Sloan-C 2010 Online Workshop Series
Sloan-C workshops are the smart way to support continuous professional development. Each workshop is developed by practitioners for practitioners; enabling thousands of colleagues worldwide to collaborate cost effectively with peers and experts, via real-time and asynchronous meetings. These workshops are 2 to 4 weeks long, and have been widely acclaimed among professional development organizations in online education. To register: http://www.sloanconsortium.org/workshops/upcoming
If you have questions about which workshops may best suit your needs, please contact workshop@sloanconsortium.org for assistance.
* Subject to change
| AUGUST | Dates | Facilitator | Description | |
|---|---|---|---|---|
| Delivering Content, Fostering Student Interactivity, and Assessing Learning in Blended Courses |
8/2 - 8/23 | Alan Aycock, Tanya Joosten, Gerald Bergtrom, Amy Mangrich, Matt Russell University of Wisconsin Milwaukee |
Effective blended teaching requires significant rethinking and design. When designed effectively, blended courses can improve learning and offer more effective use of available resources. Additionally, the blended modality provides for less passive learning and more active learning. Objectives:
|
|
| Providing Effective Feedback in Online Courses for Enabling Student Learning | 8/4 - 8/13 | David Mohr Boston University School of Public Health |
This workshop will focus on the role that feedback plays in student learning and assessment in online education. Objectives:
|
|
| Podcasting in Higher Education: Current Trends and Applications | 8/11 - 8/20 | Burks Oakley Ray Schroeder University of Illinois at Springfield |
Podcasting has had a revolutionary impact on formal and informal teaching and learning. Rising out of the advent of the Apple iPod, podcasts have grown into the mainstream of online media since early 2004. The power of the individual to use podcasts to communicate globally has important implications for educators. Objectives:
|
|
| Student PTSD and Faculty Stress in the Online Classroom | 8/11 - 8/20 | Phil McNair American Public University System |
TIn this workshop participants will gain a working understanding of the definition of Post Traumatic Stress Disorder (PTSD), its causes, and possible symptoms victims may manifest in the online classroom. Discussion will focus on resources and tips for faculty to help them deal with students who exhibit PTSD symptoms. In addition, participants will be exposed to the concept of Online Educator Burnout (OEB), a condition related to stress and burnout in online teaching. Workshop facilitators, including a licensed clinical therapist, will help participants understand the causes of OEB and ways educators can mitigate the symptoms to become more effective in their personal and professional lives. Objectives:
|
|
| Using Community of Inquiry (CoI) Survey for Multi-Level Institutional Evaluation | 8/25 - 9/3 | Phil Ice American Public University System |
The Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000) provides a theoretical model of online learning processes that has been used by many scholars and practitioners in the field of online education. CoI is a constructivist process model, assuming effective online learning requires the development of community. Objectives:
|
|
| Getting Started: First Step Toward Online Teaching (open workshop & pre-requisite for the Online Teaching Certificate) |
8/25 - 9/10 | Sharon Taylor Colorado Community College System |
Getting Started: The First Step Toward Online Teaching is a prerequisite to the Sloan-C Certificate program. This workshop introduces potential faculty and/or administrators to online education fundamentals. You will not only discuss the concepts but use the technologies to gain practical "hands-on" experience. Objectives:
|
|
| SEPTEMBER | Dates | Facilitator | Description | |
| Online Teaching Certificate Foundation Course |
9/8 - 11/12 (Note: 9 weeks) |
Julia Parra New Mexico State University |
The Sloan-C Certificate prepares faculty to teach and improve online courses using the Sloan-C pillars of quality in online education--learning effectiveness, scale, faculty and student satisfaction, and access. Each candidate studies with a mentor and a small cohort of peers during the foundation course, a nine-week sequence of activities that include:
|
|
| Accommodating Students with Disabilities: Leveraging the Online Learning Environment |
9/8 - 9/17 | Jane Jarrow Disability Compliance in Career and Online Learning (DCCOL) |
Traditional institutions of higher education that have made significant commitments to newly-constituted online programs need to understand how existing disability services unit can absorb the need for serving online students with disabilities. They need to know the legal mandates that obligate them to provide support to online students with disabilities and to understand how to fulfill the obligation to serve this often ignored population. Objectives:
|
|
|
Staying Organized, Evaluating Course Design, and Moving Forward w/ This is third workshop in the three-part Blended Learning series. |
9/13 - 10/4 | Alan Aycock, Tanya Joosten, Gerald Bergtrom, Amy Mangrich, Matt Russell University of Wisconsin Milwaukee |
Effective blended course design should remain simple, keeping course goals in mind. Faculty should integrate the various course components, develop templates and rubrics. Contingency plans should also be developed. Objectives:
|
|
| Advanced Podcasting and other Web 2.0 Multimedia | 9/15 - 9/24 | Burks Oakley Ray Schroeder University of Illinois at Springfield |
|
|
| Copyright Compliance for Online Educators |
9/15 - 9/24 | Linda Enghagen University of Massachusetts - Amherst |
Online educators need to understand personal liability for copyright infringement when using materials to supplement an online course. Copyright owners have sued and will continue to sue individuals. You also need to know how your original works can be protected. Publishers and the academic community have established a set of educational fair use guidelines to provide standards and protection for educators. Objectives:
|
|
| Building Web-based Social Networks: Simple, Fast and Scalable (Practical Advice for Business, Education and Other Disciplines) | 9/19 - 12/12 | John R. Bourne Executive Director, The Sloan Consortium, Professor of Technology Entrepreneurship, Emeritus, Babson College, Professor of Electrical and Computer Engineering, Emeritus, Franklin W. College of Engineering |
A new Sloan-C mini-course on Building Web-based Social Networks (commencing Sept 19), this workshop provides a clear understanding of how to create and scale online social networking sites in simple and logical ways. Starting with creation methods, learning the tools, and acquiring the ability to implement real solutions (Drupal Gardens, Drupal Commons, virtual worlds) this workshop will give you a clear sense of how to create social networking sites for your educational venue. At the end of this mini-course you will have implemented your own social networking course for education. The mini-course will share guest lectures with an MBA course at Babson College, to which you will be invited to attend on alternate Sunday evenings (enrichment lectures). Objectives:
**Pre-requisites: A bit of a proclivity toward the techno-geekish side – comfortable with the web, probably simple editing in HTML and the like. No coding necessary in computer languages or scripts. |
|
| Web Accessibility for Online Learning: A How-To Guide for Creating Accessible Content | 9/22 - 10/1 |
Hadi Rangin University of IllinoisNorm Coombs Equal Access to Software & InformationMarc Thompson |
Universal design seeks to make online learning available and accessible for all types of learners. Online faculty and instructional designers often find themselves overwhelmed or too busy with their day-to-day responsibilities to fully appreciate and integrate the design principles and tools that can be used to make learning equitable, flexible, and adaptable. In this hands-on workshop you will discover how principles of Universal Design can help you create course content that can be accessed and used by anyone, including people with disabilities. By the end of this workshop, participants will have a good understanding of Universal Design Principles for Online Learning, potential accessibility/usability issues that need to be considered in course design, and how to create more accessible/usable course content. As the workshop focus will be on web accessibility, familiarity with an HTML authoring tool is desired but not required.
Objectives:
|
|
|
Avoiding Faculty Burnout |
9/22 - 10/1 |
Shari McCurdy-Smith |
As more institutions are offering ongoing degree programs online, faculty burnout increasingly is a concern for faculty, administrators, and instructional designers. Online faculty tend to spend more time preparing and teaching their courses as compared to onground faculty. For faculty, this translates into more grading, a 24/7 access mentality, excessive amounts of computer time, as well as more people pulling and grabbing for faculty time and attention. This workshop will explore the issue of academic management in online learning and ways to ensure that faculty can incorporate online teaching into normal academic life. In addition to learning skills to avoid burnout that derives from multiple sources, participants will be encouraged to share their own institutional practices as part of the conversation.
|
|
|
Great Web 2.0 Tools |
9/22 - 10/1 |
Bethany Bovard |
There are many excellent Web 2.0 tools that have been used successfully to enhance learning and increase engagement, but finding just the right tools can be challenging. You will be introduced to five exemplar tools. You will learn how to effectively use these tools.
|
|
|
Blended Learning: HyFlex Course Design |
9/29 - 10/8 |
Brian Beatty |
Hyflex represents an approach to creating and managing blended courses that provides students even greater choices when trying to manage their time. Hyflex, (Hybrid/Flexible), allows a student to choose whether they will attend a face-to-face class, or complete the required work online for any particular class date. Hybrid – combines both online and face-to-face teaching and learning activities. Flexible – students may choose whether or not to attend face-to-face sessions … with no “learning deficit”.
|
|
|
OCTOBER |
Dates |
Facilitator |
Description |
|
|
|
|
|
|
|
|
Using the Quality Matters Rubric to Improve Your Online Course |
10/6 - 10/22 |
Ron Legon, Jean Runyon |
Recognizing quality is much like recognizing art; everybody sees something different. With regard to online courses, your students, faculty, administrators, peers, and accrediting bodies may not know what to look for in assessing quality. Defining quality standards proves crucial to successful course design and implementation.
|
|
|
Conference Networking with Social Media |
10/6 - 10/29 |
Bethany Bovard |
Our highly interconnected, socially networked world provides us with excellent opportunities to stay informed about conference happenings. It doesn't matter if you're attending a conference physically or virtually: social media can enhance your conference experience. Even if you aren't attending the conference at all, you can still stay informed about what is happening at the conference by using the same tools as your conference-attending colleagues.
OR
|
|
|
Retention Strategies |
10/6 - 10/15 |
Marie Fetzner |
The topic of retention continues to gain interest across the fields of higher education. Online student retention rates can be significantly lower than on-campus equivalents. With record numbers of students studying online, it is imperative that academic institutions discover why online learners have a significantly lower rate of persistence than on-campus students and understand how to improve success rates.
|
|
|
Preparing Faculty for Blended Teaching |
10/13 - 10/22 |
Alan Aycock, Tanya Joosten, Gerald Bergtrom, |
Faculty developers and trainers prove integral in helping faculty redesign courses for blended teaching and learning. A well established and highly successful blended teaching and learning faculty development program is presented from the viewpoint of these faculty developers and trainers. Guidance regarding program structure, content, and activities as well as general tips and pointers for fostering a successful faculty development experience are highlighted.
|
|
|
Getting Started: First Step Toward Online Teaching (open workshop & pre-requisite for the Online Teaching Certificate) |
10/13 - 10/29 |
Sharon Taylor |
Getting Started: The First Step Toward Online Teaching is a prerequisite to the Sloan-C Certificate program. This workshop introduces potential faculty and/or administrators to online education fundamentals. You will not only discuss the concepts but use the technologies to gain practical "hands-on" experience.
|
|
|
Beginning Second Life |
10/20 - 10/29 |
Bethany Bovard |
Second Life is an extremely popular 3D virtual environment that has many applications for education, from increasing social interactions to deepening learning. In this workshop, you'll learn some of the basic Second Life skills that will help you successfully enjoy your second life. You'll also get a brief introduction to some of the educational possibilities of Second Life.
|
|
|
MERLOT101: An Introduction to MERLOT |
10/20 - 10/29 |
Cathy Swift |
MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share their learning materials and pedagogy. MERLOT, in partnership with the Sloan Consortium, presents this workshop to demonstrate some of the many tools and services that MERLOT has to offer. Participants will learn to easily navigate MERLOT pages, and to participate as MERLOT Members. Workshop assignments will allow participants to tailor their work to their own disciplines and courses they are currently teaching. Some of the key MERLOT tools will be demonstrated, so participants can create “play lists” for materials that can be used for both face-to-face classes and online classes.
|
|
|
Teaching & Learning with Online Labs across Science Disciplines: Making a Case for Greater Acceptance |
10/20 - 10/29 |
Sharon Brewer |
This 2010 workshop builds on the previous Sloan-C MLO workshops which focused on the implementation of online laboratories as well as presenting successful case studies. We have seen that virtual, remote, and blended online laboratory learning experiences have been successfully incorporated into a variety of educational programs. However, the challenge remains in achieving wide acceptance of these modes of delivery as a valid learning experience. This year’s workshop will focus on clearly defining laboratory student learning outcomes and measuring student success. We will also discuss the importance of dissemination as a vital step towards greater acceptance of online laboratories as a promising educational tool in the sciences.
|
|
|
NOVEMBER |
Dates |
Facilitator |
Description |
|
|
Getting Started: |
11/3 - 11/19 |
Sharon Taylor |
Getting Started: The First Step Toward Online Teaching is a prerequisite to the Sloan-C Certificate program. This workshop introduces potential faculty and/or administrators to online education fundamentals. You will not only discuss the concepts but use the technologies to gain practical "hands-on" experience.
|
|
|
Fair Use and the Teach Act: A Closer Look |
11/3 - 11/12 |
Linda Enghagen |
For those who already possess a basic understanding of copyright law, this workshop offers a closer look at the fair use defense and The TEACH Act. The workshop offers insight into how courts really evaluate the fair use factors when confronted with actual cases. In addition, the 9th Circuit's recent decision in Perfect 10 v. Amazon.com, Google.com et al will be discussed.
|
|
|
Intermediate Second Life |
11/10 - 11/19 |
Mike DeMers |
This workshop will introduce intermediate users of Second Life to various teaching tools useful to educators. This workshop is for the practitioner who is interested in developing skills to support pedagogy.
|
|
|
Workload Management Strategies for Online Educators |
11/10 - 11/19 |
Shari McCurdy-Smith |
Online teaching can redefine faculty members' teaching schedules. While the advantages for participating in online education include flexibility; the reality of the 24/7 classroom can prove daunting due to the investment in curriculum development and planning as well as the need to be responsive to student inquiries. This workshop offers strategies enabling online educators to manage time demands while teaching online courses.
|
|
|
Using Moodle to Create Online Courses |
11/10 - 11/19 |
Deborah Antoine |
Moodle is an open source web-based learning management system and a low cost alternative for educators to create vibrant online content. The development of the Moodle platform was guided by a social constructionist framework of education which assumes that the knowledge a student receives is produced by the groups to which he or she belongs, or by particular discourse agreements. Moodle tools have an emphasis on: group work, collaboration, communication, sharing, activities, and critical reflection.
|
|
|
Video & Audio Tools for Teaching & Learning |
11/10 – 11/19 |
Bethany Bovard |
Video and audio are powerful media for teaching and learning and can become irreplaceable assets to any distance course. With both video and audio you can present information, communicate with your students, and demonstrate course learning objectives efficiently and effectively.
|
|
|
DECEMBER |
Dates |
Facilitator |
Description |
|
|
Advanced Second Life |
12/1 - 12/10 |
Cathy Arreguin |
This workshop advances the skills of intermediate users (who have taken the level 2 workshop or its equivalent) to develop Second Life pedagogy, to design environments, and manage tools.
|
|
|
Academic Integrity |
12/1 - 12/10 |
Lori McNabb |
The role of technology in academic dishonesty is in the news, and federal legislation is pending that will require authentication of online learners. This session will provide information, examples, and a reality check for staff and faculty working in online education.
|
