Missed the 2013 Blended conference? Purchase recorded sessions
Check out the Wrap-up page, including pictures from the conference
View the recordings of the Today's Campus interviews that were conducted at the conference
Download the new Sloan-C Conferences Mobile App!
- Available now in the Apple iTunes store for iPhone and iPad
- Available now in the Google Play store for Android
Watch the Recording of the Virtual Program Preview Webinar from May 15
Watch the Recording of the Onsite Preview Webinar from May 2
News You Can Use
Check out Sloan-C Institute's Blended Learning Mastery Series - Next session starts August 16, 2013.
Recordings from our 11/29/12 "Five Tips on How to Submit a Successful Conference Proposal"
Public Google docs set-up for each session to facilitate collaboration and sharing of resources are available via the link.
July 9, 2013 - 1:30pm
July 9, 2013 - 1:30pmDylan Barth, Nicole Weber (University of Wisconsin-Milwaukee) - FacilitatorsUnconference SessionExecutive A/BUnconference Session 175 Minutes
In Fall 2013, the UW-Milwaukee Learning Technology Center will be piloting GingkoTree, an interactive, open textbook authoring tool. In light of this pilot project, which addresses an identified need on our campus and in higher education more generally, my colleague (Dylan Barth) and I would like to facilitate a participant-driven discussion on the use of Open Educational Resources (OER). We plan to use this forum to explore best practices in the use of OER and to exchange resources for content creation, curation, and collection. We hope that unconference attendees will leave the session with concrete and pedagogically-effective methods and tools to implement OER into their blended courses.
July 9, 2013 - 1:30pmRick Jerz (St. Ambrose University) - FacilitatorUnconference SessionExecutive C/DUnconference Session 175 Minutes
Some attendees may want to learn more information about what I specifically do to create instructional videos. Along with me showing how I do it, others may want to share what they have learned to the unconference group.
July 9, 2013 - 1:30pmJennifer Maddrell (Old Dominion University) - FacilitatorUnconference SessionLakeshore AUnconference Session 1 & 2 (combined)165 MinutesVirtual Session
This past year, I have been using my Designers for Learning webcast to explore with others the potential of utilizing service-learning as a means of offering applied learning opportunities to students in online courses. Service-learning is an educational approach that combines community service, academic coursework, and work-based experiential learning. Within an online setting, e-service-learning occurs when either the instruction or service components are conducted virtually. Given the time and geographic separation of online learners from the instructor and the institution, the task of offering authentic experiences to explore the subject matter in online or blended courses is a huge challenge. The objective of this session is to engage participants in a discussion of how service-learning could be (and is being) used in online or blended settings to offer learners the same enriching experiential learning opportunities that have been offered in traditional campus settings for decades
July 9, 2013 - 1:30pmDawn Nordine (Cooperative Educational Service Agency 9, USA)Michele Nickels (Cooperative Educational Service Agency 9, USA)Janice D. Mertes (Wisconsin Department of Public Instruction, USA)Leadership and AdministrationUnconference WorkshopLakeshore BUnconference Session 1 & 2 (combined)165 MinutesVirtual SessionK-12 Session
Learn critical components for developing a K-12 blended learning program. Examine essential planning questions, implementation strategies, and promising practices to jumpstart your opportunities.
July 9, 2013 - 1:30pmGeorge Veletsianos (University of Texas at Austin) - FacilitatorUnconference SessionLakeshore CUnconference Session 1 & 2 (combined)165 MinutesVirtual Session
This is a proposal for a talk (discussion) session. The driving force behind this proposal is to connect individuals who are interested in research pertaining to MOOCs and open courses. Even though MOOCs and open courses have become wildly popular during the last year, empirical research on these initiatives is largely absent. This is not surprising, as it takes time to conduct an investigation and share the results of the research. In this session, I’d like us to explore opportunities for collaboration on research projects pertaining to open courses (massive or not, blended or not). My personal interest on the human experience pertaining to open courses (e.g., What is it like to take an open course? What does open online learning look like? What are the challenges instructors face when designing open courses?), but I expect the conversation to encompass broader themes. Opportunities for collaboration on research projects may involve a variety of activities including: conducting a research study, seeking funding, developing/designing open courses, etc.
July 9, 2013 - 3:00pm
July 9, 2013 - 3:00pmSean Nufer (TCS Education) - FacilitatorUnconference SessionExecutive A/BUnconference Session 275 Minutes
The use of visuals as a means of communicating thoughts, ideas, and general knowledge dates back to the cave paintings and maps of ancient civilizations. Today infographics are used regularly on the internet in order to communicate complex research and data in an aesthetically appealing medium. In this unconference session I would like to showcase the tools and resources that are available in order to create effective infographics, as well as discuss the best practices and essential elements involved in the process. I will show how I have implemented infographics in my online courses and will present examples of infographics submitted by students for an assignment in a graduate level psychology course. I would consider this proposal to have elements of Teach, Make, Talk, and for me it is also Play.
July 9, 2013 - 3:00pmMaureen Guarcello (University of San Diego) - FacilitatorUnconference SessionExecutive C/DUnconference Session 275 Minutes
As I begin my dissertation research, I find myself starting at the very beginning, tracing blended learning back to closed circuit televisions and distance education roots. When I discovered Bonk and Graham’s (2006) invaluable, Handbook of Blended Learning and the Four Dimensions of Interaction in Face-to-Face and Distributed Learning Environments, I was inspired to find a straightforward definition of blended learning. I began with the Bonk and Graham definition in its simplest form, and then proceeded to write a 26-page paper on the topic. It was at that time that it became clear to me, Blended Higher Education Defined is not as simple as it sounds. It would be an academic delight to engage in a definitional discussion and debate with fellow students, scholars, and our seminal researchers and authors in the field of blended learning, specifically, exploring the operational, practical, and theoretical permutations of the definition.