technologies and instructional design at the University. Her research interests are gamification in education, learning experience design, and influential factors that affect student perceptions of active learning.

Session Type: Technology Tools | Powerful and Convenient Apps | Presentation (50 min.)

Keywords: Emerging technologies,Instructional technology,Telecourses and video

Intended Audiences: Role: Teacher/faculty | K-12,Higher Education | Novice,Intermediate,Advanced

Targeted Learning: The attendees will learn about how our faculty members have used interactive videos to engage and empower learners, as well as continuously polish their lecture videos based on the analysis of viewer behaviors. The attendees will be inspired with new ways to engage their learners through videos.

Students have grown up playing video games. Besides being fun, they provide a broad range of workplace transferable skills. The problem is students don’t recognize their transferable skills and employers don’t know how recruit them. This session explores gamification in the classroom and the results from a video game survey providing clues for recruiting skilled video gamers who can help organizations adapt and thrive in the ever-changing global workplace.

Presented bySusan Keim, Park University, susan.keim@park.eduZac Jarrard, Park University, jjarrard@park.edu

Presenter Bio(s)Susan Keim, Ph.D. – Community defines Susan’s interests and life’s work. Susan is an Assistant Professor in the Hauptmann School of Public Affairs at Park University. Her areas of expertise are citizen engagement, community development, leadership and followership, local government, public policy, and urban policy. In addition, she facilitates community strategic planning, community leadership, community development and team building for governments, businesses and nonprofits throughout the country. Susan is most proud of her past leadership accomplishments as chair of the All-America City Steering Committee which won the coveted All-American City Award for Kansas City, Kansas/Wyandotte County and founding chair of the Community Foundation of Wyandotte County. These and her community development and community leadership volunteer activities keep Susan active and engage in the community. She is a Kansas Jayhawk through and through, receiving her BA, MPA, and PhD from the University of Kansas.

Zac Jarrard is a Project Manager in Information Technology Services and a Professional Tutor for the Academic Support Center. He is pursuing a Master of Information Systems in Business Analytics, while also holding an MPA and MBA from Park University. A few of his duties include delivering operational and strategic projects and also assisting students who are struggling with their classes. His research interests include adaptive leadership, gamification, innovation, and project management. He is also an Eagle Scout who aspires to make the world a better place for everyone.

Session Type: Future Trends | Learner Engagement | Presentation (50 min.)

Keywords: Classroom practices,Emerging technologies,Gamification,Instructional design,Retention

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | Higher Education,Private Sector / Commerce,Public Sector / Government | Novice,Intermediate,Advanced

Targeted Learning: Gamification is a trend with cross-sector application. Organizations can use it to change behavior, teach employees new skills, or drive innovation. Gamification provides transferable skills including communication, leadership, and organizational strategy. Learning these skills inside a game can help equip Millennials and Gen Zs with the skills needed to thrive in the modern work place. Employers and educators benefit by applying gaming transferable skills to school and work.

How do you position to successfully publish to the academic literature? How do you know what you have to contribute and what your own voice is? What are the public and known standards, and what are the hidden ones? What are the known risks in publishing, and how do you mitigate these? How do you get out there and contribute, without getting used (too much)? Who are the main players, and what is the state of academic publishing currently? What are the main processes for publishing? How do you avoid fatal errors in your work? Finally, how do you “benefit” from your publication work?

Presented byShalin Hai-Jew, Kansas State University, shalin@ksu.edu

Presenter Bio(s)Dr. Shalin Hai-Jew works as an instructional designer at Kansas State University.

Session Type: Best Practices / Lessons Learned | Hands-on Digital Building | Presentation (50 min.)

Keywords: Copyright issues,Pedagogy,Research

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Novice,Intermediate,Advanced

Targeted Learning: Attendees will learn how to publish in the academic literature.

Colby Community College will share how their Online Learning Committee developed and implemented rubrics to assess quality online courses.

Presented byBrad Bennett, Colby Community College, brad.bennett@colbycc.eduCrystal Pounds, Colby Community College, crystal.pounds@colbycc.edu

Presenter Bio(s)Brad Bennett started at Colby Community as a Business instructor in 2008. After teaching face-to-face and online classes, he was promoted to Vice President of Academic Affairs in 2016. In that role, Brad started an Online Learning committee that develops and implements best practices for the institution.

Crystal Pounds has been at Colby Community College since 2006. She teaches business and computer courses face-to-face and online. In addition to teaching, Crystal serves as the Business, Math, and Science division chair. She also serves on the institution’s Online Learning committee.

Session Type: Admin. of Instructional Technology | Course Quality Assurance | Presentation (50 min.)

Keywords: Accessibility/universal design,Instructional design,Instructional technology,Management and policy issues,Pedagogy

Intended Audiences: Role: Teacher/faculty,Role: Administrator | Higher Education | Intermediate

Targeted Learning: Receive ideas to develop their own course quality assurance.

Come with us on a journey as we share our experiences in transitioning from a face-to-face professional development training organization to implementing a statewide online training system serving over 10,000 early care and education professionals in 2018-2019. Join us in a discussion on the successes, lessons learned, and where we are headed as we apply adult and online learning principles to our online courses and virtual technical assistance.

Presented byBerni Howe, Kansas State University, bernihowe@ksu.eduVicki Sutton, Kansas State University, vrsutton@ksu.edu

Presenter Bio(s)Berni received a master’s degree in Early Childhood Education from Kansas State University and a bachelor’s in Child Development from the University of Nebraska Lincoln. She has worked in early childhood since 2002 in a variety of roles including teacher (birth-5), before and after school care provider, child care center director, enrichment program coordinator and in her current role as a trainer and technical assistance specialist. Berni is also active with early childhood organizations in the state, serving on the Executive Board of the Kansas Association for the Education of Young Children.

Vicki completed a Master’s of Education in Curriculum & Instruction specialized in Early Childhood Education from New Mexico State University and has worked in the early childhood field for approximately 20 years.  She has experience in Army and civilian programs that include home and center-based care with roles that include direct care, training, technical assistance, administration, and research. 

Session Type: Best Practices / Lessons Learned | Paths to Professional Development | Presentation (50 min.)

Keywords: Continuing education,Instructional design

Intended Audiences: Role: Teacher/faculty | Other | Novice

Targeted Learning: Attendees will learn ways to apply learning principles and systems designed for higher education to a diverse workforce population.

Roundtable on online student engagement.

Presented byStephanie Johnson, Fort Hays State University, sajohnson5@fhsu.edu

Presenter Bio(s)Stephanie Johnson is a graduate of Fort Hays State University with a Bachelor’s degree in Education in 2002 and a Master’s degree in Education (Higher Education in Student Affairs) in 2019. She has worked at Fort Hays since 2008. Started in the Registrar’s Office as a Degree Analyst, then moved into a Professional Advising position in 2015 with the department of Psychology working with online students. Throughout her time as a professional advisor Stephanie has worked with many committees including Inclusion & Diversity Excellence Advisory (IDEA) and Workplace Environment to help build student success for the online student population.

Session Type: Best Practices / Lessons Learned | Roundtable | Roundtable

Keywords: Apps and tools,Assistive technology,Classroom practices,Continuing education,Emerging technologies,Instructional design,Instructional technology,Library services and support,Online student support,Smart devices, wireless, mobile computing,Technical suppor

Intended Audiences: Role: Teacher/faculty | Higher Education | Advanced

Targeted Learning: How to engage with online students better

Based on principles from “Managing Your Professional Identity Online: A Guide for Faculty, Staff, and Administrators”, participants in this workshop explore best practices for integrating and aligning their professional values into how and where they choose to be online. Key takeaways: * Three key strategies for identifying your professional values * Why you need a goal-oriented approach to online engagement * A list of common online spaces for academics and higher education professionals * A comprehensive rubric with guiding questions to self-assess where and how you are currently online * A personalized action plan for making changes to your current online engagement techniques

Presented byKatie Linder, Katie Linder Consulting, LLC,

Presenter Bio(s)Dr. Katie Linder is an avid writer and researcher with a passion for process and peeking behind the scenes at what it takes to be a successful academic. She is the creator of the Radical Self-Trust Podcast Channel and the host of a weekly interview-based podcast called Research in Action. Katie’s most recent book is “Managing Your Professional Identity Online: A Guide for Faculty, Staff, and Administrators.” Currently, she directs the Oregon State University Ecampus Research Unit and serves as an associate editor for the “International Journal for Academic Development.” For the past several years, Katie’s work has focused on blended course design best practices, institutional supports for accessible online learning, and research literacy for scholarship of teaching and learning practitioners and distance education stakeholders. She speaks on topics related to writing and publication; creativity and productivity; self-promotion and personal branding, and teaching and learning with technology. Katie is also an Associate Certified Coach through the International Coach Federation. Katie is under contract for her fourth book “Going Alt-Ac: A Guide to Alternative Academic Careers” (co-authored with Kevin Kelly and Tom Tobin) to be released in 2019. She is also the editor of a forthcoming book series, “Thrive Online”, due for release from Stylus Publishing in 2019.

Session Type: Best Practices / Lessons Learned | Learner Engagement | Presentation (50 min.)

Keywords:

Intended Audiences: | |

Targeted Learning:

In an age where students are adept at capturing every piece of their lives through various social media platforms or watching more YouTube videos than TV programs, how can we channel this behavior and mode of learning in the classroom? Moreover, from a Constructivist stand-point, we know that students not only learn from us, as a teacher but from peers. The use of Flipgrid allows students to reflect, share, join a discussion or teach a peer and a host of other instructional modes through the use of small video segments. The web-based tool, Flipgrid, allows for varied settings and administrative functions to make the most of your student’s videos. This is also a great tool for flipping the classroom and weaving in discussions about acceptable use and various 21st Century Learning Skills. Through an interactive approach, the facilitators of this session will guide you through various dynamic uses for FlipGrid that can be utilized in a host of content areas and settings.

Presented byElodie Jones, Fort Hays State University, ejjones@mail.fhsu.eduCarrie Tholstrup, Fort Hays State University, cbtholstrup@fhsu.edu

Presenter Bio(s)Elodie J. Jones, Ph.D. is an associate professor in the College of Education at Fort Hays State University. She earned her doctorate in Curriculum and Instruction (Instructional Technology) from KU. Dr. Jones primarily facilitates online courses in the Master of Instructional Technology Program online, plus one undergraduate face-to-face course. Her research interests include K-12 technology integration, experiential learning, and pre-service teacher cultural competency.

Carrie Tholstrup, Ed.S., is a coordinator in the College of Education at Fort Hays State University. Ms. Tholstrup assists with the online Reading Specialist program. She is currently pursuing a Ph.D. in Curriculum and Instruction with a focus on Reading at Kansas State University. Her research interests include middle grades reading and reading motivation.

Session Type: Best Practices / Lessons Learned | Learner Engagement | Hands On Lab (50 min.)

Keywords: Apps and tools,Assistive technology,Blended/hybrid course,Classroom practices,Flipped classrooms,Instructional technology,Media in online classes,Online student support,Pedagogy

Intended Audiences: Role: Teacher/faculty,Role: Librarian,Role: Administrator | K-12,Higher Education | Novice

Targeted Learning: Attendees will learn how to use Flipgrid to empower students to demonstrate their learning in new ways and to collaborate with others to understand multiple perspectives (ISTE-S 1c, 7b). Attendees will explore how to seamlessly facilitate the use of technology to foster a culture of hands-on learning and an environment that supports creative, innovative problem-solving through the use of digital platforms, such as Flipgrid (ISTE-E, 6a, 6b, 6c, 6d).

To achieve success and improve student persistence, students should have access to help when they need it, and the opportunity to form deeper more meaningful relationships with their peers and instructors. Seamlessly integrated synchronous communication saves time, gives students a sense of belonging, and creates a social learning environment to enhance their academic experience.

Presented byPorter Rappleye, Pronto, porter@trypronto.com

Presenter Bio(s)Porter has a passion for education and has been working in Ed Tech for the past 6 years. He received his Bachelors in Marketing from Weber State University and a Masters degree in Business from Westminster College. Porter overseas the sales efforts for the western United states for Pronto and strongly believes in the power of connectedness and its impact on student success.

Session Type: Sponsored Presentation | Learner Engagement | Presentation (50 min.)

Keywords: Apps and tools,Blended/hybrid course,Certificate and degree programs,Classroom practices,Continuing education,Emerging technologies,Flipped classrooms,Instructional Technology,Learning objects and repositories,Media in online classes,Online student supp

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government,Other | Novice,Intermediate

Targeted Learning: Attendees will learn about the importance of synchronous communication, specifically to drive deeper more meaningful relationships between students, peers, and their instructors, in order to increase engagement, improve retention, and drive better student outcomes.

Learner Experience design is no longer a buzzword and is the way of the future for instructional design. But what is it? Combining elements of User Experience (UX) design and instructional design, Learner Experience (LX) design is student-focused for a digital learning age. We know that online instruction demands a different approach than face-to-face; therefore, IDs and course developers must keep the learner in mind when designing courses. This presentation will explain what User Experience design is, how it relates to online instruction, and the difference between LX design and instructional design. It will also address the challenges and solutions in creating learner-centered instruction in an online environment.

Presented byValorie Engholm, Park University, valorie.engholm@park.edu

Presenter Bio(s)Valorie Engholm has been working in education for about fifteen years, and in instructional design for three. She worked as an assistant librarian at Linda Hall Library before teaching adult education at KCKCC, and then worked as an instructional designer and subject matter expert for the Federation of State Massage Therapy Boards (FSMTB). She now works as an instructional designer for Park University. She has a Master’s in Education, and is currently working towards an Ed.D. in Instructional Design. Valorie lives in Kansas City, MO, with her family.

Session Type: Best Practices / Lessons Learned | Learner Engagement | Presentation (50 min.)

Keywords: Classroom practices,Instructional design,Learning objects and repositories,Pedagogy

Intended Audiences: Role: Teacher/faculty | Higher Education | Novice,Intermediate,Advanced

Targeted Learning: Attendees will learn the difference between learner experience design and instructional design, and how to create quality online learning environments that are conducive not only to a digital environment, but also to the unique way in which online learners learn.

Adobe Spark Video empowers students to show what they know in new and exciting ways. Students quickly create engaging videos with images, clip-art, text, voice-over, and music that show what they know in ways meaningful to them as learners. Video production has never been so easy or so much fun! Students use Adobe Spark Video as young as five while high school and college students create outstanding multimedia projects with it. This web-based tool is compatible with iPads, Chromebooks, and Windows 10 devices.

Presented byMarie Henderson, Hays Unified School District, mhenderson@usd489.com

Presenter Bio(s)Marie Henderson is the Instructional Technology Specialist for Hays Unified School District in Hays, KS where she serves local teachers as a technology trainer and instructional coach. She facilitates more than 50 in-person trainings a year for district staff and presents at state and national technology conferences. She’s passionate about adult learning theory and empowering adults to implement student-centered, research-based instructional practices. Marie taught high school mathematics before transitioning to the role of an instructional coach. In her free time, she’s a wine enthusiast, sings in two local ensembles, and enjoys activities at her church.

Session Type: Technology Tools | Powerful and Convenient Apps | Hands On Lab (50 min.)

Keywords: Apps and tools,Classroom practices,Flipped classrooms,Instructional design,Instructional technology,Media in online classes,Telecourses and video

Intended Audiences: Role: Teacher/faculty,Role: Librarian,Role: Administrator | K-12,Higher Education | Novice,Intermediate

Targeted Learning: Learning Objectives: Participants will consider how elevating students’ voices and giving students choices in their learning increases motivation and engagement. Participants will create a video with Adobe Spark so they can use the tool comfortably with their own students.

In this session, an innovative pedagogical approach is demonstrated which allows students to present their projects in an international business course to consumers and business professionals from across the entire globe. This is achieved vis-a-vis video conferencing in these international contacts to the project presentation of the student in real time. Students research a project for an assigned country and then present that project to the class and an international contact from that country. This contact then provides feedback to the student on the project targeted for their country. This project is high energy, high engagement, and highly relevant to helping students develop skill-sets they need as they prepare for the professional context. This teaching method was used in an international business course, but can be tailored to any course which includes international elements. Applicable to online and face-to-face classrooms.

Presented byRobert Lloyd, Fort Hays State University, ralloyd@fhsu.edu

Presenter Bio(s)Dr. Robert Lloyd brings eleven years of industry experience to higher education. In addition to private-industry consulting, he also managed his own fertilizer merchandising firm and real estate investments. He worked for six years as a commodities marketer for Koch Industries in Wichita, KS, spent several summers on the Kenai Peninsula in Alaska as an outdoor adventure guide and manager, and served one season as auxiliary staff at McMurdo Station in Antarctica.

Session Type: Best Practices / Lessons Learned | Smart Learning Designs | Presentation (50 min.)

Keywords: Instructional design,Instructional technology,Pedagogy

Intended Audiences: Role: Teacher/faculty | K-12,Higher Education | Intermediate,Advanced

Targeted Learning: Teachers will learn a pedagogical approach to exposing their students to both the international community, and to developing professional skill-sets students will need.

Have you considered using a learning simulation in your course? Three instructional designers introduce attendees to simulations used in Ottawa University programs and share processes for evaluating and selecting simulations, implementing them, and assessing the learning experience. We share examples for enhancing courses in biology, human resources, and nursing.

Presented byApril Robbs, Ottawa University, april.robbs@ottawa.eduSuzan Rhoades, Ottawa University, suzan.rhoades@ottawa.eduJason Williams, Ottawa University, jason.williams@ottawa.edu

Presenter Bio(s)April Robbs is an Instructional Designer who joined the Ottawa University, Overland Park Campus in 2015. Her major contributions at Ottawa University include developing a resource library for subject matter experts and online instructors and helped implementing Shadow Health in both the undergraduate and graduate level health assessment courses. She strives to promote professional collaboration with subject matter experts in course design in order to produce effective, well-designed courses. April holds certifications from Blackboard in Content Management GUI Administration and Community Engagement GUI Administration. She is also a VoiceThread Certified Educator.

Suzan Rhoades joined the Ottawa University, Phoenix Campus in October 2018. She earned her BA in Multicultural Education, with a minor in Mathematics, from Arizona State University in Tempe Arizona and later earned an MA in Technology Education from Northern Arizona University Online. By day, Rhoades is an Instructional Designer on the Ottawa University Instructional Design & Academic Technology Team. In addition, she teaches Educational Technology in the Educational Specialties Master of Education Program online for NAU. Suzan has a passion for incorporating instructional technology into everything she does.

Jason Williams is an Instructional Designer with Ottawa University who designs and supports courses across a wide scope of disciplines. As a designer, Jason works with subject matter experts to create new courses and revise existing courses to ensure quality and consistency. Throughout his 15 years of experience in higher education, Jason has served in various capacities related to online and blended learning, including adjunct faculty training and academic technology management. He offices at the Phoenix Campus.

Session Type: Technology Tools | Smart Learning Designs | Presentation (50 min.)

Keywords: Apps and tools,Blended/hybrid course,Course/learning management systems,Emerging technologies,Faculty/staff support,Instructional design,Instructional technology,Media in online classes,Online student support,Technical support

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Administrator | K-12,Higher Education,Private Sector / Commerce | Intermediate

Targeted Learning: Attendees will learn how to enhance their courses with simulations. This will include evaluating simulations, implementing them in a course and/or LMS, and assessing the learning experience.

We will explore how to get started with bringing about the awareness and legal requirements for Accessibility on your campus.

Presented byEd Lovitt, Johnson County Community College, elovitt@jccc.edu

Presenter Bio(s)Ed is the Director of Educational Technology and Distance Learning at Johnson County Community College. He has worked for over 30 years in education and has provided leadership in the selection and implementation of three major LMS reviews in the past 15 years. He has a B.S. in Management and B.A. in Education from the University of Nebraska-Kearney, M.S. in Vocational Education from Pittsburg State University and a Ph.D. in Computer Technology in Education from Nova Southeastern University. Ed has been recognized for his leadership with Colleague to Colleague, NCSPOD and KCREACHE .

Session Type: Admin. of Instructional Technology | Accessibility in Learning | Presentation (50 min.)

Keywords: Accessibility/universal design,Assistive technology,Management and policy issues

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government,Other | Novice

Targeted Learning: Learn about how to get started with Accessibility on your campus and learn from the ground up about the various resources that are available.

This session will highlight Emporia State’s experience with an Online Program Management (OPM) company. We are just wrapping up our first year under our 10-year agreement. There are more than 60 of these companies, including Noodle, Academic Partnerships, 2U, iDesign, and others. Are these partnerships the future of online learning at our universities? What will be the role of learning designers over the coming years? What will be the role of marketing and enrollment services? How are OPMs influencing the complexion of campuses? We will investigate multiple aspects of this arrangement, including the course format, instructional/learning design, faculty readiness, course readiness, and other aspects we’ve learned throughout this partnership.

Presented byRob Gibson, Emporia State University, rgibson1@emporia.edu

Presenter Bio(s)Rob has been the Director of Learning Technologies at ESU for 11 years. Prior to ESU, Rob worked at CU Online, Friends University, and Wichita State University. He has over 30 years of experience in instructional design, online learning, and emergent technology.

Session Type: Future Trends | Assessing Tools | Presentation (50 min.)

Keywords: Accessibility/universal design,Assistive technology,Course/learning management systems,Emerging technologies,Faculty/staff support,Instructional design,Instructional technology,Management and policy issues,Online student support

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | Higher Education | Novice,Intermediate,Advanced

Targeted Learning: How OPM agreements may impact their role on campus

Based on principles from “The Blended Course Design Workbook: A Practical Guide”, participants in this workshop explore best practices for transitioning a course from a traditional, face-to-face environment to one that is blended. Key takeaways: * A practical guide for writing course goals and objectives * Three strategies for developing aligned learning activities and assessments * Ideas for effectively leveraging technology for student success * Practice using evidence-based backward design methods

Presented byKatie Linder, Katie Linder Consulting, LLC,

Presenter Bio(s)Dr. Katie Linder is an avid writer and researcher with a passion for process and peeking behind the scenes at what it takes to be a successful academic. She is the creator of the Radical Self-Trust Podcast Channel and the host of a weekly interview-based podcast called Research in Action. Katie’s most recent book is “Managing Your Professional Identity Online: A Guide for Faculty, Staff, and Administrators.” Currently, she directs the Oregon State University Ecampus Research Unit and serves as an associate editor for the “International Journal for Academic Development.” For the past several years, Katie’s work has focused on blended course design best practices, institutional supports for accessible online learning, and research literacy for scholarship of teaching and learning practitioners and distance education stakeholders. She speaks on topics related to writing and publication; creativity and productivity; self-promotion and personal branding, and teaching and learning with technology. Katie is also an Associate Certified Coach through the International Coach Federation. Katie is under contract for her fourth book “Going Alt-Ac: A Guide to Alternative Academic Careers” (co-authored with Kevin Kelly and Tom Tobin) to be released in 2019. She is also the editor of a forthcoming book series, “Thrive Online”, due for release from Stylus Publishing in 2019.

Session Type: Best Practices / Lessons Learned | Learner Engagement | Presentation (50 min.)

Keywords:

Intended Audiences: | |

Targeted Learning:

This roundtable discussion will focus on strategies for verifying and counteracting media bias, fake news, and the various forms of half-truths that are becoming ubiquitous in our national dialog. The discussion will include examples of media bias and alternative facts as well as positive steps that educators and technologists can take to encourage critical thinking as opposed to blind acceptance of news from the plethora of sources now available.

Presented byJonathan Bacon, At Large, jonathanpbacon@gmail.comCindy Higgins, cinhiggins@yahoo.comDawn Fry, bluehedgie@gmail.comJim Hillen, Johnson County Community College, jhillen@jccc.eduRon Rohlf, Fort Hay State University, rcrohlf@fhsu.edu

Presenter Bio(s)Rolff: In the early 1990s, Mr. Rohlf studied electronic media and computer internetworking; produced TV & Radio news/commentary shows; and helped establish a regional Cisco Networking Academy. Learning Style Preferences Among Early Internet Adopters was his chosen research focus. Post-y2k, Mr. Rohlf served as an Information Technology (IT) manager for a Western Region Architecture & Engineering firm aligning IT strategy and business goals. Mr. Rohlf served as honorary adjunct throughout the 2000s returning to his alma mater in 2010 to assist with student radio, TV, and newspaper mergers and to help build a digital media program in the Department of Informatics. Fry: is an Instructional Design Administer with over five years of experience as an ID Director. She started her career as faculty and after ten years of teaching, moved into leadership roles. She has been an administrator in: for-profit private education, not-for-profit private education, and for a fortune 500 government contracting company. Dawn is currently working freelance from her home in the Kansas City area. Higgins: Currently an instructional designer for the state of Kansas, Cindy Higgins is a former Kansas City Star reporter and Rockhurst University journalism professor active in state industry historical research. Her degrees are from the University of Kansas (BFA in visual communication), University of Kansas (MS in journalism), and Emporia State University (MS in instructional design and technology). Hillen: Jim has taught Spanish at Johnson County Community College for nearly 20 years and has presented sessions at several past SIDLIT conferences. Bacon: Jonathan Bacon is the former (retired) director of the Johnson County Community College Educational Technology Center. He’s also a founding member of Colleague to Colleague (C2C), past C2C Chair and coordinated the first SIDLIT conference in 2000.

Session Type: Best Practices / Lessons Learned | Roundtable | Roundtable

Keywords: Classroom practices,Library services and support,Management and policy issues,Media in online classes

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Novice,Intermediate,Advanced

Targeted Learning: Attendees will hear the panel discuss strategies and sources for evaluating news and purported factual statements in all their forms including broadcast media, print media and social media postings.

Multi-faceted projects, prerequisite steps, tasks which are dependent upon others, keeping track of file versions, and staying on top of multiple deadlines…how do you keep it all straight? Challenges like these can sap your course design team’s energy and derail new course and program rollouts. Without some type of organized PM solution, it’s easy to spend valuable time chasing down files and people or miss key deadlines on crucial processes which result in rushed developments at the last minute rather than empowering you to manage a quality on-time project. In this session, veteran Associate Instructional Designer (now Project Manager) Stefanie Bassett will demonstrate how we are using Microsoft’s Smartsheets to track and manage all of our course design projects. Smartsheets enables us to keep track of individual projects with multiple assignees and many stages of development and deadlines, with dashboards for individual team members and for larger projects. It also allows us to assess and predict capacity at any given point, allowing us to anticipate bottlenecks and expansion or postponement needs.

Presented byDavid Swisher, Indiana Wesleyan University , david.swisher@indwes.eduStephanie Bassett, stef.bassett@indwes.edu

Presenter Bio(s)David Swisher is an Instructional Designer at the Center for Learning & Innovation at Indiana Wesleyan University (Marion, IN). Prior to this he served for 8 years as the Director of Learning Management Technologies at Tabor College (Wichita/Hillsboro), and was previously the Classroom Technology Specialist at Kansas State Polytechnic (Salina). A graduate of Emporia State’s Instructional Design & Technology masters program, his experience runs the gamut from the administration side (LMS admin, LTI configuration, SIS scripting, marketing/branding, etc.) to course development (faculty coordinator, technology trainer, instructional design, & program development) to instruction (course developer, adjunct instructor – online, on-site, & hybrid).

Stefanie Bassett is a Project Manager at the Center for Learning & Innovation at Indiana Wesleyan University (Marion, IN). For many years she served as an Associate Instructional Designer, working closely with the IDs, the LMS Admin team, and curriculum teams within each school to manage the course build process and ensure that courses were ready to launch in a timely manner (as well as oversee the student workers who assist in those processes). More recently she has taken on the role of Project Manager, overseeing the successful templating and deployment of Smartsheets for tracking our course development projects and creating dashboards for monitoring larger projects and capacity. Stefanie has a Bachelor of Arts in Psychology from Purdue and holds the APPQMR Certificate from Quality Matters as well as the Instructional Design Mastery Series Certificate from the Online Learning Consortium.

Session Type: Admin. of Instructional Technology | Powerful and Convenient Apps | Presentation (50 min.)

Keywords: Course/learning management system,Faculty/staff support,Instructional design,Management and policy issues,Program evaluation/quality control

Intended Audiences: Role: Administrator,Role: Other (Instructional designer / course developer) | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Novice,Intermediate

Targeted Learning:

In this presentation, a human approach will be presented to facilitate online engagement. Perhaps the most difficult component of online teaching is making students feel like they are a part of the class and have genuine relationships with the instructor and fellow students. The “human” approach emphasizes relationships and personal communication to create the learning environment. The results are higher participation in discussion, more collaboration among students, and ultimately improved teaching evaluations for the instructor.

Presented byRobert Lloyd, Fort Hays State University, ralloyd@fhsu.edu

Presenter Bio(s)Dr. Robert Lloyd brings eleven years of industry experience to higher education. In addition to private-industry consulting, he also managed his own fertilizer merchandising firm and real estate investments. He worked for six years as a commodities marketer for Koch Industries in Wichita, KS, spent several summers on the Kenai Peninsula in Alaska as an outdoor adventure guide and manager, and served one season as auxiliary staff at McMurdo Station in Antarctica.

Session Type: Best Practices / Lessons Learned | Learner Engagement | Presentation (50 min.)

Keywords: Blended/hybrid course,Emerging technologies,Instructional design,Online student support

Intended Audiences: Role: Teacher/faculty | Higher Education | Novice,Intermediate,Advanced

Targeted Learning: Teachers will learn how to turn a digital classroom into an environment filled with meaningful personal relationships between students and between the instructor and the class.

The Trends Report of 2019, Trends on the Horizon, The Chronicle of Higher Education states, “The college textbook-or at least the textbook as we knew it- is on the road to extinction.” The train is moving out of the station, the question is- are you on board? This presentation will explore ways to move from the traditional textbook to a digital repository which reduces the cost for you students. Does it require more work? Yes! Is the pay-off worth it? Yes!

Presented byLeslie Umstattd, Park University, leslie.umstattd@park.edu

Presenter Bio(s)Dr. Leslie Umstattd has been in education for over 15 years. As a former K-12 educator, she has found the world of higher ed both challenging and exciting. She has developed, designed, and taught course work at the undergraduate and graduate level. Dr. Umstattd currently serves as the Interim Director of Digital Learning at Park University.

Session Type: Future Trends | Learning Resources | Presentation (50 min.)

Keywords: Accessibility/universal design,Emerging technologies,Instructional design,Instructional technology,Library services and support,Pedagogy

Intended Audiences: Role: Teacher/faculty | Higher Education | Novice,Intermediate

Targeted Learning: In this presentation we will explore ways to move beyond the traditional textbook to incorporate a variety of resources yet still maintaining content.

This presentation is similar to one that the presenter created for Penn State by invitation. This presentation: * Defines diversity and inclusion (as democratic values) in online learning design/development/deployment, * Explains the basic rationales for diversity and inclusion, * And provides practical design approaches to enable full inclusiveness of diverse learners. There are participant group activities to enliven the ideas.

Presented byShalin Hai-Jew, Kansas State University, shalin@ksu.edu

Presenter Bio(s)Dr. Shalin Hai-Jew works as an instructional designer at Kansas State University.

Session Type: Best Practices / Lessons Learned | Learner Diversity and Inclusion | Presentation (50 min.)

Keywords: Accessibility/universal design,Instructional design,Instructional technology,Learning objects and repositories,Online student support,Technical support

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | Higher Education,Private Sector / Commerce,Public Sector / Government | Intermediate

Targeted Learning: They will acquire direct methods to create inclusive online learning for learners who are diverse.

Don’t get caught violating copyright law in your courses! There are rules we have to follow, even in education. There are limitations to the doctrine of fair use, even in education. Also, copyright infringement on the part of faculty or instructional designers can bring hefty fines to their universities. Textbook excerpts, published papers, and even images and video all carry copyright restrictions. This presentation will explain how instructors, designers, and course developers can protect themselves from copyright infringement and best practices in using copyright laws in the classroom. It will also go over the various types of copyright and how to use them, as well as how to protect your own intellectual property from copyright infringement.

Presented byValorie Engholm, Park University, valorie.engholm@park.edu

Presenter Bio(s)Valorie has been working in education in many facets for 15 years. First as a Montessori teacher, a librarian, an Adult Education instructor, and most recently as an instructional designer. Valorie graduated from UMKC in 2009 with a Bachelor’s degree in History and a minor in Classical History. In 2016, she earned a Master’s in Education Curriculum and Instruction with a concentration in Social Studies, also from UMKC, and recently began coursework for her Ed.D in Instructional Design Technology. She joined the Park instructional design team in April of 2017.

Session Type: Best Practices / Lessons Learned | Hands-on Digital Building | Presentation (50 min.)

Keywords: Copyright issues,Faculty/staff support,Instructional design,Management and policy issues

Intended Audiences: Role: Teacher/faculty,Role: Librarian | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Intermediate

Targeted Learning: How to avoid infringing copyright restrictions in their courses.

Join us for a conversation with K-12 English teachers from Brazil as we share past experiences with using technology to facilitate international conversation exchanges and engage in a networking and brainstorming session to plan for future opportunities for collaboration. Conversations will include a focus on how to make such exchanges possible in environments where access to technology tools and internet connectivity is limited.

Presented byKetty Reppert, Kansas State University, kreppert@ksu.eduDan Morgan, Kansas State University, dmorgan1@ksu.edu

Presenter Bio(s)Ketty Reppert is associate director for academics in the English Language Program at Kansas State University, where she has served on the faculty for 10 years.

Dan Morgan is an Instructor with the English Language Program at Kansas State University and serves as a Curriculum Chair for the program. He also coordinates outreach opportunities that help international student connect with others throughout the campus community.

Session Type: Technology Tools | Roundtable | Roundtable

Keywords: Apps and tools,Classroom practices,Smart devices, wireless, mobile computing,Telecourses and video

Intended Audiences: Role: Teacher/faculty | K-12,Higher Education | Novice,Intermediate,Advanced

Targeted Learning: Participants will learn from others and brainstorm about how technology can facilitate ongoing communication and collaboration with partners at a distance, specifically in the context of classroom exchanges with teachers/students. Attendees will be able to network with fellow educators from the U.S. and Brazil.

Join us for a conversation with K-12 English teachers from Brazil as we share past experiences with using technology to facilitate international conversation exchanges and engage in a networking and brainstorming session to plan for future opportunities for collaboration. Conversations will include a focus on how to make such exchanges possible in environments where access to technology tools and internet connectivity is limited.

Presented byKetty Reppert, Kansas State University, kreppert@ksu.eduDan Morgan, Kansas State University, dmorgan1@ksu.edu

Presenter Bio(s)Ketty Reppert is associate director for academics in the English Language Program at Kansas State University, where she has served on the faculty for 10 years.

Dan Morgan is an Instructor with the English Language Program at Kansas State University and serves as a Curriculum Chair for the program. He also coordinates outreach opportunities that help international student connect with others throughout the campus community.

Session Type: Technology Tools | Roundtable | Roundtable

Keywords: Apps and tools,Classroom practices,Smart devices, wireless, mobile computing,Telecourses and video

Intended Audiences: Role: Teacher/faculty | K-12,Higher Education | Novice,Intermediate,Advanced

Targeted Learning: Participants will learn from others and brainstorm about how technology can facilitate ongoing communication and collaboration with partners at a distance, specifically in the context of classroom exchanges with teachers/students. Attendees will be able to network with fellow educators from the U.S. and Brazil.

Based on principles from “The Blended Course Design Workbook: A Practical Guide”, participants in this workshop explore best practices for transitioning a course from a traditional, face-to-face environment to one that is blended. Key takeaways: * A practical guide for writing course goals and objectives * Three strategies for developing aligned learning activities and assessments * Ideas for effectively leveraging technology for student success * Practice using evidence-based backward design methods

Presented byKatie Linder, Katie Linder Consulting, LLC,

Presenter Bio(s)Dr. Katie Linder is an avid writer and researcher with a passion for process and peeking behind the scenes at what it takes to be a successful academic. She is the creator of the Radical Self-Trust Podcast Channel and the host of a weekly interview-based podcast called Research in Action. Katie’s most recent book is “Managing Your Professional Identity Online: A Guide for Faculty, Staff, and Administrators.” Currently, she directs the Oregon State University Ecampus Research Unit and serves as an associate editor for the “International Journal for Academic Development.” For the past several years, Katie’s work has focused on blended course design best practices, institutional supports for accessible online learning, and research literacy for scholarship of teaching and learning practitioners and distance education stakeholders. She speaks on topics related to writing and publication; creativity and productivity; self-promotion and personal branding, and teaching and learning with technology. Katie is also an Associate Certified Coach through the International Coach Federation. Katie is under contract for her fourth book “Going Alt-Ac: A Guide to Alternative Academic Careers” (co-authored with Kevin Kelly and Tom Tobin) to be released in 2019. She is also the editor of a forthcoming book series, “Thrive Online”, due for release from Stylus Publishing in 2019.

Session Type: Best Practices / Lessons Learned | Learner Engagement | Presentation (50 min.)

Keywords:

Intended Audiences: | |

Targeted Learning:

Join us for a conversation with K-12 English teachers from Brazil as we share past experiences with using technology to facilitate international conversation exchanges and engage in a networking and brainstorming session to plan for future opportunities for collaboration. Conversations will include a focus on how to make such exchanges possible in environments where access to technology tools and internet connectivity is limited.

Presented byKetty Reppert, Kansas State University, kreppert@ksu.eduDan Morgan, Kansas State University, dmorgan1@ksu.edu

Presenter Bio(s)Ketty Reppert is associate director for academics in the English Language Program at Kansas State University, where she has served on the faculty for 10 years.

Dan Morgan is an Instructor with the English Language Program at Kansas State University and serves as a Curriculum Chair for the program. He also coordinates outreach opportunities that help international student connect with others throughout the campus community.

Session Type: Technology Tools | Roundtable | Roundtable

Keywords: Apps and tools,Classroom practices,Smart devices, wireless, mobile computing,Telecourses and video

Intended Audiences: Role: Teacher/faculty | K-12,Higher Education | Novice,Intermediate,Advanced

Targeted Learning: Participants will learn from others and brainstorm about how technology can facilitate ongoing communication and collaboration with partners at a distance, specifically in the context of classroom exchanges with teachers/students. Attendees will be able to network with fellow educators from the U.S. and Brazil.

Needing fresh ideas? Wanting something more for your students? Trying to translate face to face assessments to the online teaching environment? This presentation is for you. In this presentation we will define authentic assessment and overview specific case studies of assessments that have been successfully used within the online learning environment as well as provide practical ways to incorporate authentic assessments to meet learning objectives.

Presented byLeslie Umstattd, Park University, leslie.umstattd@park.edu

Presenter Bio(s)Dr. Leslie Umstattd has been in education for over 15 years. As a former K-12 educator, she has found the world of higher ed both challenging and exciting. She has developed, designed, and taught course work at the undergraduate and graduate level. Dr. Umstattd currently serves as the Interim Director of Digital Learning at Park University.

Session Type: Best Practices / Lessons Learned | Effective Assessment | Presentation (50 min.)

Keywords: Classroom practices,Instructional design,Media in online classes,Pedagogy,Retention

Intended Audiences: Role: Teacher/faculty | Higher Education | Novice,Intermediate

Targeted Learning: Ways to incorporate authentic assessment techniques into their course work

The demand for adding digital media to your course design has exploded in the past few years. What are the trends? What do we need to be ADA compliant? Are students really engaging in the content and learning? We will ask these questions and more during our review of Media Management Systems.

Presented byEd Lovitt, Johnson County Community College, elovitt@jccc.edu

Presenter Bio(s)Ed has worked for over 30 years in education and has provided leadership in the selection and implementation of three major LMS reviews in the past 15 years. He has a B.S. in Management and B.A. in Education from the University of Nebraska-Kearney, M.S. in Vocational Education from Pittsburg State University and a Ph.D. in Computer Technology in Education from Nova Southeastern University.

Session Type: Future Trends | Teaching and Learning with Digital Media | Presentation (50 min.)

Keywords: Accessibility/universal design,Emerging technologies,Instructional technology,Telecourses and video

Intended Audiences: Role: Teacher/faculty,Role: Administrator | K-12,Higher Education | Intermediate

Targeted Learning: Learn how Media Management Systems provide digital media for education and engaging learners.

Artificial intelligence (AI) is changing our lives. Higher education is adapting to this trend and using third-party developers such as Amazon to provide students with AI personal assistants. Last year, Park University created an Alexa skill that uses voice commands to provide students with information such as their grades, library research, and campus events. In Fall 2018, Park University used an intro to college class (LE100) to test Amazon Alexa as a teaching tool. This session will provide an overview of artificial intelligence, the outcomes from the LE100 class, and how education institutions can use Amazon Alexa to compliment the curriculum.

Presented byMelanie Kinney, Park University, mkinney@park.eduZac Jarrard, Park University, jjarrard@park.edu

Presenter Bio(s)Melanie Kinney is a certified eMINTS Instructional Specialist/Affiliate Trainer, holding an M.Ed. in Educational Technology and completing a Doctorate of Education in Digital Innovation. She began working at Park University as the Coordinator of Educational Technology Initiatives in 2017, and manages the University’s current and aspirant educational technology initiatives on behalf of Academic Affairs. These initiatives demonstrate the University’s core mission to increase access to high-quality educational programs for a geographically dispersed and diverse community of students. Such initiatives include blended synchronous learning, and a range of other technology and LMS related goals for removing barriers to student success.

Zac Jarrard is a Project Manager in Information Technology Services and a Professional Tutor for the Academic Support Center. He is pursuing a Master of Information Systems in Business Analytics, while also holding an MPA and MBA from Park University. A few of his duties include delivering operational and strategic projects and also assisting students who are struggling with their classes. His research interests include adaptive leadership, gamification, innovation, and project management. He is also an Eagle Scout who aspires to make the world a better place for everyone.

Session Type: Future Trends | Teaching and Learning with Digital Media | Presentation (50 min.)

Keywords: Apps and tools,Assistive technology,Classroom practices,Emerging technologies,Faculty/staff support,Flipped classrooms,Instructional technology,Smart devices, wireless, mobile computing

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Novice,Intermediate

Targeted Learning: Participants will learn how to utilize innovative technology such as Amazon Alexa to enhance the student experience and to drive staff efficiency.

Robots may seem like a “Tech Class” project. This session will focus on how to bring robots, specifically Spheros and Ozobots, into the regular classroom. New to robots? This is an introduction and will give you many ideas. Bring a Bluetooth device so you can try a Sphero. Be ready to get a hands-on experience with the bots!

Presented byLarissa Whitney, Hays Unified School District, lwhitney@usd489.com

Presenter Bio(s)Larissa Whitney currently teaches 3rd grade at Lincoln Elementary in Hays, KS. She taught four years in Larned, KS and this will be her fourth year teaching in Hays. Her favorite part about teaching is seeing the excitement when her class learns something new. She enjoys trying new projects and continuing to grow as an educator. Her goal for next year is to start a William Allen White Book Club and to encourage 3rd-5th graders to join. Larissa’s favorite teachers have one common theme and she strives to make her classroom environment the same: DREAM!

Session Type: Technology Tools | Teaching and Learning with Digital Media | Hands On Lab (50 min.)

Keywords: Apps and tools,Classroom practices,Instructional technology

Intended Audiences: Role: Teacher/faculty,Role: Tech support | K-12 | Novice

Targeted Learning: After a brief intro to each bot & how to access a surplus of activities, attendees will try out the Spheros with Bluetooth devices by either coding or using the draw feature. Ozobot pre-made activities will be available to try or attendees may choose to create their own!

Computational neural networks were designed and built over decades of work to mimic the human brain in order to process learning through examples. This shows the setting up and running of several artificial neural network (ANN) on educational data, in a software program which enables free educator licensure for non-commercial research projects.

Presented byShalin Hai-Jew, Kansas State University, shalin@ksu.edu

Presenter Bio(s)Dr. Shalin Hai-Jew works as an instructional designer at Kansas State University.

Session Type: Technology Tools | Data Analytics | Presentation (50 min.)

Keywords: Data analytics,Emerging technologies,Instructional technology,Research

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | Higher Education,Private Sector / Commerce,Public Sector / Government | Intermediate

Targeted Learning: They will understand what an ANN is and how to run one in RapidMiner Studio.

The Seward County Community College (SCCC) Corrosion Technology Expansion Project is National Science Foundation (NSF), Advanced Technology Education (ATE) “New to ATE” grant project that aims to expand an existing Corrosion Technology (CT) program to an online curriculum. The online curriculum is being developed and marketed with the goals of increasing the number of qualified CT workers in the region and building program enrollments to capacity. The goals of this presentation are to inform attendees of the opportunities available to rural institutions through the NSF Mentor-Connect program and provide a discussion forum on non-traditional Career and Technical Educational delivery possibilities to schools trying to service large areas. In this presentation, Jim Hyder and Chris Hickman will explain the NSF Mentor-Connect program, SCCC’s progress so far in the program and facilitate an open discussion on the challenges delivering career and technical education in a distance education format.

Presented byChris Hickman, Seward County Community College, chris.hickman@sccc.eduJim Hyder, Seward County Community College, jim.hyder@sccc.edu

Presenter Bio(s)Chris Hickman has served at Seward County Community College for eight years. Currently, he is the Energy Department Program Coordinator, Process Technology Instructor, and Principal Investigator (PI) for the NSF ATE Mentor-Connect Corrosion Technology Expansion Grant. He received a M.S. Instructional Technology from Ft. Hays State University and a B.S. Workforce Education and Development from Southern Illinois University. Chris has worked online for nearly fifteen years, including one of the first trade distance learning companies, Blue LLC. During his time with Blue LLC, he taught online for community colleges, private companies, the US Navy and US State Department oversea

James Hyder is currently an Instructional Designer at Seward County Community College and is an active mentor in the NSF’s MentorLinks and Mentor Connect programs. He received his M.S. in Management in Science and Technology from the Oregon Health and Sciences University, B.S. in Workforce Education and Development from Southern Illinois University. Jim worked in industry as a training professional, creating Human Performance Improvement applications specializing in analysis, intervention, and evaluation (ROI) within the semiconductor, lean manufacturing/enterprise, and solar environments. He was honorably discharged after seven years in the US Navy as a Submarine Electronics Technician.

Session Type: Future Trends | Learner Diversity and Inclusion | Presentation (50 min.)

Keywords: Blended/hybrid course,Classroom practices,Instructional design,Research

Intended Audiences: Role: Teacher/faculty | Higher Education,Private Sector / Commerce | Intermediate

Targeted Learning: Attendees will learn about the National Science Foundation (NSF), Advanced Technology Education (ATE) “New to ATE” program, and how to access its resources. The presentation will also provide a discussion forum on non- traditional Career and Technical Educational delivery possibilities to schools trying to service large areas.

A well prepared, produced, and thought out introductory video can sell an online course, which also allows students to see you as a real person and with a true passion for teaching. Come see how the Cowley Distance Learning department helps their faculty produce high-quality introductory videos that knocked their student’s socks off and gets them excited about taking an online course from the start. Our presentation will include a demonstration of all the portable equipment we use to make this happen. We simply tell our faculty to “bring a prewritten script and your smiling face. We’ll handle the rest!”

Presented byShelby Huddleston, Cowley County Community College, shelby.huddleston@cowley.edu

Presenter Bio(s)Shelby has worked in education for over 15 years in both K-12 and Higher Ed. While in K-12 he filled roles as a teacher and also as a Technology Coordinator. At Cowley College, he works as an instructional designer, trainer in Blackboard, accessibility, and Office 365, and point of contact on the main campus.

Session Type: Technology Tools | Teaching and Learning with Digital Media | Presentation (50 min.)

Keywords: Accessibility/universal design,Apps and tools,Blended/hybrid course,Classroom practices,Emerging technologies,Faculty/staff support,Instructional design,Instructional technology,Media in online classes,Podcasting/vodcasting

Intended Audiences: Role: Teacher/faculty,Role: Librarian,Role: Administrator | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Novice,Intermediate,Advanced

Targeted Learning: At the conclusion of the session participants will be able to identify the proper resources to produce high-quality videos, based on best practice.

#FlipgridFever is sweeping Twitter-verse and is just one stop away from your classroom, blended learning environment, or online course! Learn to empower student voice as you engage even your quietest students in the conversation with this FREE, easy-to-use, video discussion tool. Flipgrid works on any device with a camera, microphone, and internet capabilities. Setup a grid in under three minutes and speak your students’ language using a platform that encompasses many of the great features of Snapchat in a fun and school- appropriate environment. Catch this session quick to get infected with #FlipgridFever! (Students use this platform without lost instructional time as young as eight years old. Kindergarten through 2nd-grade classrooms may need additional assistance or small group direction but will also find Flipgrid to be an accessible tool.)

Presented byMarie Henderson, Hays Unified School District, mhenderson@usd489.com

Presenter Bio(s)Marie Henderson is the Instructional Technology Specialist for Hays Unified School District in Hays, KS where she serves local teachers as a technology trainer and instructional coach. She facilitates more than 50 in-person trainings a year for district staff and presents at state and national technology conferences. She’s passionate about adult learning theory and empowering adults to implement student-centered, research-based instructional practices. Marie taught high school mathematics before transitioning to the role of an instructional coach. In her free time, she’s a wine enthusiast, sings in two local ensembles, and enjoys activities at her church.

Session Type: Technology Tools | Powerful and Convenient Apps | Hands On Lab (50 min.)

Keywords: Apps and tools,Blended/hybrid course,Classroom practices,Flipped classrooms,Instructional design,Instructional technology,Media in online classes,Smart devices, wireless, mobile computing,Telecourses and video

Intended Audiences: Role: Teacher/faculty,Role: Librarian,Role: Administrator | K-12,Higher Education | Novice,Intermediate

Targeted Learning: Learning Objectives: Participants will reflect on student engagement in their classroom and consider ways to promote engagement and collaboration. Participants will act as students and teachers in Flipgrid to understand both experiences and navigate the platform comfortably.

Seemingly every week another article emerges in “The Chronicle of Higher Education” or “Inside Higher Ed” noting the decline of the humanities at American college and universities as students abandon traditional courses of study in favor of what is considered to be more practical education fields. While certainly not the only cause of this phenomenon, humanities-based disciplines have often been reluctant to embrace change and suspicious of alternative educational formats. Is there a place for the humanities within the world of online education? This presentation seeks to explore the opportunities for the traditional liberal arts within online education by considering some ways in which humanities content can be included in professional training curriculum. as well as the ways in which the liberal arts can provide a model for the delivery of educational content in other academic areas.

Presented byChristopher Dick, Tabor College, christod@tabor.edu

Presenter Bio(s)Christopher Dick is a professor of English at Tabor College in Hillsboro, Kansas, where he has taught for 20 years. He received his PhD from the University of Kansas. His research areas include American and German modernism, metaphor theory, and stylistics.

Session Type: Best Practices / Lessons Learned | Smart Learning Designs | Short Presentation (20 – 25 min.)

Keywords: Blended/hybrid course,Classroom practices,Flipped classrooms,Pedagogy

Intended Audiences: Role: Teacher/faculty | Higher Education | Novice

Targeted Learning: Attendees will be “reintroduced” to the value of the humanities as they consider the ways in which traditional subject areas/educational approaches can be incorporated into curriculum.

Visit Fort Hays State’s One-Button Studio, part of Forsyth Library’s Learning Commons. The studio is a user-friendly way for faculty, staff, and students to create their own professional looking video with little to no training. It’s simplicity allows faculty to create and use videos themselves or assign students to create projects. It’s as easy as plugging in a flash drive, pushing a button to start and again to stop. Advanced features include a green screen for background replacement or a Lightboard for writing and diagramming, seemingly in thin air.

Presented byAndy Tincknell, Fort Hays State University, atinckne@fhsu.edu

Presenter Bio(s)Andy Tincknell is the Learning Commons Coordinator for Fort Hays State University’s Forsyth Library and Learning Commons. He maintains and innovates the study, collaboration, and communication areas of the library. In addition, he helps students with a wide array of technology from headers and footers in a word document to video production. He loves how the diversity of his job let’s him learn new things everyday. Before joining Forsyth Library in 2016, Andy spent 22 years in video production. He holds two degrees from Fort Hays State University; a Masters in Instructional Technology and a Bachelors in Information Networking and Telecommunications.

Session Type: Technology Tools | Learner Engagement | Short Presentation (20 – 25 min.)

Keywords: Apps and tools,Emerging technologies,Flipped classrooms,Instructional technology,Library services and support,Media in online classes,Podcasting/vodcasting,Telecourses and video

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Novice,Intermediate,Advanced

Targeted Learning: Learn how implementing a One-Button-Studio has allowed students and faculty to create professional looking videos for classes and other projects.

The Kansas Accessibility Resources Network is a shared resource site that provides resources, training, and lessons learned in our ongoing efforts to create a culture and environment of accessibility on our campuses and digital spaces. This presentation will discuss the resources that are already available, the benefits of membership, and the roadmap for the future.

Presented byJohn Jones, Kansas Accessibility Resources Network,

Presenter Bio(s)John Jones has held a variety of roles in both the public and private sectors. He has been a web developer, corporate trainer, adjunct lecturer, editor, instructional designer, educational technologist, and now is the director of the Media Resources Center at Wichita State University, where he is a leader and advocate in the university’s efforts to become fully accessible. John has a MFA from Wichita State University and a Master’s degree in English from Kansas State University. He grew up in Western New York, completed his Bachelor’s in History and English at SUNY Binghamton (now Binghamton University)

Session Type: Sponsored Presentation | | Short Presentation (20 – 25 min.)

Keywords: Accessibility/universal design,Management and policy issues

Intended Audiences: Role: Teacher/faculty, Role: Librarian,Role: Administrator,Role: Tech support | Higher Education | Intermediate

Targeted Learning: Key takeaways will be access to online introductory training that is available for a variety of accessibility topics, as well as useful insights on the effort to change culture and maintain awareness of accessibility as an ongoing responsibility and challenge for all faculty and staff.

Attend this session and hear from a no-nonsense, experienced, highly-rated online instructor who will share key insights about high-engagement, high-impact, high-quality online instruction, gleaned from being “in the trenches” for over 20 years…things like the power of keeping it simple (good teaching is good teaching, no matter the modality); the importance of having an explicit philosophical approach to online instruction; why online classes should never be set up like self-paced “independent study” courses; the power of actual engagement on DB, and how to most effectively moderate it; the importance of simple face to face relationship-building; the very powerful idea of extending grace and flexibility; key characteristics of adult learners and what motivates them in online settings; avoiding the overuse of technological tools; the responsibility of online instructors to shatter the myth that online classes are by definition a “lesser” alternative to f2f instruction, as well as additional time-saving techniques for grading/providing feedback, and setting up online shells that are simultaneously both student-friendly and instructor-friendly.

Presented byJeni McRay, Fort Hays State University, jlmcray@fhsu.edu

Presenter Bio(s)Experienced educator with nearly 2 decades of teaching/training experience in a variety of settings, including mid-sized state university, small non-profit colleges and universities, and small to medium-sized businesses/non-profits. Nineteen years of experience teaching undergraduate courses. Fifteen years of experience serving as a mentor/trainer to fellow faculty members. Twelve years of experience designing and delivering online graduate-level courses in leadership and education. Experienced designer and facilitator of customized training in education, corporate and non-profit organizations, large and small, mostly in the areas of personality styles, emotional intelligence, leadership development, conflict resolution, and online learning. Ten years of higher education academic administration experience, including in leadership positions (chief academic officer) of adult and online programs and graduate programs. Experienced in development and implementation of comprehensive outcomes assessment plans and institutional/departmental program review at the undergraduate and graduate level. Eight years of experience working with doctoral students. Three years of experience with international Chinese students in a cross-border program.

Session Type: Best Practices / Lessons Learned | Learner Engagement | Short Presentation (20 – 25 min.)

Keywords: Classroom practices,Instructional design,Pedagogy

Intended Audiences: Role: Teacher/faculty,Role: Administrator | Higher Education | Novice,Intermediate,Advanced

Targeted Learning: How to better design and deliver online instruction to maximize student engagement, motivation and academic performance.

I wrote and published a text for an introductory course on using Microsoft Office. I learned that writing the content was just the beginning. Texts for computing applications shoot at a moving target; the software changes and there are multiple versions that students use. I wrote the text in large part because of this. The commercial textbooks needed to change often because the software changes often. The texts could not keep up with the software changes. That meant that I had to redo all of the assignments each time this happened. I wanted to write the book so that I would have much more control over those assignments and the text. Because the course is both online and in class, I recorded video demonstrations for the online students. I had not done that before, so I needed to learn how to produce those video presentations. Assessment is important for grading and for accreditation, so creating good rubrics is necessary. We are required to assess objectives in addition to posting grades. Students needed files to use for Word, Excel, PowerPoint, and Access, and it takes time to create the files and the assignments. Students also need to see what the completed assignments look like, so I created those files uploaded them in a way that students could see them but not use the files themselves. The publisher’s digital platform took time to master (like every new platform) and it still presents a few challenges of its own. Writing the content took less time than I thought it would. However, preparing the digital presentations, the rubrics, the quizzes, the practice files, the glossaries, the assignment files, the midterm and final exams took longer than I thought it would. I like the final result, and I like having control over the content. I would do it again.

Presented byDavid Schmidt, Fort Hays State University, dschmidt@fhsu.edu

Presenter Bio(s)David Schmidt has a Ph. D. in Philosophy from KU. He has taught in class and online for over 40 years in The Republique of Congo (Africa), Ohio, Texas, and Kansas. Other work experience: Programmer/Analyst at Barton Community College and the Associated Colleges of Central Kansas, Assistant Director of the Center for Teaching Excellence and Learning Technology (FHSU), Director of the Computing Center (FHSU), currently Assistant Professor in Informatics (FHSU). Published a digital textbook entitled Introduction to Computer Information Systems.

Session Type: Best Practices / Lessons Learned | Hands-on Digital Building | Short Presentation (20 – 25 min.)

Keywords: Blended/hybrid course,Classroom practices,Media in online classes,Online student support,Pedagogy

Intended Audiences: Role: Teacher/faculty | K-12,Higher Education | Intermediate

Targeted Learning: Any instructor can write their own digital textbook. My presentation addresses the scope of what is needed.

With more than 19,000 clients across higher education, corporate, government and K-12 institutions, Blackboard is the largest and most experienced education technology company in the world. With our deep expertise in the role of technology on learning, combined with our insights on pedagogy and how people learn, we have designed and developed the Blackboard Digital Teaching and Learning Series, a 3-course certification program that enables you to establish a standard of excellence for delivering teaching and learning online. Join us to learn more about the LMS-agnostic course from which any institution will benefit, as well as the specific courses that specialize in practical and advanced concepts in the Blackboard Learning Management System.

Presented byAngela Robbins, Blackboard, angela.robbins@blackboard.com

Presenter Bio(s)Angela Robbins is a Customer Success Manager who has been with Blackboard for 2 years. Prior to joining Blackboard, Angela has spent over 18 years in higher education and consulting, where she designed and developed curriculum for traditional, blended, and online learning environments; while also providing faculty teaching skills development training in the colleges of education, medicine, pharmacy, and business. Angela holds a MEd in Curriculum and Instruction, a MSE in Instructional Design for Online Learning, and is set to defend her dissertation for her PhD in Instructional Design for Online Learning this summer 2019.

Session Type: Sponsored Presentation | | Short Presentation (20 – 25 min.)

Keywords: Classroom practices,Course/learning management systems,Faculty/staff support,Instructional design,Library services and support,Pedagogy

Intended Audiences: Role: Teacher/faculty,Role: Librarian,Role: Administrator | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Novice,Intermediate,Advanced

Targeted Learning:

Successful online classes create dynamic student-content by providing student-instructor, and student-student, and student-content interactions with thoughtful engagement opportunities, and measure student learning with authentic assessment. This presentation will explore creating new contexts and spins on existing digital tools by developing active learning and gamified exercises to create that desired online environment for successful learning. Third party tools such as Classcraft, Kahoot, Adobe Spark, Flipgrid, or others can be re- purposed in an online environment to create opportunities for students to engage with each other, and with the class content. Demonstrations will provide examples of new spins on using of these type of digital tools to design specific activities that manage the classroom while increasing motivation and engagement. Examples of assignments that create deeper connections with the class content or that demonstrate synthesis of learning with creation of original class-content related products will also be presented. The attendees will have an opportunity to identify, discuss and evaluate the challenges an instructor may face in re-designing or creating assignments for use with third party tools. Issues related to creating or modifying assessments for digital active learning/gamified exercises will also be discussed. To fully participate in the presentation attendees should bring a device with internet accessibility. Handouts for use during with presentation will be available and a website will provide background and additional information.

Presented bySoledad Garcia-King, The University of New Mexico, sgking@unm.eduLeAnn Weller, The University of New Mexico, lweller1@unm.edu

Presenter Bio(s)Soledad is the Director of Teaching and Learning Center at UNM Valencia in Los Lunas, NM. She has a Doctorate degree in Educational Leadership with a specialization in education technology. From her course work and experience in education, Soledad has learned to develop active learning lessons for hybrid and online courses. She has also been a certified online instructor since 2007 and has completed several QM courses where she has learned best practices for online learning. Her interest in gamification comes from her experience as a previous K-12 educator and higher education courses she currently teaches in the IT department.

LeAnn Weller is a retired librarian from the UNM Valencia Campus in Los Lunas where she provided information literacy instruction, managed the Library’s website, provided reference services, and worked with assessment of library services. Prior to working in New Mexico she worked at KU and Sterling College. She has been involved with online and blended/hybrid instruction as a student in workshops and MOOCs on a variety of subjects ranging from the QM rubric to genealogy. She has been exploring gamification of instruction in both F2F and online classes since 2016.

Session Type: Technology Tools | Teaching and Learning with Digital Media | Hands On Lab (50 min.)

Keywords: Apps and tools,Blended/hybrid course,Classroom practices,Gamification,Instructional technology,Pedagogy,Smart devices, wireless, mobile computing

Intended Audiences: Role: Teacher/faculty | Higher Education | Novice,Intermediate

Targeted Learning: The audience participants will have “¢ Explored re-purposing third party tools for the online classroom to create opportunities for engagement and active learning “¢ Identified and discussed potential challenges in creation and assessment in the use of third party tools in online classes

By its very nature, design and multimedia work is never really finished; it’s always subject to continual updates, revisions, and improvements. Equally important, quality control and excellence are essential hallmarks of any reputable online education program. Yet couple that understandable quest for excellence with the all-too-common propensity of academics toward perfectionism and you have a recipe for disaster…projects which are perpetually behind, struggle to meet deadlines, or launch incomplete. We all want our courses and projects to reflect our best work, but where do you draw the line between a healthy emphasis on quality control and excellence and an unhealthy obsession with perfection? Drawing from the research of Brené Brown and others, aspects of his doctoral research, and his own journey out of perfectionism, the presenter will offer insights and practical suggestions on how we can achieve a realistic sense of perfection which doesn’t stymie delivery timetables.

Presented byDavid Swisher, Indiana Wesleyan University , david.swisher@indwes.edu

Presenter Bio(s)David Swisher is an Instructional Designer at the Center for Learning & Innovation at Indiana Wesleyan University (Marion, IN). Prior to this he served for 8 years as the Director of Learning Management Technologies at Tabor College (Wichita/Hillsboro), and was previously the Classroom Technology Specialist at Kansas State Polytechnic (Salina). A graduate of Emporia State’s Instructional Design & Technology masters program, his experience runs the gamut from the administration side (LMS admin, LTI configuration, SIS scripting, marketing/branding, etc.) to course development (faculty coordinator, technology trainer, instructional design, & program development) to instruction (course developer, adjunct instructor – online, on-site, & hybrid).

Session Type: Best Practices / Lessons Learned | Teaching and Learning with Digital Media | Presentation (50 min.)

Keywords: Classroom practices,Faculty/staff support,Instructional design,Program evaluation/quality control

Intended Audiences: Role: Teacher/faculty,Role: Other (Instructional designer / course developer) | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Novice,Intermediate

Targeted Learning: Having operated on both sides of this equation (as an instructor and course developer who tends toward perfectionism AND as an instructional designer and multimedia developer on the receiving end of others’ perfectionism), the presenter will explore these dynamics and their implications, finding synergy with at least two practical outcomes – one theoretical and one practical. On a practical level, the presenter anticipates unpacking some tangible examples of common course development challenges where perfectionism derailed timely delivery and created challenges with the learner experience. On a theoretical level the presenter will draw insights from the Morrison, Ross, & Kemp model of ID to talk about a strategic approach to cyclical revision (rather than the agonizing process – and ensuing drama – of feeling like it has to be “perfect” on the first run).

Roundtable on experiential learning.

Presented byTamara Lynn, Fort Hays State University, tjlynn@fhsu.eduSeth Kastle, Fort Hays State University, sdkastle@fhsu.eduApril Terry, Fort Hays State University, anterry2@fhsu.edu

Presenter Bio(s)Dr. Tamara Lynn is an Associate Professor of Criminal Justice at Fort Hays State University. Dr. Lynn obtained a Bachelor of Arts degree in Sociology, a Master’s degree in Liberal Studies, with concentrations in Criminal Justice and Public Administration, and a PhD in Sociology, with concentrations in Criminology and Political Sociology. Her fields of specialization include social movements; media framing; teaching pedagogies (Experiential and Service-Learning); corrections; and mental health and stigma in policing. Among her many courses, Tamara teaches a Topics in Justice Studies: Service-Learning course. Tamara is the interim chair of the Department of Criminal Justice, co-chair of the FHSU Experiential Learning Committee, an FHSU SME and go-to presenter for experiential learning professional development, and has published numerous papers on experiential learning and service-learning in higher education.

Dr. Seth Kastle is an Assistant Professor of Leadership Studies at Fort Hays State University. He holds a Bachelor of Science Degree from Fort Hays State University, a Master of Science Degree from Southwestern College, and a Doctorate of Education in Educational Leadership from Baker University. His research interests include generational leadership, service learning, and social change. Dr. Kastle facilitates the LDRS 310 Fieldwork in Leadership course both on-campus and online, including developing community partnerships. He is a retired US Army First Sergeant and a veteran of both Afghanistan and Iraq.

Dr. April Terry is an Assistant Professor of Criminal Justice at Fort Hays State University, specializing broadly in four lines of research: juvenile corrections, gender and crime, rural criminology, and gender-based violence. Her research spans the interdisciplinary spectrum of sociology, psychology, and criminology. Dr. Terry has obtained a Bachelor of Arts degree in both Psychology and Criminal Justice, a Master’s degree in Clinical Psychology, and a PhD in Sociology (concentration in Criminology and Gender Studies). With professional experience within different social service agencies and the criminal justice field, Dr. Terry recognizes the need for community engagement with enriched classroom discussion and reflection. She works to incorporate hands-on learning into courses each semester—at times, she oversees more than three service-learning projects and additional experiential-learning activities each semester. Dr. Terry has secured four grants to incorporate service projects into the classroom, presented her findings on virtual service-learning at a national criminology conference, and is working on a manuscript for submission into the ‘Journal of Criminal Justice Education.’

Session Type: Best Practices / Lessons Learned | Roundtable | Roundtable

Keywords: Classroom practices,Pedagogy

Intended Audiences: Role: Teacher/faculty | Higher Education | Novice,Intermediate,Advanced

Targeted Learning: Attendees will learn the benefits of experiential learning, practical tips to incorporate experiential learning in their classes, and resources for experiential learning.

A number of faculty, instructional designers and technologists, faculty developers, and librarians will eventually move into positions of leadership within their fields. With all of these fields designed to serve and support faculty and improve learning experiences, there is much to be gained to by listening to experience-informed recommendations from experienced directors, and having the opportunity to ask these experts questions about the career of a director or dean of their area. This is a panel session, with guiding questions and time for questions from attendees. The panelists are all deans or directors, coming from a variety of faculty-service environments: CTLs, libraries, district offices, and online program divisions. Their environments include K12 school districts, community colleges, and universities. Panelists: Ed Lovitt, Director of Educational Technology & Distance Learning, JCCC Andrew Feldstein, Assistant Provost for Teaching Innovation and Learning Technologies, FHSU Rob Gibson, Director of Learning Technologies- Information Technology, ESU Deb Ludwig, Dean of Forsyth Library, FHSU Marie Henderson, Director of Instructional Technology, USD 489

Presented byAndrew Feldstein, Fort Hays State University, apfeldstein@fhsu.edu

Presenter Bio(s)

Session Type: Admin. of Instructional Technology | Paths to Professional Development | Panel (50 min.)

Keywords: Faculty/staff support,Instructional design,Instructional technology,Library services and support

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | K-12,Higher Education | Novice,Intermediate

Targeted Learning: Attendees will learn recommendations from those who have leadership experience in college CTLs, libraries, and school districts.

This is a curriculum workshop for collaborative, co-constructive learning. It is a hands-on participatory experience. Through this process, students will take ownership in creating an interactive blog by providing proof of knowledge in created slides. After the co-creation of the slides, a transition will be made to a private blog. We will create a shared slide bank with embedded hyperlinks and action buttons. We will work in groups and act as teacher/professor/trainer, and we will also act as student participant for our group members. As teacher, we will create an opening slide with picture representation. This can be a cross-section of a cell, a map of an explorer’s travels, a geometry proof, or a media picture for Language Arts interpretation. As teacher, we will create a template that has assignment requirements for students. This template will be copied for each students. As teacher, we will share the EDIT version of this slide with students. As student, we will fulfill requirements enlisted by the teachers on individual slide templates for each of our group members. As teacher, we will create action buttons to bounce to appropriate slides for further information created by students. We will also create a return action button. After all students have appropriately completed their slides, the teacher will change the EDIT option on the shared slide to COMMENT option. This opens a running side dialogue that acts as a private blog. As student, we will responsibly comment through the blog on all of the work of our group members. This project properly tends to subject standards and goals. It makes learning purposeful and social. It addresses the realities of 21st century learning and technology skills.

Presented byMelissa Kay Hort, melissakayhort@gmail.com

Presenter Bio(s)Melissa Kay Hort has taught pre-K through graduate level of college. She has been a technology integration training specialist, curriculum designer, teacher leader/coach, and site test coordinator. She has presented at multiple universities, Leadership Oklahoma, Elevating and Celebrating Effective Teaching & Teachers (Bill & Melinda Gates Foundation), National Writing Project, Oklahoma Council of Teachers of English, Kennedy Center American College Theatre Festival, and the Sonic Corporation. She is involved in the Oklahoma State University Writing Project and the Greater Kansas City Writing Project. She has research experience in brain-body connection, sustainable skills for technology integration, and art as a social justice.

Session Type: Technology Tools | Hands-on Digital Building | Hands On Lab (50 min.)

Keywords: Apps and tools,Classroom practices,Course/learning management systems,Emerging technologies,Instructional design,Instructional technology,Media in online classes,Pedagogy,Smart devices, wireless, mobile computing

Intended Audiences: Role: Teacher/faculty,Role: Librarian | K-12,Higher Education | Novice,Intermediate

Targeted Learning: Participants will learn to create interactive slide banks, that are collaboratively devolped with their students. After transference of slide bank to blogging platform, participants will learn to organize, manage, and assess social learning participation. This enriching activity brings life and motivation to standard and goal requirements.

The purpose of this exploratory mixed method study was to investigate how the successes and challenges of online learning are perceived by graduate faculty. The review of the current literature focused on: course development, course delivery, and evaluating course quality. Although there is a large number of studies focused on online learning, our review demonstrated a deficiency of research about online graduate courses quality of learning. The literature provoked the following questions: How would instructors describe the course development process? What do instructors consider the most important steps in delivering an online course? How is the effectiveness of an instructor’s class determined and how much value do they place on that process? Part 1 of the study included a Likert-scale Qualtrics survey consisted of 20 multiple-choice questions that asked participants to share their perspectives/perceptions. Part 2 involved interviews with instructors. Results indicate that faculty views about successes and challenges with online learning vary depending on the instructor’s online teaching experience, quality of various levels of, support and subject matter. Some key themes identified successes is more standards and technical support for designing course. The challenges identified include the heavy workload online learning creates and how to best evaluate online learning.

Presented byChantelle Klaassen, Wichita State University, Mrs.chantelleklaassen@gmail.comMara Alagic, School of Education, Wichita State University, mara.alagic@wichita.eduJaeHwan Byun, School of Education, Wichita State University, jaehwan.byun@wichita.edu

Presenter Bio(s)Chantelle Klaassen is a former English and technology middle school educator from South Central Kansas. She recently finished her Master’s Thesis on Online Learning and plans on continue research in this area in the future. Someday she hopes to return to teaching and teach online at a university. Right now she is busy chasing her two-year-old triplets around and enjoying spending time with them while they are little.

Dr. Mara Alagic is a professor and Graduate Coordinator of Master of Education in Learning and Instructional Design program in the College of Applied Studies at Wichita State University. She is also Editor in Chief of the Journal of Mathematics and the Arts published by Taylor & Francis. Her research interests are of interdisciplinary nature and include collaborative learning in online environments.

Dr. JaeHwan Byun is an assistant professor of Master of Education in Learning and Instructional Design (MEd LID) program in the School of Education of College of Applied Studies at Wichita State University (WSU). He obtained his doctoral degree in Education specialized in Instructional Design and Technology from Southern Illinois University Carbondale (SIUC) in 2012. After three years of a post-doctoral researcher period in V-Lab (Virtual Environment Lab) at SIUC, he has been teaching online graduate courses related to learning and instructional theories and undergraduate courses about how to use technologies in elementary school classrooms at WSU since August 2015. The research topic he is mainly interested in currently is the learner engagement in learning environments.

Session Type: Future Trends | Teaching and Learning with Digital Media | Short Presentation (20 – 25 min.)

Keywords: Classroom practices,Faculty/staff support,Research

Intended Audiences: Role: Teacher/faculty | Higher Education | Novice

Targeted Learning: * Research that shows both successes and challenges in online learning from a graduate faculty perspective. They can compare this research to their own experience/research to develop an action plan for solving these challenges.

Visit Fort Hays State’s One-Button Studio, part of Forsyth Library’s Learning Commons. The studio is a user-friendly way for faculty, staff, and students to create their own professional looking video with little to no training. It’s simplicity allows faculty to create and use videos themselves or assign students to create projects. It’s as easy as plugging in a flash drive, pushing a button to start and again to stop. Advanced features include a green screen for background replacement or a Lightboard for writing and diagramming, seemingly in thin air.

Presented byAndy Tincknell, Fort Hays State University, atinckne@fhsu.edu

Presenter Bio(s)Andy Tincknell is the Learning Commons Coordinator for Fort Hays State University’s Forsyth Library and Learning Commons. He maintains and innovates the study, collaboration, and communication areas of the library. In addition, he helps students with a wide array of technology from headers and footers in a word document to video production. He loves how the diversity of his job let’s him learn new things everyday. Before joining Forsyth Library in 2016, Andy spent 22 years in video production. He holds two degrees from Fort Hays State University; a Masters in Instructional Technology and a Bachelors in Information Networking and Telecommunications.

Session Type: Technology Tools | Learner Engagement | Short Presentation (20 – 25 min.)

Keywords: Apps and tools,Emerging technologies,Flipped classrooms,Instructional technology,Library services and support,Media in online classes,Podcasting/vodcasting,Telecourses and video

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Novice,Intermediate,Advanced

Targeted Learning: Learn how implementing a One-Button-Studio has allowed students and faculty to create professional looking videos for classes and other projects.

We are living in, “a period when new technologies and technological systems arise, when the economy is recast and society remade, and when the places where we live and work change to suit new needs.” It’s interesting to consider this quote from Richard Florida. He calls the time we’re living in “The Great Reset” because basically everything has changed. And what’s interesting is that he recognizes that it’s not just about economies, technology etc., but also the critical role that PLACES we work and learn in plays in the new world order, and how it has to change. This brief session will give an overview of the key education trends and issues as it relates to active learning and space, as well as some ideas we have on how to think about, and design for, the kind of educational environment that organizations need to thrive in this rapidly evolving world.

Presented byAudrey George, Design Center, LLC, ageorge@designcentralks.com

Presenter Bio(s)Audrey George is a designer at Design Central in Salina, Kansas. She has actively pursued her role as interior designer and wearer of many hats for the last four years and now as acting General Manager. Her personal experiences bring a global perspective to many projects, though works exclusively in Kansas and rural communities. “A millennial, worldly view can really breathe new life into a space. Freshen it up and attract those who didn’t know they wanted to be there.”

Session Type: Sponsored Presentation | Smart Learning Designs | Short Presentation (20 – 25 min.)

Keywords: Accessibility/universal design,Blended/hybrid course,Classroom practices,Continuing education,Emerging technologies,Faculty/staff support,Flipped classrooms,Instructional design,Instructional technology,Learning objects and repositories,Pedagogy,Research

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Novice,Intermediate

Targeted Learning: Attendees will take away a general understanding of key education trends and issues as it relates to active learning spaces, as well as some ideas we have on how to think about, and design for, the kind of educational environment that organizations need to thrive in this rapidly evolving world.

There is a big push for digitization across museums, and the Sternberg Museum of Natural History is a part of that movement. Over the past three years, the Sternberg Museum has transcribed written documents, imaged fossils, and attained a relational database. This database has a secured back-end and an accessible front-end that is available to the public via an online portal on the museum’s website. This online database provides more than just the data and images associated with the fossils, it also provides tools for educators to better utilize the museum’s collections in a digital format. Lightbox is a feature within the database that enables users to curate their own digital collections. Additionally, this feature enables the user to annotate images with text and outlines, measure specimens, and share with other users. This presentation will serve as an overview of the database, its functions, and how this resource can be used for educational purposes. Sternberg Museum partnered with the Science and Mathematic Education Institute at FHSU to run a workshop for grades 7-12 science teachers in order to inform them on museum resources available for STEM education. With these resources, the educators were able to produce classroom materials using specimens and specimen data from the Sternberg Museum collection. All of the specimen data at the Sternberg Museum are open access and students and staff are continuing to image and 3D scan specimens and make them available online.

Presented byChristina Byrd, Fort Hays State University, cjbyrd2@fhsu.eduLaura Wilson, Fort Hays State University, lewilson6@fhsu.edu

Presenter Bio(s)Christina Byrd is the Paleontology Collections Manager at the Sternberg Museum of Natural History in Hays, KS. With a Bachelor’s Degree in Geology and a Master’s Degree in Biology, Christina has studied a variety of fossils ranging from ancient whales in Virginia (14 million years ago) to extinct marine reptiles from the Cretaceous Western Interior Seaway (80-100 million years ago). Christina eagerly expands her knowledge about fossils, museum collections, and their impact on the public by attending professional conferences, collaborating with other institutions, and participating in public outreach events.

Session Type: Technology Tools | Hands-on Digital Building | Short Presentation (20 – 25 min.)

Keywords: Accessibility/universal design,Apps and tools,Emerging technologies,Media in online classes,Research

Intended Audiences: Role: Teacher/faculty | K-12,Higher Education,Public Sector / Government,Other | Novice,Intermediate,Advanced

Targeted Learning: Attendees will learn about online resources for educators available via the Sternberg Museum of Natural History’s website.

Teacher self-reflection is a key aspect of improving teachers professional development and effectiveness. While the teachers have opportunities to evaluate professional development sessions in regard to their quality, very little is done in terms of analyzing journal text artifacts that emerge from these sessions. The presentation provides an overview of text mining techniques and results of an analysis of 2,180 of journal artifacts to understand teacher professional development. The impact of this presentation provides an underutilized method for extracting text patterns to explore aspects of teacher professional growth. The presentation highlights the results from seven journal topics written by teachers and paraprofessionals anonymously across several school districts in Missouri such as experiences with professional development, professional support by the school district, and challenges in meeting goals. Text mining algorithms are used across several disciplines to extract meaning out of texts. More specifically, text mining activities that are performed for educational purposes fall under Educational Data Mining (EDM). Application of text mining techniques in educational settings, such as online chats and reflections, is well-documented in the body of research by Fa et al., 2006, Romero & Ventura, 2013, and Romero et al., 2010. Qualitative analyses of texts are explored by Kagan (1992) and Blase and Blase (2000) that explore professional growth. Qualitative analyses tend to be at a small scale because of the intense data analysis tasks. On the other hand, quantitative text mining analysis relies on natural language processing algorithms to derive meaning from thousands of texts, such as are Liu et al. (2018) and Famita and Rahman (2018).

Presented byJavier Leung, University of Missouri, leungj@missouri.edu

Presenter Bio(s)Javier Leung is a seasoned Instructional Designer, e-Learning Developer and Front-End Web Developer in higher education and talent development industries. His experience revolves around building online and hybrid learning experiences and evaluating learning designs through data mining and machine learning. Mr. Leung holds master degrees in Educational Leadership and Instructional Technology from the University of West Florida. He is currently pursuing a Ph.D. in Information Science and Learning Technologies with an emphasis in Data Science and Learning Analytics at the University of Missouri, Columbia. http://www.JavierLeung.com

Session Type: Future Trends | Data Analytics | Short Presentation (20 – 25 min.)

Keywords: Research

Intended Audiences: Role: Teacher/faculty | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Intermediate, Advanced

Targeted Learning: Describe the importance of evaluating non-structured data using text mining techniques. Identify teacher professional growth patterns through tables and graphs

Although Canvas dominates the LMS market in the Kansas/Missouri region and recently surpassed Blackboard in the U.S. market, Brightspace (D2L) remains in 3rd place nationally, a viable contender among the “big 4” which represents a stable 11.1% of the U.S. LMS market and 381 adopting institutions (according to edutechnica and eLiterate data). Both Canvas and Brightspace offer robust competitive platforms which are learner-centered and flexible, and each has particular advantages and disadvantages. To unpack the similarities and differences, the presenters (which include a former Canvas LMS admin who did significant course development & ID work and a long-time Brightspace instructional designer with knowledge of the admin side) will peel back the layers and do a side-by-side comparison of the two platforms. The presenters plan to: (1) show the most common course build functions, (2) compare and contrast how they do various course development tasks in Canvas and in Brightspace, (3) discuss what each platform handles well – or doesn’t, and (4) mention challenges and limitations they’ve run into with each.

Presented byDavid Swisher, Indiana Wesleyan University, david.swisher@indwes.eduJamie Dayton, Indiana Wesleyan University, jamie.dayton@indwes.edu

Presenter Bio(s)David Swisher is an Instructional Designer at the Center for Learning & Innovation at Indiana Wesleyan University (Marion, IN). Prior to this he served for 8 years as the Director of Learning Management Technologies at Tabor College (Wichita/Hillsboro), and was previously the Classroom Technology Specialist at Kansas State Polytechnic (Salina). A graduate of Emporia State’s Instructional Design & Technology masters program, his experience runs the gamut from the administration side (LMS admin, LTI configuration, SIS scripting, marketing/branding, etc.) to course development (faculty coordinator, technology trainer, instructional design, & program development) to instruction (course developer, adjunct instructor – online, on-site, & hybrid).

Jamie Dayton is an Associate Instructional Designer at the Center for Learning & Innovation at Indiana Wesleyan University (Marion, IN). In this role she facilitates the Brightspace (D2L) course build process and works closely with the LMS Admin and school curriculum teams to ensure that courses are ready to launch in live sections on time. Jamie is finishing her Master of Science degree this fall in “Learning Design & Technology” from Purdue University’s College of Education.

Session Type: LMS: Providing Technical Support | D2L | Presentation (50 min.)

Keywords: Accessibility/universal design,Blended/hybrid course,Classrom practices,Course/learning management systems,Data analytics,Instructional design,Learning objects and repositories,Management and policy issues,Program evaluation/quality control,Smart devices

Intended Audiences: Role: Teacher/faculty,Role: Administrator,Role: Other (Instructional designer/course developer) | K12,Higher Ed,Private Sector,Public Sector,Corporate Training | Novice,Intermediate

Targeted Learning: Armed with comparative data about how the most common course functions and build processes are done in each respective platform, participants will be in a better position to understand the respective strengths and weaknesses of their institution’s platform, gain ideas and insights regarding how it’s done in other LMS’, and be more informed about options and techniques so they can contribute effectively toward making evaluative decisions when LMS contracts are up for renewal and other LMS options are being discussed.

What is the probability that there is a certain state of the world given a particular indicator observation? How can prior knowledge of the world be applied to present-moment probabilities? Bayes Theorem has been applied to various types of small data sets for years, and its application applies to educational data as well. This presentation introduces what Bayes Theorem says, and then demonstrates how it can be applied through the RapidMiner Studio to understand probabilities and likelihoods.

Presented byShalin Hai-Jew, Kansas State University, shalin@ksu.edu

Presenter Bio(s)Dr. Shalin Hai-Jew works as an instructional designer at Kansas State University.

Session Type: Technology Tools | Data Analytics | Presentation (50 min.)

Keywords: Data analytics,Emerging technologies,Instructional technology,Research

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | Higher Education,Private Sector / Commerce,Public Sector / Government | Intermediate

Targeted Learning: They will learn what Bayes Theorem is and how to apply related calculations to create probabilities.

This session provides an in-depth look at the connections between an academic institution’s mission statement and the development of individual class curricula. This session is of particular interest to Faculty, Instructional Designers, and Academic Administrators to guide program planning, course building, and accreditation preparation.

Presented byDawn Fry, bluehedgie@gmail.com

Presenter Bio(s)Dawn Fry is an Instructional Design Administer with over five years of experience as an ID Director. She started her career as faculty and after ten years of teaching, moved into leadership roles. She has been an administrator in: for-profit private education, not-for-profit private education, and for a fortune 500 government contracting company. Dawn is currently working freelance from her home in the Kansas City area.

Session Type: Admin. of Instructional Technology | Course Quality Assurance | Presentation (50 min.)

Keywords: Certificate and degree programs,Continuing education,Faculty/staff support,Instructional design,Management and policy issues,Pedagogy,Program evaluation/quality control,Retention

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Administrator | Higher Education | Intermediate,Advanced

Targeted Learning: How mission statements impact the development of curricula.

In this session, participants are invited to bring their smartphone with an image or two they’d like to edit. The session will focus on using the iPhone/iPad version, but a similar product is also available for Android users. Participants will learn how to edit images using built-in Tools (Tune image, Details, Curves, Crop, Rotate, Healing, HDR Scape and more) and Looks (automatic built-in adjustments and filters). If you wish to follow along, it’s recommended that you have Snapseed (it’s free) already installed on your smartphone before the session.

Presented byJonathan Bacon, At Large, jonathanpbacon@gmail.com

Presenter Bio(s)Jonathan Bacon is the former (retired) director of the Johnson County Community College Educational Technology Center. He’s also a founding member of Colleague to Colleague (C2C), past C2C Chair and coordinated the first SIDLIT conference in 2000.

Session Type: Technology Tools | Powerful and Convenient Apps | Presentation (50 min.)

Keywords: Apps and tools,Smart devices, wireless, mobile computing

Intended Audiences: Role: Teacher/faculty,Role: Tech support | K-12,Higher Education | Novice,Intermediate

Targeted Learning: Attendees will be introduced to an inexpensive (free) photo editing tool that can be used in both personal and professional life to edit images shot on one’s smartphone.

Increasing numbers of students desiring online courses has led to a large increase in online enrollment at institutions across the country. While the expectations for courses delivered online is the same as the expectations for courses delivered face-to-face the assessment experiences often differ in these two formats. There are a number of online proctoring services that offer monitoring of student assessments. While these options exist they often come with significant cost and/or time. This study looks to examine the impact on non-proctored exams delivered through the learning management system in a non-majors microbiology course. This study was conducted across three semesters where two of four exams were given in a non-proctored format. Multiple factors were examined in this study, including exam scores, exam completion time, course engagement, concept inventory scores, and self-reported study strategies. In this session, results from this study will be presented and discussed and future directions will be explored.

Presented byHeather Seitz, Johnson County Community College, hseitz@jccc.edu

Presenter Bio(s)For more than ten years, Dr. Seitz has taught in the community college classroom. Dr. Seitz currently teaches in both traditional and online environments. Her educational research focus is on assessment in online learning and engaging non-traditional students in an online classroom. As a PULSE leadership fellow, Dr. Seitz has been involved in numerous projects to effect change in undergraduate life sciences education at the departmental level. She has worked within our regional network framework to form communities of practice across institution types to improve life science education. As an editor for the Journal of Microbiology and Biology Education Tips and Tools section Dr. Seitz has helped to engage a community of educators in developing best practices that are easy to implement in the classroom. Finally, as a first-generation college student Dr. Seitz is always mindful of the impact educational interventions can have on student success.

Session Type: Best Practices / Lessons Learned | Effective Assessment | Presentation (50 min.)

Keywords: Classroom practices,Data analytics,Pedagogy,Research

Intended Audiences: Role: Teacher/faculty,Role: Administrator | Higher Education | Intermediate

Targeted Learning: Attendees in this session will learn about the current research on online assessment in addition to exploring a study that was designed to look at the impact of proctored exams. Lessons learned will be taken away and multiple opportunities to share experiences and learn from the audience will benefit attendees as well.

Get Acquainted with this collection of over 2.5 MILLION images that support learning and scholarship across multiple disciplines. Artstor images are curated from reliable sources and are rights-sourced for use in education and research. The images can be used in class, in handouts, presentations, assignments, and non-commercial educational and scholarly activities.

Presented byJennifer Sauer, Fort Hays State University, jsauer@fhsu.edu

Presenter Bio(s)Jennifer Sauer is the Coordinator for Scholar Services, and the Electronic Resources and Discovery Librarian at Fort Hays State University’s Forsyth Library. She is also the faculty liaison for the departments of Art and Design; Music and Theatre; and Applied Technology. With 20 years of experience in academic libraries, Jennifer is skilled in implementing and managing repositories of scholarly work and working with faculty to publish their work. Jennifer is also a long-time member and board member of Hays Arts Council (HAC) and is a leading advocate for arts education, curation, and art opportunities in Kansas.

Session Type: Technology Tools | Learning Resources | Presentation (50 min.)

Keywords: Apps and tools,Copyright issues,Instructional technology,Media in online classes

Intended Audiences: Role: Teacher/faculty | K-12,Higher Education | Novice,Intermediate

Targeted Learning: Attendees will learn how to access high-quality, rights-cleared media from the world’s museums, archives, scholars, and artists, with a specialized suite of tools for teaching and learning with visual materials.

While colleges and universities have relied on adjunct faculty since the Middle Ages (Jacobs, 1998), such hires have increased considerably in recent years. According to the American Association of University Professors (AAUP), non-tenure-track positions now account for 70 percent of all faculty appointments, and over half of all faculty appointments are part-time (“Background Facts on Contingent Faculty Positions,” n.d.). Additionally, these adjunct faculty often work for low compensation and few benefits, are isolated from institutional and department events, and lack bargaining representation on campus. As adjunct hiring increases, so too do concerns about adjunct satisfaction. The most commonly-cited factors of adjunct dissatisfaction are poor communication or disconnection (Bergman, 2011; Dolan, 2011), low compensation (Cashwell, 2009; Dolan, 2011), and lack of recognition (Cashwell, 2009; Dolan, 2011; Rich, 2015). In addition, adjuncts are notably dissatisfied with their lack of benefits and health care coverage (Cashwell, 2009). Nevertheless, adjuncts are reportedly somewhat satisfied with teaching autonomy and somewhat satisfied overall (Cashwell, 2009), and those who teach online are typically satisfied with high-quality technology platforms (Dolan, 2011). Also, research shows that adjuncts who believe that they are fairly treated are typically satisfied, and that adjuncts are at least as satisfied as full-time faculty (Antony & Valadez, 2002; Rich, 2015). Moreover, adjuncts are more likely than full-time faculty, to say they would choose an academic career again (Antony & Valadez, 2002). In this session, we will discuss various instruments used to measure job satisfaction and which might be best suited to measure adjunct faculty satisfaction. Discussion will include the National Survey of Postsecondary Faculty (NSOPF), Jacoby’s (2006) questions about preference for a full-time position, and Herzberg’s (1968) Two-Factor Theory.

Presented byNicole Frank, Fort Hays State University, nmfrank@fhsu.edu

Presenter Bio(s)Nicole Frank has worked in education since 1997, as a high school English teacher, college composition instructor, and community college and university administrator. As the faculty development coordinator at Fort Hays State University, she works with approximately 700 faculty, including 300 online adjuncts. Her work includes facilitating large faculty development events, teaching workshops, maintaining website and social media content, and conducting professional development research. Nicole is also the 2018-2019 chair of Colleague2Colleague, and a doctoral student at Baker University in Baldwin City, KS.

Session Type: Best Practices / Lessons Learned | Paths to Professional Development | Roundtable

Keywords: Faculty/staff support

Intended Audiences: Role: Administrator | Higher Education | Intermediate,Advanced

Targeted Learning: This session will offer a review of the research on adjunct satisfaction, in regards to these factors, as well as practical improvements chairs, deans, faculty developers can consider, when striving to improve adjunct satisfaction.

Roundtable on faculty development.

Presented byLinda Merillat, Washburn University, linda.merillat@washburn.edu

Presenter Bio(s)Dr. Merillat’s experience and skills represent a union between technology, education, and interaction design. In the course of her career she has played many different roles: programmer, systems analyst, business analyst, interaction designer, program manager, project manager, consultant, trainer, educator, instructional designer, researcher, author, and entrepreneur. The common thread running throughout has always been the challenge of how to successfully use and integrate the latest technology into an organization. She currently directs the Faculty Support Center, and online faculty center open to any faculty member, and a faculty position with the role of instructional designer at School of Nursing at Washburn University, Topeka, KS.

Session Type: Best Practices / Lessons Learned | Roundtable | Roundtable

Keywords: Instructional design

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Administrator | Higher Education | Novice,Intermediate,Advanced

Targeted Learning: This session will give participants a chance to talk about what’s working, what’s a challenge, and share our experiences on faculty development.

Assessing student performance on asynchronous online discussions has been a challenge for many online instructors. Strict rules and closed conversations also result in students’ lack of interests in contributing to online discussions. Do we assess students’ conversations in face-to-face classrooms? Learning is a process, but grading every discussion thread is an endpoint. How can we emulate the organic discussion contexts in a face-to-face classroom to online learning environments? Using game design elements in an online discussion context can motivate students, as gamification is a goal-oriented approach to achieve engagement (Giannetto, Chao, & Fontana, 2013). Unlike the traditional LMS built-in discussion boards, Yellowdig allows learners to earn experience points when they achieve the minimum word requirements. The point system of Yellowdig is built on a growth model not a deficit. Students can earn extra points by receiving likes and comments from their peers. Online instructors can assign badges to exemplary posts. In Yellowdig, online instructors become participatory observers because Yellowdig is an open and learner-centered discussion platform. Online learners can track their progresses by checking the point spectrum on the platform homepage and the indicators on the analytics dashboard. Learners see how they stack up compared to classmates, and which areas of participation they can improve upon. Instructors see class participation levels, common themes being discussed, and a topic heat map. In this session, we will demonstrate how instructors can use the analytics dashboard to view student performance holistically and on an individual level. We will also demonstrate how Yellowdig uses its motivational affordances to engage learners and shift the heavy liftings to students rather than relying on the instructors to evaluate student performance. In a gamified online discussion environment like Yellowdig, students can receive timely feedback from the system as well as respond to each other’s posts with increased responsibility.

Presented byGulinna A, Fort Hays State University, g_a@fhsu.eduAndrew Feldstein, Fort Hays State University, apfeldstein@fhsu.edu

Presenter Bio(s)Dr. Gulinna A is an instructional designer in Teaching Innovation and Learning Technologies at Fort Hays State University. She earned her doctorate degree in Educational Leadership and Policy Studies with a focus in Educational Technology from the University of Kansas in 2016. Dr. A helps faculty with blended and online course development, as well as consultation for effective teaching and learning strategies. She offers workshops on emerging technologies and instructional design at the University. Her research interests are gamification in education, learning experience design, and influential factors that affect student perceptions of active learning.

Dr. Andrew Feldstein is the Assistant Provost for Teaching Innovation and Learning Technologies at Fort Hays State University. He holds multidimensional responsibilities related to professional development programs for faculty; best practices in teaching, research, and service; innovative instructional design and course development; and the delivery, management, and support of technology-focused learning tools and platforms. He has expanded the use of asynchronous workshops and micro-lessons through the delivery of targeted and engaging professional development opportunities for faculty members. He has also developed technology-enhanced learning tools, offering faculty strategies for a more interactive and increasing meaningful connection with students.

Session Type: Technology Tools | Effective Assessment | Presentation (50 min.)

Keywords: Apps and tools,Data analytics,Emerging technologies,Gamification,Instructional technology

Intended Audiences: Role: Teacher/faculty | Higher Education | Novice,Intermediate,Advanced

Targeted Learning: The attendees will learn about what gamification is and how they can apply this approach into their online discussion activities. The attendees will also learn how Yellowdig uses its built-in gamification mechanics to engage learners, as well as help online instructors learn more about learner performance.

How much thought and time do you put into writing directions? Technology greatly impacts how we interpret written text (Baron, 2017), which has significant influence in a digital classroom. Modern readers tend to “hyper-read” texts, which involves a quick reading focusing only on relevant information (Hayles, 2012). Nielson (2008) found that most people read 30% or less of the words on a website. With that in mind, this presentation discusses how this change in reading habits translates to written directions in an online classroom. In an online classroom, the instructor is typically not verbally present, leaving the student to rely solely on written directions; therefore, greater care must be taken when writing directions for an online assignment. A gap in the research indicates that direction writing is not given the attention it needs. This session integrates technical writing, linguistic theory, and pedagogical experience to introduce effective techniques for writing clear directions in an online class. The session includes a presentation of direction writing strategies and hands- on activities. At the conclusion of this session you will have applicable tips for writing directions in the digital environment. References Baron, N. (2017). Reading in a digital age. Phi Delta Kappan, 99(2). 15. https://doi.org/10.1177/0031721717734184 Hayles, K. (2012). How we think: Digital media and contemporary technologies. Chicago, IL: University of Chicago. Nielson, J. (2008, May 6). How little do users read? Retrieved from: https://www.nngroup.com/articles/how-little-do-users-read/

Presented byLauren Lovvorn, Park University, lauren.lovvorn@park.edu

Presenter Bio(s)Lauren Lovvorn is an Instructional Designer at Park University. She has been working in higher education for ten years as both a faculty and staff. She has a Master of Arts in Applied Linguistics and Teaching ESL from Georgia State University. While faculty, Lauren developed and designed courses at The University of Alabama and West Georgia Technical College. Lauren is also the copy-editor for InSight, Park University’s journal of scholarly teaching.

Session Type: Best Practices / Lessons Learned | Teaching and Learning with Digital Media | Hands On Lab (50 min.)

Keywords: Classroom practices,Instructional design,Online student support,Pedagogy

Intended Audiences: Role: Teacher/faculty | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Novice,Intermediate,Advanced

Targeted Learning: At the conclusion of this session you will have applicable tips for writing directions in the digital environment.

What does your Instructional Design “shop” look like? Partnerships between instructional designers and subject matter experts has become critical to our ability to build and scale online course development. How has your organization begun to address this issue? Are you a team of one or many? Are you centralized or decentralized? What would you like to see in the future and how can you influence your organizations leadership to see that change?

Presented byLaura Widenor, Kansas State University, lwidenor@ksu.edu

Presenter Bio(s)Laura Widenor is an Instructional Designer with Global Campus at Kansas State University.

Session Type: Best Practices / Lessons Learned | SIG | SIG

Keywords: Accessibility/universal design,Apps and tools,Assistive technology,Copyright issues,Instructional technology,Learning objects and repositories,Pedagogy

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Librarian,Role: Administrator | K-12,Higher Education,Private Sector / Commerce,Public Sector / Government | Intermediate

Targeted Learning: This is a SIG. They will learn how others organize their ID shops.

Monthly meeting of the Kansas Blackboard Group over lunch. We will be meeting in-person and virtually. Open to all attendees.

Presented byDawn Fry, bluehedgie@gmail.comCasey Eubank, WSU Tech, ceubank@wsutech.eduApril Robbs , Ottawa University, april.robbs@ottawa.eduPaula Phelps, Southwestern College, Paula.Phelps@sckans.edu

Presenter Bio(s)KBUG Leadership Team: Casey Eubank, April Robbs, Paula Phelps, and Dawn Fry

April Robbs is an Instructional Designer who joined the Ottawa University, Overland Park Campus in 2015. Her major contributions at Ottawa University include developing a resource library for subject matter experts and online instructors and helped implementing Shadow Health in both the undergraduate and graduate level health assessment courses. She strives to promote professional collaboration with subject matter experts in course design in order to produce effective, well-designed courses. April holds certifications from Blackboard in Content Management GUI Administration and Community Engagement GUI Administration. She is also a VoiceThread Certified Educator. Suzan Rhoades Suzan Rhoades joined the Ottawa University, Phoenix Campus in October 2018. She earned her BA in Multicultural Education, with a minor in Mathematics, from Arizona State University in Tempe Arizona and later earned an MA in Technology Education from Northern Arizona University Online. By day, Rhoades is an Instructional Designer on the Ottawa University Instructional Design & Academic Technology Team. In addition, she teaches Educational Technology in the Educational Specialties Master of Education Program online for NAU. Suzan has a passion for incorporating instructional technology into everything she does.

Session Type: Technology Tools | SIG | SIG

Keywords: Accessibility/universal design,Apps and tools,Course/learning management systems,Instructional design,Instructional technology,Media in online classes

Intended Audiences: Role: Teacher/faculty,Role: Tech support,Role: Administrator | K-12,Higher Education | Novice,Intermediate,Advanced

Targeted Learning: Everything Blackboard