A hands-on workshop to learn to implement tablet/iPad use in the online, hybrid or face to face classroom.

Adding to the types of tools we have for enabling and supporting valid assessment of student learning via OER.

This 90 minute workshop will begin with a survey of the current options for formatting open content using IMS Common Cartridge including the available assembly and validation tools and review of industry and institutional adoption.

Lateral, divergent, critical thinking. Great questions. Project plans. A safe place to fail. Do it all with an A.R.G.

This workshop will explore a new tools and technologies being used in online learning, including desktop and mobile applications.

This session will present participants with strategies for raising awareness of data readiness within the institution, obtaining buy-in and motivating stakeholders.

The presenters will discuss and provide examples of results from a cross-disciplinary training project that facilitated development of technology infused courses for enhanced learning.

This presentation will walk participants through the process of identifying real-world program learning outcomes and authentic assessments.

Learn how a collection of focused mobile tools can be developed and broadly implemented by a variety of courses to enable student collaboration and assessment.

This presentation will describe the innovative implementation and assessment of writing-based learning objects designed to enhance student learning in a high-enrollment introductory course.

Review of case study conducted between four universities showing the jump to new technology dramatically lowering operating costs and increasing compliance for student ID verification.

Want to get your online students to read the textbook before completing assignment, projects and/or online discussions? Come see how one professor did it.

A dynamic collaboration that resulted in a student-curated "living textbook" through the integration of information literacy, proprietary and OER scholarship, Blackboard, 2.0, and team-based learning.

Utilizing the principles of Universal Design for Learning (UDL) in course design can significantly increase student motivation/engagement and student success.

Now you have an iPad---what can you do with it in the classroom? Start a study group.

How do you get students to write effective reflections to their electronic portfolios? Come and learn techniques for answering this question.

This presentation evaluates the strengths and weaknesses of the current software tools used for audio-based discussions in online courses.

This presentation includes an entertaining show of student-produced biology and computer science videos, along with a report of how the project inspired students to learn.

Join Mike Kisow as he shares his experience of being a technology innovator and early adopter of Instructure Canvas. He'll share with you how he removed the Clouds to find the Awesome. Mike will share with you the real world challenges of evaluating, migrating and training others on new technology.

Following this session, you'll have a checklist for evaluating new technology, tips to ease your migration and helpful hints on training others for greater adoption.

Feel like the "real you" is missing from your online courses? See how to share your human nature in a digital space!

Utilize CourseSites.Com, a free online learning platform, to build your courses and share them as open educational resources.

The Predictive Analytics Reporting Framework (PAR) is an initiative designed to inform issues related to retention and progression, in online environments, on a multi-institutional basis.

In their weekly ed tech podcast Audrey Watters and Steve Hargadon take an independent, sometimes critical, and hopefully insightful (but sometimes inciteful) look at emerging technologies and education. Today's session will bring you their no-holds-barred responses and reactions to the current ed tech landscape in the back-and-forth style of their show.

A framework of Learners' Digital Skills Needed for Use in Language Learning Environments

With the implementation of an integrated model of early alert assistance, virtual advising and case management advising, online students can receive high quality support.

Saint Mary's University of Minnesota and Deltak will share the student-centered approach adopted for and lessons learned from their iPad project for online students.

How to use inverted classroom pedagogy to create rich and engaging content, communication activities, assessments and student application opportunities in blended and online courses.

Enhance teaching and learning with curriculum-aligned academic video...streamed on demand.  The INTELECOM Online Resources Network® will provide your campus with a fully-hosted and searchable video clip database designed to meet the growing demand for rich media in support of online, hybrid and face-to-face instruction.

In this presentation we will explore the Personal Collection tool of MERLOT, profile the users and describe the extent of their use and aims.

Access Any Language: Scaffolding Reading to Make Online Learning More Accessible for All Languages

Hear from professors pioneering the use of Google+ for collaborative learning, discuss best practices, and leave equipped to enhance your Google experience with Google+.

How using pen-based tablet PC's, collaborative software, team teaching, a learning management system and the internet has resulted in active, student-centered online workspaces without walls

If future distance education research confirms a correlation between teacher passion, presence, and aesthetics, online interactions between teachers and learners may need to be re-conceived.

Want high quality Apps that are tested and used by teacher educators? Bring your mobile device to this session and leave with the best!

A new learning object that supports evidence-based-medicine training in a blended-learning environment

Interact with our course content and see how easy it is to adopt, customize, and teach. (pssstttt…Faculty, you don’t have to customize these courses!)

Using Data Analytics to analyze retention, progression, and graduation rates is critical to the success of institutions of higher education today.

MERLOT, Open Courseware Consortium & National Federation of the Blind will review the current state of accessibility of OER & identify issues

Do educators play a growing role in preparing students to be digital citizens?

Create a dynamic faculty community focused on collaboration and innovative teaching using six interrelated components that operate independently and easily be replicated, adapted and scaled.

Predictive modeling is no crystal ball, but can be an important tool in helping campus leaders improve student retention and graduation rates.

Explore a new model to measure student engagement via mobile devices that integrates Community of Inquiry and Framework for Rational Analysis of Mobile Education models.

Engaged learning is challenging in online education. Including social presence through virtual technologies adds a much needed element to this now commonly used educational platform.

This session explores the implications of passing student information through cloud servers in regard to staying in compliance with FERPA.

This session provides steps to develop a Hybrid Training Program to ensure success for faculty and students. Explore emerging technologies used in hybrid courses.

This is the 2012 Sociology Classics Award Winner

Need to design or evaluate an ePortfolio Program? We will showcase our ePortfolio framework, authentic assessment properties, and programmatic evaluation value.

This presentation features the rationale and measures behind the development of a universal course shell template to align all courses within a graduate degree program.

Applications of analytics that inform online instructional design, teaching and learning will be emphasized. Learner analytics will be distinguished from usability analytics and academic analytics.

Learn how careful planning, sound pedagogy, and multimedia transformed a large-enrollment, face-to-face course and a nervous instructor into an award-winning, fully-online success story.

End plagiarism and enhance critical thinking by exchanging assignment wording with illustrations. Demonstrations and sample assignments provided.

Have you heard? Cal State Online is underway to provide fully online programs utilizing a centralized, world-class support structure using innovative technologies for the California State University System! It seeks to deliver increased access to online CSU programs for students who need an alternative pathway to graduation launching Spring2013.  

Incorporating mobile technology and QR codes into chemistry classrooms and laboratories to produce and use student-created videos and photo-blogs as instructional resources.

In this session we discuss our exploration of and strategies for adopting open educational resources when designing online courses at the University of Central Florida.

Come see how MERLOT goes well with mobile, global e-learning, and academic technology projects.

Who learns best through "badging": high school students, professional educators or conference attendees? Find out about a new badging program that works for all three.

The Online Learning Summit described effective practice teaching online with a collaborative, interdisciplinary conversation. Learn logistics to plan your own Summit with polling. BYOD

Solving the problem of learners' inability to synthesize literature through the use of a literature assistance software program.

Explore the success and challenges faced in collaborating with and educating faculty members in the area of educational technologies in this interactive session.

In this session, the audience will see a quick demo of VoiceThread, learn how VoiceThread is used by a million Higher Education faculty and students in both online and face-to-face course settings, and review basic questions about licensing and LMS/SIS integration options.

When taken to the next level, feedback can augment the learning environment. Through use of various audio/video technologies faculty can boost feedback on assignments.

Age-related differences in learning create issues and opportunities in developing emerging technologies relevant to the learning capabilities of older adults.

SNAPP: is a light-weight learning analytics tool designed to provide provide educators with real-time data in order to better support and evaluate student learning.

Online Human Services programs require students to learn a range of effective communication skills. Teaching skills online requires instructors understanding the challenges,benefits, and special techniques.

In this talk, the chemical concepts of oxidation and reduction are explained by the use of time lapse photography, photos, and animations.

A collaborative approach among faculty and institutional/agency librarians to expand information literacy competencies across undergraduate and graduate programs through a variety of emerging technologies.

Showcase of the GPRC and eCampus Alberta Online Course Development Certification Program for Faculty

Selected faculty members were immersed in an online learning community with peers as they developed their own online courses.

Use WebSwami to create engaging learning activities in a distance learning language program

This project aimed to develop a self-directed interactive learning tool for teaching pathology utilising HQ specimen images and Flash animation.

How the world's largest MLIS program trained over 200 distance faculty in a new LMS using only existing resources and our own students.

Exploring the development of a self-directed online orientation module created to reduce faculty's burden of basic LMS instruction and increase retention in introductory online classes.

10,000 students were studied for a doctoral dissertation to show that size matters when it comes to student success.

This presentation describes faculty collaboration to create free high-quality eTextbooks for students using iTunes Author, iTunes U, iBooks 2 and media.

How can an "online learning coach" facilitate the use of online tools and teaching online in the California State University Doctoral Program?

By combining the ease and energy of gaming with our expertise in language and learning, along with some diagnostic technology, Dictionary.com created a product, Word Dynamo, that enables students to grow their command of language at their own pace, complete homework faster, and improve test scores along with overall academic performance.

Last year, more than one million unique visitors from more than 160 countries came to Smarthistory to learn art history, a 300 percent increase over the prior year. But this is just a fraction of the tremendous growth seen by our parent organization, Khan Academy. In its few short years, Khan Academy has helped more students learn, math, science, and related subjects than Harvard University has enrolled since it was founded 375 years ago. The explosion of interest in open educational resources and open courses underscores that we are in the midst of the most significant change in education since the beginnings of public education in the nineteenth century.

Khan and Smarthistory both chose a radical approach—to give our content away for free. We found that this is both economically feasible and well worth the time and effort. We are reaching millions, not hundreds, of students. We regularly receive emails from grateful students and colleagues from around the world including those teaching in high schools and colleges without sufficient resources. They tell us that Smarthistory makes all the difference.

Smarthistory is not textbook-style content uploaded to the web. Our primary audience, students new to art history, need a solid foundation, but also an engaging format. We employ a conversational, experiential and contextual approach utilizing multimedia, text and images. These tools allow us to create a sense of intimacy and provide the narrative hooks that draw students in. Careful web design has allowed us to offer far more content than space-constrained textbooks and we do this in a way that we think is more compelling—and we do it for free.

The next few years will be telling. Khan Academy, MITx, Peer-to-Peer University, University of the People, Udacity, Massively Open Online Courses (MOOCs), and many other initiatives are creating new models for teaching and learning that challenge both the pedagogic and economic underpinnings of the “factory model” of education. How can the personalization that technology enables, and the data that it produces, make learning more efficient? How can gaming mechanics make learning more fun? Just what does the classroom of the future look like? Join us as we reinvent education for a digital world.

We present the development and evaluation of an online continuing education series focusing on just-in-time training to behavioral health providers working with military-impacted populations.

How can we get our teams to be successful in online courses?

Do voice-recorded discussions mean higher quality student discussions or merely higher levels of student satisfaction?

Better: How SNHU used big data to make small decisions to improve student persistence and academic quality for beginning online students.

This session explains how to combine multiuser blogging environments with contemporary social media and multimedia to develop a fully integrated online learning community.

Proven successful in sharing effective practices and fostering interaction, the Commons is now breeding other social networks for academics.

"Flipping" an undergraduate Biology course showed significant positive effects on student learning outcomes. Online content, inquiry-based activities, and assessment results will be described.

A small and large-scale adoption of VoiceThread, a cloud application with a mobile app that fosters asynchronous conversations around media in voice, video or text.

How a disabled student introduced his mentor and writing coach to Cloud conferencing, reducing transactional distance through positive collaboration and resulting in stronger writing skills.

The main objective of the present study was to generate insights for enhancing learning effectiveness in professional education context making innovative recommendations for programme faculty.

This presentation discusses findings from a study that explored learning during a business ethics simulation. A teaching strategy to integrate YouTube will be discussed.

This session will showcase the Washington ProTeach eportfolio for professional licensure, demonstrating use of this technology in capturing evidence of performance for consequential licensure assessment.

The integration of social networking technologies allows for collaborative teaching circles to foster exchange of teaching resources, strategies and materials for adjunct, online faculty.

Learn how you can scale academic help and increase student engagement with OpenStudy, a social learning environment that has improved learning and engagement for thousands.

Imagine a truly global classroom. Imagine lectures so vibrant with imagery and sound that each inspires your students. Imagine a world without PowerPoint.

Additional information about the Unconference

Emerging technologies for learning sometimes present profound challenges to ideas and practices of teaching. Open Educational Resources, MOOCs, crowdsourcing, remix culture, an emphasis on personalisation, and the increasing ubiquity of technologically-mediated opportunities for learning are just some of the emerging trends that are affecting what it means to be, and to have, a teacher. The response to these challenges is often to sideline the idea of teaching completely in favour of what Biesta (2009) has called the "learnification" of education.

But what might we miss by sidelining teaching? What do we need to think about in relation to the support of learning in online or technology-rich environments? What is a teacher in these spaces (Macleod & Ross, 2011), and what is a student? Is "teaching" now a dirty word? These are exciting and important questions that can inform the design of both technologies and practices.

This unconference workshop will give participants a chance to consider, in a collaborative environment, the answers to some of these questions. During the formal part of the conference, a low-key backchannel-type intervention will take place, where presenters and participants will be asked informally to share statements or assumptions about teaching that they hear in the sessions they attend. Workshop participants will take this crowdsourced document and work with it to try to identify some principles for teaching with emerging technologies. The end result will become a digital mini-manifesto: provocative and engaging statements for tweeting, blogging, sharing, elaborating and remixing with colleagues, students and collaborators after the conference.

Apart from the planned output, the workshop will be a space for energetic debate, critical reflection on the conference, and creative engagement with a challenging set of ideas whose time has come.

The workshop will be facilitated by Dr Jen Ross from the University of Edinburgh, Scotland, co-author of the "Manifesto for Teaching Online" (Ross, Bayne, Macleod, & O'Shea, 2011).

References

Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), pp. 33-46.

Macleod, H., & Ross, J. (2011). Structure, authority and other noncepts: Teaching in fool-ish spaces. In R. Land & S. Bayne (Eds.), Digital difference: perspectives on online learning. Rotterdam: Sense. pp. 15-28.

Ross, J., Bayne, S., Macleod, H., & O'Shea, C. (2011). Manifesto for teaching online. University of Edinburgh. Retrieved: 29 February 2012. http://onlineteachingmanifesto.wordpress.com/