ITC eLearning 2018

Picture of the desert in Tucson, Arizona with cactus and mountain.

Twitter: #elearning2018

Below are notes and highlight from all LSC conference presenters and attendees:


Amy Jo Swing’s Conference Notes

Keynote: Jon Landis

Apple Education

Assignments that were great 20 years ago are not good now.

The heavy lifting is all done. No learning process. Gave example of research project from his youth—and all the work that went into it. Now, students would just Google information.

Old model: What is the information? knowledge economy

Now. It’s what information is true.

Takeaway. The internet is not a fact. (LOL)

Biggest companies, Skype, Facebook, Alibaba have no product, no equipment. The largest media companies have no media equipment.

When anyone says cloud, like cloud storage, about 10% of people lookup.

Clip, new video app, live types what the person is saying. If you want to get to know people, ask them what their favorite technology is. Netflix mobile, gps, Siri! Calendar, mobile banking.

Weakest part of our infrastructure is our electrical grid.

Current generation does not consider the internet technology, no more than we consider a light switch technology.

Kids are growing up with a global influence. Story of 12 year old who has 10000 subscribers to his YouTube channel on how to modify soccer cleats. When he has to write a paper in middle school, his audience is maybe one person, not 10000.

“Twinkle Twinkle Little Star” is the same tune as the alphabet song.

New generation. If you want to learn something, you can. Used to be hard or even impossible to find the information you wanted.

We need educators now more than ever. We just need to make education more efficient. We can’t use f2f model for distance education. Instead, design educational experience through the mobile devices. All the information students have comes to them electronically: restaurants, directions, friendships, etc.

Apple is building accessibility into their technology everywhere. Apple has reading technology that with human voice, pauses, breathes. Alex!

Kids can dictate. Non-verbal students can have Siri read their typed words. Students with disabilities can do amazing things, not be a drain but be assets.

A synchronous shared experience is a long phrase for homework.

App called “Explain Everything.” Record whiteboard with audio, can set time limit. Then posts it on discussion board and students have to comment on two other students. Students get one problem each. The teacher can hear what the student is thinking, why they were making the mistakes.

One student, hillbilly goth socially marginalized, musically scores all her homework video. One themed Top Gun. “We’re going in. Your brain is writing checks your body can’t cash…”.  but at the end, she asks for help. Makes audience tear up. This is a better way to teach math.

Doctors can’t do things the same way they did 30 years ago. Why should education?

Apps to Eliot’s “The Wasteland:” interactive exploration with the author. Shakespeare app see it while you are reading it.

Lecture is important. It’s storytelling.

Student Engagement Connective Instruction Rick Walker Director, STARLINK professional development network

Do a follow up assignment making students respond to paper comments , telling how they will use that feedback. Five point assignment. Makes feedback a dialogue.

Tips: Be relevant, be concise, and implement entertaining dynamic Tie materials to your students’ interests. Tv shows, music, sports…

Research on engagement methods, lively teaching, group discussion, gaming, collaborative projects, peer teaching, media.

Tips: be visible, be current

Instructor presence has been linked to student success

Academic rigor: cognitively demanding tasks and environment, passionate investment in content, Socratic method. Students perception of challenge is a predictor of their success.

Share personal stories, memes, obsessions, cool resources.

Virtual office hours, call it Happy Hour instead. 2 for 1 tips on how to do well in this class…

Connective instruction is 7 times more effective than other methods. Personal instructor presence and personal connection to the material, curriculum is perceived as relevant, important critical to student life, high quality relationships. article from

“Engage kids with 7 time the effect.”

Use student names….say you are proud or that students should be proud of themselves too.

Six behaviors for Connective Instruction

  • Promoting relevance
  • Conveying care
  • Providing affirmation
  • Relating through humor
  • Concern for well being
  • Enabling self expression

Best teachers we remember knew us, cared about us.

Simple OER Curation: Using Online Tools to Collect, Organize and Share

Stephanie Slaton, Instructional Media Specialist, PimaCommunity College


Don’t review, snip and collect and look at it later.

Free programs: Pinterest, evernote, google keep, pocket Pinterest, can make boards, to organize resources into categories, classes, etc.

There is a Pinterest clipper to get stuff from wide net. There is lots of stuff on Pinterest too. You can set this up to curate with others too like colleagues or students. They can search for, find, and add images and resources.

You can create a private board, then invite your class. They will have to create an account to contribute.


Need to set up. Has a clipper tool.

When you set up an account, create a notebook called inbox. When you clip something, put it in inbox. Then you can sort it later. You can snip the whole page, simplified page, image, screenshot….

Can also add tags and then search for tag.

Pocket is good for articles. Get it to read later. Not very organized.

Google Keep is like sticky notes, not very organized.

Could also use Microsoft OneNote

Now, organize

Tips use tool that allows you to see the resources most efficiently and allows you to add the information that you need.


Board with types of resources, Picture

Tags them with color to show what class they would go well in Like an index course Crash course, mini lectures on everything, Harvard poetry site If you want, you can share and have people vote on it Can add note about usage rights and ADA compliance


More list format. Like a spreadsheet. Include location, cost, usage rights, name, link Sorted by collections, items, types of resources,


All of these resources are easy to share. You can work collaboratively

Could use this for our OER collections and even our textbook

To get the buttons, in chrome, go to extensions, more extensions, and then search for Pinterest, Evernote, etc. make sure to look for the official apps.

Picture of links to her pages.


Alison Consol, Wake Technical Community College

Outstanding eLearning faculty SXP student experience

Web has changed. Search engines used to just be list of links. Now it’s images, videos, suggested content. Dynamic content.

Our online classes are still more text-based.

We need to think more about user experience. Think about how students are going to use your class, the content.

Do our classes look like 2002 or 2018?

Establish connection first. Let them see you are a real person.

Have different pictures for different classes. Create avatar. Create

Create a brand for your class. Use these in the book?

Use consistent design, colors and size.

Canva graphics creator. Https Can create your own icons and such.

Can also do a search in Creative Commons For images.

TelePrompTer app. Has transcript and also read from notes. Then upload to YouTube.

Powtoon. Fun for directions or goodbye from you for the class.

Create YouTube channel for sharing content within a program

Lib guides

Think about free resources that are more up to date

Peer review of things like papers, projects, presentations

Also can use blogs! Ave student create on and make it public for display to employers, publishers, etc. edu blogs, word press.

Journal tools. Can see how students are doing, feeling.

Remind, texting app. Can text students before your online office hours, see if they have questions, etc. you can create a widget.

Twitter account. Can push out information to students that way. For programs especially.


  • Create a brand
  • YouTube channel
  • Interactive content
  • Multiple methods of communication
  • Images, infographics


A view from the keyboard

Student panel

Pima Community College students


Used mentimeter and family feud game

Student want at start of class.

  • Personal instructor introduction
  • Welcome email, welcome video
  • List of first assignments, course syllabus, LMS resources, Early access or preview

What students like:

  • Flexibility
  • Self paced

Name a quality of a great online class

  • Organized
  • Instructor presence
  • Mutilmedia
  • No textbook
  • Consistent deadline
  • Online office hours, virtual

Mistakes made by instructors in online classes

  • Incorrect due dates
  • Not communicating
  • Unclear instructions, poor directions
  • Abandoning the class
  • Changing a live course

Reasons why students take online classes

  • Convenience
  • Work full time
  • Family
  • Transportation
  • Need flexibility
  • Only offered online
  • Hate people

What factors determine why students take an online class

  • Textbook costs
  • Course fees
  • Costs of tuition
  • Instructor
  • Length of course,
  • Pima CChas different lengths

Hardest subject to take online

  • Math
  • Lab sciences
  • Writing
  • Foreign language
  • Art
  • Business


What do you like least about online classes?

  • Learning on your own
  • Slower feedback
  • Not being around people
  • More work than f2f class
  • Learn better in person
  • Group projects
  • Impersonal


Houdini Online: Virtual Escape rooms

Beth Ritter-Guth, Director of Instructional Design, Union County College

Made it in ThingLink—

Embed image into LMS.

Create on-board experience. Explain how this will work (with some hints maybe). There needs to be some motivation for students to complete it.

Want to throw in red herrings—but not too many so that they don’t give up.

Ed puzzle: video has braille and morse code. Need to give multiple paths—different ways for students to get information.

If you want students to do stuff—online students can record themselves or post something on the discussion board.

If you use a cipher text, make sure students can upload it and include in a google translate.

 Let’s Build

  1. Have a theme (Underground Railroad)
    2. Provide motivation
    3. Decide the “end game” (learning about the enslaved)
    4. Create 3-5 puzzles with varying steps
    5. Set a time limit

Some Tools

  1. Sign up for free Room Escape Maker
    ~~ Tutorial
    2. Lock Paper Scissors
    3. ClassCraft
    4. Cipher Tools
    5. ThingLink (create free account, icons that you can tag, add all the information, links, images, text).
    6. EdPuzzle (video program, free, put in video and tag it, overlay with audio, add audio notes). Can prevent skipping too. Embeds in LMS.
  2. Resource Kit
    8. Digital Lock Box(tutorial)


  1. Creating an Educational Escape Room
    2. Design Ideas

Use as a review—not really for testing or learning. Can use it to introduce or review topics—or challenge.

Some Others
Sagrario’s Room (really hard)
Old Medieval Tavern (moderate)


 Edit 0 4

Back to the Future

Resource Kit

Can get locks at dollar store or other stuff. has pre-made escape rooms.



Creating a Culture of Faculty-led Online Excellence

Susan Long and Jill Buettner

Richland College, Dallas Texas, 20,000 students, 1/3 online classes

Dream: team of instructional designers and a fully staffed support center for faculty

Not going to happen, so they caame up with solution

Technology Enhanced Learning Team (TEL Team): to

Ensure quality and use of technology, created team to prove peer-to-peer training, mentoring. Continuous improvement.

QAP Peer Conversation: (Quality Assurance Process)

Uses QM but simplified.  Also used Quality Scorecard from Online Learning Consortium—looks at whole online program including courses, support systems, etc.

Also looked at department of education requirements and accreditation standards.

In the end, they have only one reviewer—and they do not review content. Only item they left in was discussion board requirement.

The rubric is simple—basics, and folks have to pass it all, 100%. Checkmarks. They can add comments too.

Then they also have best practices…to supplement with more specifics.

The two people meet halfway through the course. Then if they need to make changes, they have time to complete them before the end of the semester.  If they don’t meet standards, they have to do it again the next full semester.

Also have eCampus Champions

These are faculty helping other faculty with technology, including their LMS. They also give training sessions. eCampus basics, work sessions for Blackboard.

Also have Software Champions: they support faculty F2F and online to help them learn and implement software like Softchalk and Camtasia. They do training and support.

They have a Faculty resources Community in Blackboard. (Like our faculty resources/lounge). All keys, information, is housed there.

Can request their basic rubric.   Susan sent this.


eLearning Master you will become

Alison Consol

Jessica Hatcher

Cindy Foster

Wake Technical College , North Carolina

EPIC: e-learning preparedness initiative

Student preparedness and faculty preparedness

EPIC Quality elearning standards:

Research based—best practices in design and deliver

Navigation, communication, collaborative, assessment

Three pathways. 30 hours of professional development, peer review, or mentoring.

They have mandatory policy—instructors can’t teach online unless they are certified.

EPIC master online teaching certification

Paired with instructional designer to create a dialogue, exchange ideas, build a learning environment that will improve teaching and learning. Make it shiny and pretty.

Faculty has to have taught 4/5 semesters

Has to have 4 years of online teaching experience

Complete online teaching certification

Supervisor approval

Good standing

First have to complete some courses in accessibilities and an elective PD class and a capstone course. 10 hours.

Required for instructors to make a good introduction video.

Avatar, or profile pic. Legomaker—can create your own lego figure.

Notes from Terry Wiens, Conference Attendee:


Keynote Speaker

Raising the Bar for Learning with Technology

Jon Landis – Apple Education

There is a fundamental shift in the use of technology in online classes in just the past few years. Students use search engines to do all the heavy lifting! This may not necessarily be good, because the students don’t experience the preliminary steps in the learning process (visiting libraries, doing literature searches, etc.).

Mobile internet communication represents a huge innovation in human history (think speech, then printing press, etc.). Mobile traffic (iphones, etc.) now exceeds traditional traffic (desktops, etc.)! This is a significant revolution! Distance communication is now standard.

So…what does a fresh-out-of-high-school student take for granted? They expect universal instant internet communication. They store information in a cloud (no actual physical storage).

We need to break the mold…instead of trying to use the online environment to recreate a face-to-face environment…we need to think in reverse! We live in a new educational world!


The Future of Distance Education — Trends and Challenges

Fred Lokken – Political Science Professor

  1. We’re at the zenith of regulations, and they’re likely to decrease in the future. The present administration is strongly into de-regulation.
  2. The role of the Federal Government in Higher Education will likely be decreasing…Betsy DeVos!
  3. There will be less money for Higher Education (see above).
  4. There will be increased competition in Higher Education. Online, in particular, blurs the traditional State jurisdictions.
  5. There will be a decline of the traditional campus and traditional classroom.
  6. There will be a rise of mobile and accelerated learning models.
  7. There will be a rise of Open Educational Resources (OER’s).
  8. Adaptive Learning will become a common tool.
  9. We will become the internet of things (mobile devices).
  10. All of this will lead to an unravelling of distance learning progress, followed by (hopefully) an evolution into new distance learning processes.


Learning in 3D – Immersive Technologies

Stephanie Shipley – Roane State CC, Tennessee

Virtual reality has become more prevalent in higher education. This technology blurs the line between the physical world and the virtual world. There are actually three categories…

  1. Virtual Reality – the student is in a completely different place.
  2. Augmented Reality – the student is integrating digital information into the real world environment (think overlay of data projected in corner of binocular view).
  3. Mixed Reality – the student sees a merging of the real and virtual worlds (think Roger Rabbit, or a hologram projection).

Advantages in the classroom:

  • Outstanding visualizations
  • Creates interest
  • Increases engagement


  • May create dizziness!
  • Lack of flexibility
  • Addiction to the virtual world
  • Accessibility challenges

Costs for virtual reality equipment are dropping dramatically!


Hello OLO! Online Learning Orientation

Justin Izzard, Joseph Mold, Todd McCann – Bay College

Bay College faculty were having issues we are all familiar with…online students not ready for online classes, not having the proper technical skills, not having the proper equipment, etc.

So, they decided to institute a mandatory online learning orientation…a short, two-hour session that students must complete before they can become active in any future online class.

Here are some details:

  • Any student who has not had an online class within the last three years must take the OLO.
  • The OLO is free (no tuition), and no credit.
  • Students are automatically placed in the OLO by the college’s registration system. They are automatically alerted regarding the need to pass the OLO. When they pass, they automatically are free to continue with their regular online courses.
  • There are no exceptions for anyone!
  • The entire system, to work automatically, must be set up with the ISRS system of the college.

In the end, the OLO significantly reduced online withdrawal rates!


Creating Accessible PowerPoints

Here are tips for creating more accessible PowerPoint slides.

  • A screen reader will read boxes in a certain order. So…stick to the boxes layout when selecting the slide format.
  • Use an 18 point or larger font. Avoid using all caps, and minimize the use of italics and bold. Don’t use color alone to highlight any text.
  • The background should be plain with good contrast.
  • If a graph uses colors, add stripes or stippling (texture) for the color-blind people. Also, a graph needs alternate text.
  • In general, motion is not advised. Avoid blinking images and flashing images.
  • Make sure all images have alternative text. Avoid images with words, as a rule. If they do have words, the alternative text should repeat the words.
  • Save the PowerPoint as a .pdf file, so students without the PowerPoint software can still open the file.

Note that PowerPoint has an accessibility checker.


Houdini Online? – Virtual Escape Rooms

Escape rooms can be a fun way to engage students online. They consist of a themed online “room.” To escape from the room, the student must solve a series of puzzles. They can be simple, or diabolically difficult. The puzzles can involve content of the course. For example, for a Cell Biology class, the puzzles might involve naming cell organelles.

For an example of an escape room, visit 365 Escape.

For designing and running an escape room, visit Lock Paper Scissors.

For an article on how to create an educational escape room for your class, visit Classcraft Blog.

To create interactive images, videos, and 360 content, visit ThingLink.


Online Retention

Tamara Anderson – TMCC WebCollege

Here are various tools and hints for retaining online students.

  • Have an introductory video of yourself (the instructor), so students can see and connect with a real person.
  • Have a module in your course that focuses on tips and tricks for student success in an online class.
  • Before the class even begins…send an email to the students with information about what to expect.
  • In the first week, send an email to all students that don’t log in (intelligent agents can track them for you).
  • In second week, contact students with low log-in time, or missed assignments.
  • Have a module in your course that explains netiquette.
  • Repeatedly encourage communication with the instructor.
  • Add more short videos to your course material (very short are better), even if they are informal.
  • Add reminder emails for assignments that are coming due.
  • Stick to patterns for due dates. For example, assignments might always be due on Fridays.
  • Reduce clutter and minimize links.


2017 eLearning Survey Results

Fred Lokken

Here are various tidbits from a national survey relating to online learning.

  • Higher education enrollment in general is declining nationwide due to the strong economy.
  • Roughly half of the online programs at colleges are now 16 to 20 years or more old. Most of the rest range from 6 to 15 years of age. Very few are less than 6 years old.
  • About 37% of colleges have complete accessibility compliance, whereas 62% of the colleges are partially compliant. Note that the percentage of completely compliant is actually dropping rapidly!
  • MOOC’s seem to be dead.
  • Most colleges have not more than one full-time staff member dedicated to online courses. (Ideally, there should be three…and administrator, and instructional designer, and a faculty trainer.)
  • OER’s are becoming more significant.
  • The number of traditional students in much of the U.S. is declining…we need to shift the market focus to adult non-traditional


Hanna Erpestad’s Conference Notes


“Hello OLO! Discover How Bay College Designed, Implemented and Maintains a Mandatory Online Learning Orientation.” – Bay College, Michigan

  • At Bay College, all new online students must complete Online Learning Orientation before they access their online courses.
  • OLO allows students to register for online classes, but they must complete the orientation to gain access to the course. They receive an email 2 months in advance, followed by reminders and phone calls.

Note: Their Director of IT explained how the LMS was integrated with their registration system –> not possible with ISRS?

  • Who needs to take OLO?
    — All students who have not taken an online course in the past 3 years
    — Must score at least 85%
  • Mandatory OLO reduced online withdrawal rates from 9.58% to 3.72% and increased C or better rates from 73.17% to 80.21% – though they admit that other factors could have played a role too.
  • OLO was built as a mini-course from the ground up by the Director of Online Learning, Justin Izzard, (not a faculty member) working closely with faculty. The Director of Online Learning also maintains the course.
  • Before, faculty were spending a lot of time orient students to the online classroom. Students were not attending the optional F2F online orientation sessions. Many faculty created their own orientations → inconsistency between classes.


  • Ideas for LSC:

    — Create an OER orientation module for all faculty to use in their courses
    — Name it OLE = Online Entry (OK, this is a joke!)
    — Review Bay College’s teacher certification course (they’re willing to share); appears to be similar to our POET 1&2



“Implementing an e-mentoring Program for Faculty to Improve Online Program Effectiveness (Dr. Carlos Morales, President, Tarrant County College District – TCC Connect Campus)


  • The e-faculty mentor program is a resource designed to mentor faculty in the pedagogy of online learning.
  • Begins with a self-paced training unit on creating learning communities, promoting communication, developing presence, class observation, etc., followed by mentoring.
  • Model for training assumes that faculty already have some knowledge of online teaching, so they feel a self-paced model works well for them.
  • Experienced online faculty new to the organization are trained in one day and receive certification.
  • Mentors are called Faculty Coaches. They guide faculty when they’re delivering the course.
  • One coach mentors 8-10 courses (not # of faculty).This way one coach can find common issues and develop just-in-time (JITT) training for that.
  • Faculty coach (mentor) responsibilities:

— 8-10 courses

— checklists for weekly expectations — weekly observation checklists

— identify training need JITT

— each is a part-time faculty, not assigned any teaching (but they come with teaching credentials); each coach reports to a department chair

  • The initiative is under Academic Affairs and supports the institution’s student retention/completion plan and quality assurance strategies.
  • TCC is a fully online campus, not unionized but has a faculty association.
  • Idea for LSC:

– Check out their e-learning page (combines credit-based and CE/CT offerings):

  • Red flags:

– Mentoring versus evaluation?

– Mentoring reports are part of the evaluation process. But not punitive…


The Futurology of Distance Education: Ten Major Trends and Challenges in the Next 5 Years” (Fred Lokken, ITC Board of Directors)

·       Information based, in part, on the 2017 eLearning Survey (LSC has a hard copy), which tracks trends in e-learning, focusing on the impact of e-learning at community colleges. ITC has done this survey for 13 years.

  • Specifically, the survey does the following:
  1. Provide annual longitudinal data that is specifically relevant to distance education practitioners.
  2. Use the data to determine significant national trends in distance education.
  3. Use the data so community colleges can more effectively plan and strategize for the future.
  4. Focus on obtaining results from community colleges that lead efforts to adopt and expand online course offerings, degree programs, and best practices to help online student succeed.

·       Today, community colleges enroll the greatest number of online students and have the largest number of online degree programs.


  • Ten trends in e-learning:


  • Trump administration
  • New era of deregulation


  1. Higher ed reauthorization
  • Might not happen
  • House billed passed in December; Senate working on its version
  • DeVos argues that state and federal authorization be removed entirely; states would manage
  • Rumor about a mandate to use vendor to authenticate students is not true
  • HEOA standard still holds: unique username/password


  1. Less funding for higher education
  • e-learning is the best solution: perfect for adult learners, responds to increased competition from non-profits and “rise of SARA”, cost-effective
  1. Increased competition in higher ed
  • SARA, blurring of traditional state jurisdictions
  • Changes in view of “gold standard” for regional accreditation
  • New approaches: corporate/ASU partnerships (Starbucks) and WGU
  • Close to the launch a free Google University
  • Watch California


  1. Decline of the traditional campus/classroom
  • Increasingly, traditional attendance model is a luxury and counter-productive to learning
  • Still focused on the 18-24 year olds
  • Still focused on the physical campus
  • Has not yet fully embraced 21st century technology
  • Still faculty-centered
  • Recommended reading: KNOCKING AT THE COLLEGE DOOR, 9th edition (K-12 enrollment decline nationwide, except in the South)


  1. The rise of mobile and accelerated learning models
  • The definitions of success and completion will change
  • The “degree” will become less relevant
  • Competency-based learning


  1. Rise of OER
    • To address costs
    • To share resources


  1. Adaptive learning and ….


  1. internet of things (IoT)\
  • Already a reality
  • YouTube


10.unraveling of distance learning progress of past 19 years

  • Shift in reporting lines away from academics



The ITC National Accessibility Taskforce: The Adventure Has Begun!

 ITC formed an Accessibility Taskforce, which held its first meeting in December 2017

  • Taskforce has been divided into work teams, one focusing on awareness, one of legislation and policies, one on technology aspects, etc.
  • The response from ITC member campuses was surprisingly strong. The awareness team alone has members from about 50 campuses.
  • The work has just begun, but much of the focus parallels our ROAD work: building awareness, assessing training needs, keeping abreast with policies and mandates impacting our work, discussing best processes and funding for this work, etc.

Jody Ondich’s Conference Notes

Notes for ITC conference 2018


Key Note

It is not a question of “what is the information?” But “What information is true?”  KEY—sources matter!!

Clips app—types words into a video.  Free

Mobile based learning—there is a social divide between “have tech” and “do not have tech”

Explain everything App—explore this for Logic!!

Find out what the student is actually thinking, then give feedback on their thought process


Workshop 1   10 future trends and challenges in the next 5 years

  1. 2016 zenith of Federal Regulation
  2. A) financial aid fraud
  3. B) ADA compliance
  4. C) student authentication
  5. D) State authorization/SARA
  6. E) USDOE Inspetor General reports
  1. Under Trump

New era of regulation

Dof J will not actively enforce 504 and 508

Desire to deregulate the for-profit education industry

Challenge to the notion that K-12 should get federal grants

  1. Higher ed reauthorization

Political motivation towards de-regulation

  1. Looking to end HEA, USDOE states would have to be on their own
  2. Vendors and lobbyists are pushing towards more tech oriented student authentication. NOT a law requiring this. This is again about politics
  3. Less money for higher ed. This puts online learning in a good position to help campuses survive and increase enrollment.  May not be able to build buildings but can increase access for a whole variety of programs.
  4. Increased competition in higher ed


Blurring of traditional jurisdictions

New approaches in ed and corporate partnerships

Collaboration will be key

  1. Decline of the traditional campus and classroom
    1. Traditional attendance model a real problem for students
    2. We need to stop focusing on the physical campus
    3. Need to not focus on the 18-22 year olds
    4. Need to embrace tech
    5. We are too faculty centered
    6. Employers are hiring people with training from all kinds of places, not just colleges
    7. We are out of sync with the younger generation
  1. Knocking at the College Door

WICHE data for all 50 states

K-12 enrollment decline

  1. The rise of mobile and accelerated learning
  2. OER trending
  3. Adaptive learning (see keynote!)
  4. Internet of Things

Gotta use tech in class.  Simple as this.  Need increased bandwidth

  1. Distance ed not seen as different from other teaching methods. Seen as a profit center for other teaching.


Workshop 2  Student self-regulation skills

 How to help online students ALL achieve success, not just the really good students with high GPA

Let students do more with MOOCS, CLEP, getting credit for life skills or competencies from the military or other jobs.  One example of a student got a BA in 1 year.

Planning and time management, self-confidence, organizational skills, self-directed, experience with eleaning.  All of these allow students to succeed in online classes.  Self-paced learning can be very useful.

Instead of insisting that these are critical only for online, these are critical for any learning anywhere.  So the issue is  how to support the autonomous learner that lacks these,

Moore’s transactional distance theory.

Someone with a lot of these skills could move through the course much more quickly with less structure.

Someone who lacks the skills needs the structure and guidance

The more one interacts with the LMS early on, the more likely they are to persist.  This is key.  We must be having them do things in D2L early, so that they will have a better likelihood of success and taking more online classes

What matters most?

  1. Number of content pages viewed
  2. Number of discussion posting
  3. Time spent viewing discussion pages
  4. Regularly accessing course materials in Content
  5. Keeping pace with the schedule
  6. Turning in assignments on time

Student-student and student-instructor interactions matter most.  It is interaction with the instructor that matters the most.

Forethought Phase, Performance Phase, self-reflection phase.

  1. Forethought phase

Send out welcome message a week or two before class starts, include name of student

Use the LMS calendar

Have students build a study plan and submit it to the course early on

Introduce course technology

2. Performance phase

Connect with peers/introductions

? synchronous communication?  Chat room works

Use the gradebook and keep it up to date

Video and audio feedback –add an audio note to other feedback

Provide examples of acceptable work

  1. Reflection phase

Formative assessment techniques

Reflecting and revising the study plan–“anything you might change in this?”

Multiple drafts of things

Get multiple steps to things

Peer review one another—have them help develop the rubric

Have students keep a journal


Concept of self -efficacy—students need to believe that they have the capacity to grow, change and succeed in the class.  Get that through to them whenever possible in feedback.

Study plan detail could include time, form of tech, how to find help (this is key!)–this could be a great quiz/survey thing to add to the course.


Workshop 3    Mandatory Online Orientation


Can register just fine, but must take the online orientation before getting access

The get LOTS OF WARNING about the orientation through postcards, email, phone calls

Online registration went up!

Regularly new students to online learning

OERs for everyone to use?

Consistency of orientation from faculty to faculty

Students are automatically registered in the orientation

Faculty involved in development of OLO

Notification about this is in the registration materials.  Take about 1.5 hours to complete, get regular notifications about needing to do it.  This is only for fully online courses.  No exceptions for anyone.  Student must get 85%

Need a programmer, integration with ERP  (can we do this??)  We would have to have a different process to do this.  Completion code?

Orientation includes things like

  1. Student support
  2. Time management
  3. Soft skills
  4. Study skills
  5. Best practices
  6. Technology—tools in LMS
  7. Academic integrity

Meant to be simple but obvious.

There is lots of communication about taking the OLO.  Would require time and $.  This could resolve user name and password issues.

Increased retention and level of grades

They also have a mandatory faculty training 6-week course.    Union Ok’d it—is it a local contract?    Our POET 1 and 2 would be similar.

Student panel

A view from the keyboard

Mentimeter  on their phone, can respond and create a word cloud

Some of the biggest complaints are absent teachers, inconsistent deadlines, no feedback

Favorite things—convenience, work full time so this is flexible, better use of time, no driving

Choice of course—cost of books, instructor reputation, course fees,  pre-req, requirement,  length of course

Hardest classes on line—math, lab science, foreign language, art, business

Don’t like—no feedback, group work, lack of personal contact,

Do more—communicating,

Work load on line—is it more?  no, not really, would love self-paced,

Do not really want to take a class on phone.  Nope.

Tutoring center really helpful—ways to do online tutoring through local tutoring center

Videos are good

Hands on activities are good…

Keeping materials current

Instructor presence is HUGE

Recorded feedback, videos and pictures—much more personal and helpful.


Accessibility panel

Shared responsibility—getting buy in from everyone, including faculty.  This is likely to be the hard part.

Challenges in accessibility within a department and in their own discipline.

Brought in legal counsel to talk to various groups.  Makes this more obvious to the listeners

Third party content critical.  Reviewing VPATS, not just asking for them.  Content providers are not being held as responsible as the institutions.

Get D2L involved in helping train?  Find videos on the user site for the new course.


Accessibility summit, held for state, help faculty understand from the student perspective

Make a simple checklist—probably use the rubric from peer review to create this for both faculty and staff.

May need staff to assist with accessibility issues—hire someone?

Check Tennessee for their progress.

Lawsuits are happening, and lawyers are making some real money.


Holocaust course

Design—group effort, collaborative with outside groups

Getting more research included, have some kind of accumulative project into a course, no text, use museums,  created an image gallery, interactive timeline,  interactive glossary,  worked with librarian to get permission to use the feature length films  (Swank movie data base)  (Kanopy, a documentary data base)  Change people’s lives.

Tools?  Articulate Storyline, Java script—CSS coding to scroll, Jquerry for image gallery, Canva, Adobe Spark


How some of this could be included in WR—possible to be working with national and/or local religious groups.  Use of mainstream media, mainstream movies, international media  (connections to India, China, local MPR, national rabbinic group, public domain photos, Sacred Texts site in England, a  mosque in the area, perhaps, get interviews of local people recorded for use in the course,  .  Interactive Timeline of material helpful.  Find a way to work with Brandon on this, to create something that would benefit both media studies students and the WR course?  Maybe include IT students into this, create something interesting to embed into D2L?  Storytelling is incredibly powerful, and including more individual stories would add power to learning about the various religious traditions.  Feature films from Swank?  Get Brandon and Anup involved?

Interview from someone at Pew Charitable?

Interview journalist who did all the travel through the holy lands and reported…

Interview with Krista Tippet?

Interview with Anup?

Rabbi David, Temple Israel?  Someone fun.

Lyz Jaakola, Fond du Lac

Find a female Muslim member of Duluth’s mosque

Local Orthodox priest  (Father Tim) , local pastor who might have some dynamism

Wicca member?  Lady Ocalot?

Professor from UWM who is vodou member?

Wendy Graves Conference Highlights

The collaboration session between Pima Community College and a very remote, rural high school in Ajo, AZ:

The high school did not have teachers with credentials for CITS.  The college arranged to offer a section of a Speech course in a room with a computer, a really good microphone, and web cameras.  The section was open for enrollment with regular, face-to-face college students and to the high school students.  The high school also had a room that was equipped with web cameras, microphones, and a computer.  The two classrooms were connected by conferencing software over the internet.

Advantages include the fact that the instructor had to travel a couple of times during the semester and was still able to offer class as she was able to use the conferencing software anywhere.  She also traveled to the high school once or twice and, I think, taught the class from that location.  These high school students were super happy with the experience and almost all of them are now taking a second course that is being offered this way.

Also, if anyone has ever worried about a possibly watered-down experience for the distant high school students, in this case they were ‘in’ the college classroom and part of a mix with college students.


Keynote: Jon Landis

At the keynote address, the presenter talked about a math instructor who uses the ExplainEverything app for homework problems.  The ExplainEverything app is another whiteboard and meeting application, but I believe it must be a much simpler interface as the instructor was requiring their students to record themselves while solving a problem and it seemed every student was successful with the app.  Most other conferencing applications would be difficult for students to navigate.

The instructor was able to hear the student explain what they were doing as they worked the homework problem, and what they were thinking, and was therefore able to identify misconceptions more readily.