Sixth Annual January 14, 2015 January 15, 2015 New Jersey Institute of Technology Campus Center, The Hilton Conference Center, 150 Bleeker Street, Newark, NJ 3 Tower Center Boulevard East Brunswick, NJ Presented in Partnership by Table of Contents Welcome 3 Conference Information 4-5 Partners and Sponsors 6-11 Day 1—NJIT, Newark Introduction and Keynote 12 Session A 13-15 Session B 16-18 Closing remarks and Keynote 18-19 Day 2— Hilton East Brunswick Introduction and Keynote 20 Session A 21-25 Session B 25-29 Afternoon Keynote 30 Session C 31-35 Session D 35-39 Session E 40-43 Closing Remarks 43 Changes to the schedule will be posted on http://onlinelearning.rutgers.edu/ruonline2015 2 RUONLINEHYBRID #RUONLINE2015 Welcome Welcome to the Sixth Annual Conference of the Center for Online and Hybrid Learning and Instructional Technologies (COHLIT)! We proudly present this year's conference in collaboration with several partner organizations recognized for their strong commitment to online education: New Jersey Institute of Technology; NJEDge; Ocean County College; and Pearson Online Learning Services. Joining forces with these institutions has enabled us significantly to expand the scope and reach of this conference, attracting speakers from institutions near and far and taking this annual gathering to an entirely new level. Over the course of the next two days, an exciting program of approximately 50 presenters is awaiting you. Their research, panel discussions, and workshops cover a wide range of topics in online and hybrid learning, from philosophical and pedagogical underpinnings of the teaching and learning process to innovative technologies designed to enrich the virtual classroom experience. Organizing this event would have been extremely difficult had it not been for the support of several sponsors: Barnes & Noble; Piazza; Kaltura; lynda.com; Verificient; Respondus; ePlus;, Atomic Learning; and Unity. We warmly thank these organizations for their generosity to make this much-anticipated conference possible. With all best wishes, Antonius Bittmann Associate Vice President, Online Programs Rutgers University ruonlinehybrid 3 Conference Information General Information Schedule Changes - Please check our website daily as we will post information and all changes about meeting rooms, agenda times, etc. http://onlinelearning.rutgers.edu/ruonline2015 Live Stream - We will have Live Stream of the general session in Ballroom A on Wednesday at NJIT and on Thursday, in Salons ABC. By registering for the program, you give permission to be filmed the general session. The Live Stream and subsequent recordings will be posted on https://onlinelearning.rutgers.edu/ruonline2015-livestream Break-out Evaluations - Please take a moment to complete an evaluation after each breakout session (located in each room) both Wednesday and Thursday. We will send you an overall evaluation form via email after the conference concludes. We would appreciate your candid feedback. WEDNESDAY – 2nd Floor Campus Center, NJIT, Newark Registration – Please pick up your badge and program materials at the registration desk, located in the second floor Pre-Function area, outside the Ballroom of the Campus Center. Staff will be able to assist you from noon – 2 PM Kindly bring your program badge and materials with you on Thursday to gain access to the conference. Meals - A reception will be sponsored by NJEDge and will be located in the first floor atrium of the Campus Center starting at 5:45 PM. A cash bar will be available to you. Wifi - Wifi is available on a complimentary basis. Please see handout. Parking – Complimentary Student Mall Parking Deck 154 Summit St, Newark, NJ 07102 Coat Check - A complimentary coat rack will be available. We are not responsible for any lost items. 4 RUONLINEHYBRID #RUONLINE2015 Conference Information THURSDAY - Hilton, 3 Tower Center Blvd, East Brunswick, NJ 08816 - (732) 828-2000 Hotel and Parking - Please note there is construction on Route 18 in front of the hotel. The parking is complimentary. Registration – Please collect your badge and program materials if you did not attend the Wednesday function at the registration desk located on the 3rd floor (prefunction area). Registration is open from 8:00 AM - 12 PM. If you registered on Wednesday, we welcome you to please proceed directly to continental buffet located on third floor outside the ballroom. Coat Check - The complementary coat room will be on Level C. Please look for directional signs. Meals - A continental breakfast will be available from 8:00 AM-9:00 AM. Buffet Lunch - We have allotted a quick 45 minutes for lunch (desserts will be located on your table and coffee/sodas will be in Salons ABC). There will be 1 coffee break during the day. Wifi - For complimentary wifi, please see handout. Further Assistance - For further assistance, please speak to a member of the COHLIT staff at the Help Desk located in the vendor display area. A Semester in a Day: An Online Game During Thursday’s sessions, conference attendees are invited to join our massive multiplayer online game to build and teach a course. Using web-enabled devices, participants, as a group, will unlock stages of the game as they complete missions to gain glory and tenure. To do so, you must complete missions that occur during the actual conference. See handout for more information. Please join us for the conference closing and game wrap-up at 4:30 PM in Salons ABC. Prizes will be awarded. http://ruonlinecon.rutgers.edu ruonlinehybrid 5 Conference Partners Center for Online & Hybrid Learning and Instructional Technologies, Rutgers University The Rutgers Center for Online and Hybrid Learning and Instructional Technologies (COHLIT) is a unit of the Division of Continuing Studies, reporting to the Executive Vice President for Academic Affairs. COHLIT has long served as the university’s platform administrator for eCollege/Pearson Learning Studio, which hosts the vast majority of Rutgers’ online and hybrid enrollments. More recently, the Center has expanded its mission to provide support services to faculty and students on all major Learning Management Systems currently in use at Rutgers. In addition to Pearson LearningStudio, these include Blackboard, Moodle, and Sakai. As of Fall 2013, COHLIT also handles administration and production of the university’s MOOC’s on Coursera. Among key areas of service, COHLIT offers instructional design, application development, game design faculty training, Virtual Worlds and Immersive Design; and a generously staffed Help Desk. New Jersey Institute of Technology One of the nation’s leading public polytechnic universities, New Jersey Institute of Technology (NJIT) is a top-tier research university that prepares students to become leaders in the technology-dependent economy of the 21st century. NJIT’s multidisciplinary curriculum and computing-intensive approach to education provide technological proficiency, business acumen and leadership skills. With an enrollment of more than 10,000 graduate and undergraduate students, NJIT offers small-campus intimacy with the resources of a major public research university. NJIT is a global leader in such fields as solar research, 6 RUONLINEHYBRID #RUONLINE2015 Conference Partners nanotechnology, resilient design, tissue engineering, and cyber-security, in addition to others. The university has a long history and commitment to digital/online learning as the term "Virtual Classroom" was coined at NJIT in the 1980's. NJIT ranks fifth among U.S. polytechnic universities in research expenditures, topping $110 million, and is among the top one percent of public colleges and universities in return on educational investment, according to Payscale.com. For more information, see http:// www.njit.edu NJEDge NJEDge.Net is a member-driven consortium that connects the state’s Education, Government and Industry sectors with technology resources. Its mission is to help build an active and vibrant connected community that embraces emerging technologies and benefits from academic tools at costs saving from a consortium purchasing program. NJEDge.Net is building a stronger community by addressing the technology, academic and professional development needs of its members while, at the same time, offering economies-of-scale and expert support and service. NJEDge sponsors events that allows participants to share, learn and network. NJEDge enjoys a peerless reputation among other associations for its work in collaborating with members for ensuring technology advancement and sound pedagogy with teaching in today's campus environment. For more information: http://njedge.net [email protected]. To find out if your institution is already a member of NJEDge go to: http://njedge.net/membership/members/ njedge-net-members/) ruonlinehybrid 7 Conference Partners Ocean County College For 50 years, Ocean County College (OCC) has provided area residents with the opportunity to benefit from higher education. A public two-year community college sponsored by Ocean County, the State of New Jersey, and the students of OCC, the College is located on 275 picturesque acres in the beautiful county seat of Toms River, NJ. A publicly supported, comprehensive, open admissions institution, OCC is committed to providing high quality, postsecondary associate degree and certificate programs, and other learning opportunities on its Main Campus in Toms River, at the College’s Southern Education Center in Manahawkin, online and at off-campus sites located throughout Ocean County. For more information about Ocean County College, call 732-255-0400 or visit www.ocean.edu. Pearson Online Learning Services Pearson, the world’s leading learning company, partners with institutions and educators to provide personalized and connected learning solutions. Whether your institution requires a full-service approach to creating online degree programs or individual digital solutions to meet specific needs, we have answers. Pearson is on a path to efficacy, with a commitment to measurable and improved learning outcomes for students worldwide. 8 RUONLINEHYBRID #RUONLINE2015 Conference Gold Sponsors Barnes & Noble College Barnes & Noble College operates over 725 campus stores nationwide, delivering 5.3 million students and faculty an experience driven by innovation and student insights. We transform stores into destinations with affordable course materials, must-have apparel and technology, and an overarching commitment to each campus partner’s brand. To learn more, visit www.bncollege.com. Piazza Piazza is the completely free and easy to use Q&A platform that eliminates redundant emails and creates tremendous engagement between students and professors. Used and loved by over 30,000 professors and hundreds of thousands of students around the world, Piazza is FERPA compliant and integrates well with all learning management systems. Verificient Verificient Technologies Inc. specializes in identity authentication. Our flagship product Proctortrack is the leading solution in automated remote proctoring and continuously verifies the identity of online test takers. Online educational programs across the world have eagerly adopted Procotortrack for its unprecedented online cheating prevention capabilities. Educational institutions rely on Proctortrack to protect the integrity of their online programs and intellectual property at scale. Proctortrack is customizable to align with an institution’s testing policies. It offers powerful analytics and its dashboard allows administrators to seamlessly investigate any pre-flagged potential test policy breaches. ruonlinehybrid 9 Conference Silver Sponsors ePlus ePlus engineers transformative technology solutions. We see our clients’ horizons and craft sustainable IT roadmaps to get them there—through imagination, client service, and tenacity. Our deep partnerships with top manufacturers keep us immersed across the IT ecosystem. From strategy to fulfillment to managed services, we make technology mean more. Kaltura Kaltura provides the world’s first Open Source Online Video Platform, transforming the way people work, learn, and entertain using online video. The Kaltura platform engages millions of viewers, employees, students and teachers. Kaltura provides educational institutions with disruptive online video solutions for improved teaching, learning, and engagement across campuses and beyond. For more information: www.kaltura.com, to join Kaltura’s community visit: www.kaltura.org andwww.html5video.org. Lynda.com Lynda.com helps anyone learn software, creative, and business skills to achieve personal, academic, or professional goals. Users get access to a vast online library of high-quality, current, and engaging video tutorials taught by experts. Please stop by and talk to Elma Clark (Wednesday) and Carin Richard (Thursday) for further information. 10 RUONLINEHYBRID #RUONLINE2015 Conference Bronze Sponsors Unity Unity Technologies is revolutionizing the game industry with Unity, the breakthrough development platform for creating games and interactive 3D and 2D experiences like training simulations and medical and architectural visualizations, across mobile, desktop, web, console and other platforms. Unity was created with the vision to democratize game development and level the playing field for developers across the globe. Through industry-disrupting pricing and business plans, incredible ease of porting to multiple platforms, a deep yet approachable project editor and our innovative game promotion, user retention and analytics services Unity makes making successful games far easier than ever before. Game Prizes generously provided by: Atomic Learning Atomic Learning provides colleges and universities unlimited access to a library of online learning resources as a cost-effective, subscription-based service. And, to ensure your campus is able to make the most of its investment, each solution includes implementation support and personalized service at no additional cost. Respondus Respondus develops assessment tools that work seamlessly with learning systems. LockDown Browser and Respondus Monitor protect integrity of online exams by locking down the student’s computer and recording the testtaking environment. Respondus 4.0 makes it easy to create and publish assessments to online courses. StudyMate engages students with learning activities, selfassessments, and games. ruonlinehybrid 11 Wednesday, January 14, 2015 NJIT Campus Center, Newark, NJ — Opening Session 12:30 - 1:45 PM Registration - Located on the second floor of the Campus Center in the Pre-Function area outside the Ballroom. 1 - 1: 20 PM Introduction Gale T. Spak, Associate Vice President of Continuing and Distance Learning Education, New Jersey Institute of Technology Ballroom A Welcome Dr. Fadi P. Deek, Provost and Senior Executive Vice President, New Jersey Institute of Technology 1:20 - 2:30 PM Ballroom A Keynote: The Move to Online: Transformation or Transmission? Wayne Pferdehirt, Director, Engineering Distance Degree Programs, University of Wisconsin - Madison The rush to take more courses and more degree programs online continues to rise exponentially. Too often this decision is made in a “Ready, fire, aim!” mode. Institutions decide to “go online” to increase enrollments and revenues but do so too often without seriously considering how course and degree offerings, and the design of these, align with the institutional mission and strategic goals. When online learning is simply construed as digitally capturing what already happens in a traditional on-campus classroom and streaming that to remote students, institutions fail to capture the exceptional opportunities that online learning provides for creating fundamentally better ways to teach and learn. Those opportunities can reach new, strategically targeted students, can increase teaching skills of all involved faculty, and can synergistically improve teaching on campus. This presentation will explore key strategic opportunities that online learning presents for improving the quality, reach and impact of engineering education, when focus, effort and resources are explicitly committed to doing so. *This session will be live streamed and will be available after the conference at https://onlinelearning.rutgers.edu/ruonline2015-livestream 12 RUONLINEHYBRID #RUONLINE2015 Wednesday, January 14, 2015 Session A (2:40 PM — 3:30 PM) Ballroom A QM 101: Intro to Quality Online Course Design Debbie Beaudry, Instructional Technology Consultant, Rutgers University Unsure of what a quality online course really looks like? Would you like some guidance to improve the design of online courses? In this session we'll review the nationally recognized standards for the Quality Matters (QM) rubric for online and blended courses. The QM rubric is comprised of standards that are anchored in research and the expertise of experienced practitioners and can help to improve student engagement and achievement. *This session will be live streamed and will be available after the conference at https://onlinelearning.rutgers.edu/ruonline2015-livestream Ballroom B Scaling Online and Hybrid Courses with Effective Design and Rubrics Marshall Sponder, Industry analyst, public speaker and writer in digital data with specialization and leadership in social media metrics Learn how to design more effective online and hybrid courses that leave your students fully satisfied with what they are learning, yet curious to learn more. In this engaging session we'll cover effective course design, rubric design, building courses that can accommodate a quickly growing roster, and departmental curation of material. Room 235 Quo Vadis Teacher: Lessons from Flipping and Teaching in Blended Formats Sarolta Takacs, Professor of History, Rutgers University John Davis, SUNY Albany Pedagogical observations, best practices, and assessment strategies from teaching a flipped classroom and a large hybrid course ruonlinehybrid 13 Wednesday, January 14, 2015 Session A (2:40 PM— 3:30 PM) Room 240 Agile Course Design: Teaching and Learning with the OIRT Instructional Design Team Sharla Sava, Senior Instructional Designer, Charlie Collick, Hybrid & Online Course Design Project Manager, Will Pagan, Senior Instructional Designer , Rutgers University As an instructional design team employed by a large public university, we would like to share our current work and introduce the key steps involved in a process we are calling Agile Course Design. Our presentation is intended to share a work-in-progress with the hope of inspiring dialogue, and, as such, we will present and invite comments on our current project management set-up on Asana; the documentation of stages and milestones involved in designing a single course over 14 weeks; and the key features of the flexible course template we have created for faculty using Sakai. Room 230 Adaptive Learning in a Professional Architectural Curriculum Darius Sollohub, Director of the New Jersey School of Architecture at the College of Architecture and Design at NJIT, Institution This proposal describes plans currently under consideration to apply adaptive learning methods to NJIT architecture allied courses - structures, environmental control systems, construction and history - in the undergraduate and graduate professional degree programs. Current course delivery of allied courses is typically through large lecture format In the new format, the lecture and homework will be ˜flipped," with students drawing knowledge from a series of online modules, which they will then apply in a smaller and shorter classroom setting. Room 215 14 Using the synergy between multi-media data and domain ontology to build a new generation of Learning Support System Vincent Oria, Associate professor, Computer Science, NJIT, Soon Ae Chun, Professor, Information Systems, City University of New York, College of Staten Island RUONLINEHYBRID #RUONLINE2015 Wednesday, January 14, 2015 Session A (2:40 PM— 3:30 PM) This update shows methods and procedures for linking and integrating multimedia teaching materials (slides, videos and textbooks) for use in Information Security courses based on a security ontology. The semantic linking of multimedia materials allows students to search and compose multimedia and interactive course materials based on the digital contents, methods and learning styles, thus enabling flexible personalized learning. Room 220 Converged Learning as the New Mode of Instructional Delivery for the i-Generation David Ullman, Associate Provost for Information Services and Technology and CIO, NJIT This presentation explores "converged learning" as the functional convergence of the physical and virtual classrooms, with no distinction between on-line and on-ground courses. Curriculum delivery is independent of time and place, allowing for student (and instructor) participation in any of three modes: (i) on-ground, (ii) synchronous distance learning, and (iii) asynchronous distance learning. The philosophical underpinnings of converged learning will be discussed and its fit for students of the i-Generation. Results of three pilot courses delivered in this mode during the fall 2014 semester will be shared. Room 225 A Model Course Redesign: Introduction to the Dental Profession Jeff Gutkin, Ph.D candidate in Educational Psychology, Rutgers University The Rutgers School of Dental Medicine sought to change their "Introduction to the Profession" course from a semester long course to a seven day course while still teaching to the same three competencies; professionalism and ethics, humanism, and communications. The goal was to equip students with ethical reasoning skills prior to patient contact. As part of the redesign, the curriculum committee initialized the use of instructional design models to incorporate active learning, critical thinking and educational technology. This presentation will outline the design phases and how technology aided learning. ruonlinehybrid 15 Wednesday, January 14, 2015 Session B (3:40 PM — 4:30 PM) Room 220 Copiloting the converged classroom Jenna Walther, Instructional Technologist, NJIT A converged classroom permits students to decide how they consume the course, whether it is face-to-face, synchronous online, or asynchronous. The copilot, in a converged class, is responsible for managing all the technical aspects; this ensures that instruction is not disrupted by technology, and the successful retention of our distance learners through engagement and collaboration. Room 235 Collaborative VideoWall Richard Martin, Associate Professor Department of Computer Science, Rutgers University VideoWall is a collaborative technology tool that allows students and instructors to be in different geographic locations and interface with each other seamlessly through real-time high definition video and audio streams that creates an optical and audio illusion of a portal to an adjoining room. Ballroom A Remedial Education Innovation Panel Henry Jackson Veronica Guevara-Lovegren Remedial education is currently experiencing a major paradigm shift. More emphasis is being placed on success rates, individualized learning pathways, and adaptive learning solutions to enhances student achievement and accelerate college readiness. Please join Dr. Monica Kerrigan (Rowan University, College Readiness Grant Researcher) and a panel of experts in remedial education as they discuss and explore remedial education innovation. *This session will be live streamed and will be available after the conference at https://onlinelearning.rutgers.edu/ruonline2015-livestream 16 RUONLINEHYBRID #RUONLINE2015 Wednesday, January 14, 2015 Session B (3:40 PM — 4:30 PM) Room 230 Creating a library presence in course management systems Bonnie Fong, Physical Sciences Librarian and Head of Emerging Technologies at the John Cotton Dana Library of Rutgers University This session will review many of the library resources and services that can be used by faculty and students in their online and hybrid courses, and explain how faculty can create a library presence by including them within their course management tool such as Blackboard, eCollege and Sakai. We will share guides and training materials designed specifically for online faculty and students. We will explain how to embed library materials such as research guides, librarian help services, and links to articles, video, and audio directly in your courses. Ballroom B Introduction to Bioinstrumentation and to Nanotechnology through Blended Learning Raquel Perez-Castillejos, Assistant Professor of Biomedical Engineering, NJIT Blended learning combines online and face-to-face educational elements that enrich the student learning experience by providing multiple, complementary routes to mastering the topics of the course. This presentation discusses the development of two introductory courses at the New Jersey Institute of Technology (NJIT): one on biomedical instrumentation and one on Nanotechnology, which is supported by a NUE (Nanotechnology Undergraduate Education) award from the National Science Foundation. Both courses comprise extensive collaborative work, multiple hands-on studios (10 of the 28 sessions of the course are dedicated to 10 studios), and numerous (~50) online self-graded Moodle-based questions. ruonlinehybrid 17 Wednesday, January 14, 2015 Session B (3:40 PM — 4:30 PM) Room 240 Games-based Learning and Gamification: Improving the oldest trick in the book Jennifer Silvia Muller, Instructor and Curriculum Developer, Rutgers University Games-based learning and gamification are two of the practices that are often suggested as examples of the potential benefits of learning in digital environments for students. Many faculty are intrigued by the possibilities but confounded by the challenges of using games-based learning in their courses. This presentation will include a brief look at the history of games in education, practical strategies for integrating games in a course, as well as playing a curriculum development game. This workshop is targeted for beginners as well as more practiced online and hybrid educators and will include a special emphasis on games for hybrid course design. Room 225 Encouraging Student Engagement: Beyond Post Once, Comment Twice Anne-Michelle Marsden, Faculty for SMLR, Rutgers University This session focuses on the four engagement areas in an online course. Student interaction with: course content, other students, the instructor, and self. Specific engagement strategies discussed will include: student centered learning; teamwork; peer review and evaluation of assignments; consistent and meaningful faculty presence. The presenter will highlight strategies that encourage engagement through assignments using tools such as Voice Thread and Campus Pack blogs. A student’s perspective on what constitutes an engaging course will be offered. Session includes participant discussion regarding each of the four types of engagement. Wednesday, January 14, 2015 Closing Session (4:40 PM — 5:45 PM) 4:40 - 4:50 PM Ballroom A 18 Closing Remarks Gale T. Spak, Associate Vice President of Continuing and Distance Learning Education, NJIT RUONLINEHYBRID #RUONLINE2015 Wednesday, January 14, 2015 Closing Session (4:40 PM — 5:45 PM) Keynote: Open SUNY: Transforming Open and Online Education to Meet the State’s Workforce Development Needs Kim Scalzo, Director, SUNY Center for Professional 4:50 - 5:45 PM Development Ballroom A Open SUNY is a system-wide initiative of the State University of New York (SUNY) designed to expand access to online learning and meet the increasing demands of the workforce throughout New York State and the world. As the largest comprehensive public university system in the US, SUNY is uniquely positioned to deliver innovative open and online learning on a large scale. Open SUNY initially target adults and working professionals looking to advance their education and careers with online degrees and certificates in high needs areas for NY state employers. Open SUNY launched in January 2014 with an initial wave of 6 campuses and 8 Open SUNY+ programs. The second wave of Open SUNY+ programs launches in January 2015 with 17 campuses and 56 programs. Central to Open SUNY are a set of signature elements based in quality assurance for online learning and a series of system-level supports for faculty teaching online, student success, campus and system-wide infrastructure, and innovative instructional models. Examples include system-wide strategies for Massive Open Online Courses (MOOCs), open educational resources, credentialing of prior learning assessment, integration of experiential education in online programs, and competency-based learning. This session will provide an overview of the Open SUNY Strategy, the signature elements for quality assurance and supports within each signature element, and lessons learned from our Wave I pilot experience. *This session will be live streamed and will be available after the conference at https://onlinelearning.rutgers.edu/ruonline2015-livestream 5:45 Atrium ruonlinehybrid Reception Appetizers sponsored by NJEDge. Cash bar available 19 Thursday, January 15, 2015 Hilton East Brunswick, NJ 8 - 9 AM Salon ABC Registration - Located on the third floor of the Hilton in the Pre-Function area outside the Ballroom. 9 - 9:15 AM Welcome Antonius Bittmann, Associate Vice-President, Online Programs, Center for Online and Hybrid Learning and Instructional Technologies, Rutgers University Salon ABC Richard J. Novak, Vice President for Continuing Studies and Distance Education, Institution Salon ABC Keynote: What Does the Changing Landscape of Higher Education Mean for Institutions and Learners? 9:15— 10:15 AM Todd Hitchcock, Chief Operating Officer, Pearson Embanet With the continued, widespread adoption of online learning, college students are no longer bound by geographies. They understand that obtaining a degree is one of the largest investments of their lives and are becoming very savvy consumers. As student debt reaches 1.2 trillion dollars, and since the cost of an undergraduate degree has increased by 72 percent over the last 10 years, institutions are, and should be, thinking differently about how to provide quality, affordable and accessible higher education opportunities that deliver measurable results and improve learner outcomes. From faculty, administrators, legislators, to service providers and partners, we all own some form of accountability for the students’ success. This presentation will highlight the dramatic change that is unfolding in U.S. higher education, how technological advances, delivery models and the changing demographic of students are driving it, and the key trends that could affect institutions and their students in the future. *This session will be live streamed and will be available after the conference at https://onlinelearning.rutgers.edu/ruonline2015-livestream 20 RUONLINEHYBRID #RUONLINE2015 Thursday, January 15, 2015 Session A (10:25 AM — 11:10 AM) Brunswick C The Five M's Andie DiMarco, Assistant Dean, Online Instruction, Berkeley College Faculty who endeavor to teach online at Berkeley College go through a robust, informative training process. This process, the Five Ms, are support systems to ensure faculty success through Modeling, Mentoring, Meeting, Maturing, and Maintaining. Each support system involves the use and learning of technology and multimedia that promotes engagement and interaction. The key to successfully on boarding and retaining online faculty is to execute the Five M's process with a significant emphasis on collaboration and the use of technology to humanize the experience. This interactive presentation will provide multiple teaching and learning opportunities for training and developing online faculty. Woodbridge Mixing Modes: How to Strategically Select Courses for Alternate Delivery in Both Campus and Online Programs Karen Hundert Novick, Associate Dean, Rutgers University's School of Communication and Information If you are responsible for a campus-based program, how can you evaluate whether it is a good idea to offer some courses in online or hybrid formats? What criteria are meaningful for deciding which classes they should be? For online programs, how do you decide in what order to launch the elective parts of your curriculum? This presentation will cover how to think through these issues strategically to support decision making. ruonlinehybrid 21 Thursday, January 15, 2015 Session A (10:25 AM — 11:10 AM) Franklin (5th fl) Worth the Work?! Team & Collaborative Learning Anne-Michelle Marsden, Instructor, Department of Labor Studies and Employment Relations, School of Management and Labor Relations, Rutgers University This session highlights best practices and the presenter's experiences in designing and teaching online courses that involve teamwork and collaborative learning. Depending on design and implementation strategies, team and collaborative assignments can offer meaningful learning opportunities for the student - while also being a manageable endeavor for the instructor. Participants are encouraged to bring to the session their ideas and questions associated with team assignments and collaborative work. This session features group interaction and sharing. Salons ABC Going Online Moderated by Richard J. Novak, Vice President-Continuing Studies and Distance Learning, Rutgers; Antonius Bittmann, Associate Vice President of Online Programs, Rutgers University; James Geller, Professor, Computer Science, NJIT; Rachel Schwartz, Assistant Director of Online MSW Education, Rutgers University; Gale Spak, Associate Vice President of Continuing and Distance Learning Education, NJIT This panel presents some of the many challenges institutions face when entering the online education space. The discussion provides viewpoints by representatives of three different New Jersey institutions that offer a broad spectrum of online education, ranging from single online courses within otherwise traditional programs to fully online degree programs. Topics to be addressed include, among others, program marketing and branding; recruiting fully online students; administrative and organizational challenges; and compliance with various federal regulations and accreditation *This session will be live streamed and will be available after the conference at https://onlinelearning.rutgers.edu/ruonline2015-livestream 22 RUONLINEHYBRID #RUONLINE2015 Thursday, January 15, 2015 Session A (10:25 AM — 11:10 AM) Brunswick A Leveraging Streaming Media in Traditional Classrooms and Converging Institutional Media Assets Using a Unified Platform Abhishek Hegde, Service Delivery Specialist , NJVID Allison Ruppino, Manager and Senior Instructional Technologist, Stevens Institute of Technology More and more educators are adopting streaming media, be it video or audio to supplement the teaching and learning experience. We will see how using media to supplement teaching not only bolsters concepts taught in traditional classrooms, it also lets instructors act as facilitators that guide students through rich media and interpret what's seen and heard. Instructors also want to be able to maximize the integration between existing technologies such as a learning management systems, lecture capture systems while delivering media content to the student in a secure Learning on Demand environment. In this session we will also look at how Stevens Institute of Technology is using NJVID for faculty, staff and students to stream media content as well as securely categorizing and storing them with their preferred privacy settings. In addition we will see the success and growth of media usage using NJVID and its integration in courses at Stevens. NJVID is being used by institutions across New Jersey and other states as a streaming, publishing, archiving media platform that not only lets faculty and students upload content and share them easily but also make and make library licensed educational videos available through the same platform. ruonlinehybrid 23 Thursday, January 15, 2015 Session A (10:25 AM — 11:10 AM) Piscataway How to Organize, Deliver, Evaluate, and Archive Twitter Chats Barbara O'Neill, Distinguished Professor, Rutgers University Twitter chats are a synchronous learning environment where participants interact in real time using their Twitter handles. Participants gather at a specified time to discuss (tweet about) certain topics, questions, or issues. The glue that holds chats together is the designated hashtag which creates a running stream of tweets so everyone can follow the conversation. This workshop will describe how Twitter chats operate and the process of organizing a Twitter chat from start to finish. Bridgewater (5th fl) Applying Online and Hybrid-Learning Approaches to Traditional Classroom Courses Alexander Pichugin, Director of German Language and Culture Studies, Rutgers University With online and blended instruction proliferating both in MOOCs and at established colleges and universities including Rutgers, a new set of educational methods, techniques, and strategies has been developed by online instructors and course creators. This presentation evaluates the possibility and necessity of application of some of these methods and techniques specific for online or blended instruction to a traditional classroom setting. It offers an analysis of several techniques where online education traditionally excels aiming at finding the best way to productively bring them back to the traditional classroom reinvigorating and enriching the traditional offline instruction. 24 RUONLINEHYBRID #RUONLINE2015 Thursday, January 15, 2015 Session A (10:25 AM — 11:10 AM) Brunswick B Going Live: Extending the classroom Ericka Deglau, Director of the Intensive Weekend Program SSW, Rutgers University Amy Strickland, Assistant Director of the Intensive Weekend Program SSW, Rutgers University A hands-on demonstration of ClassLive, the synchronous online platform embedded in Pearson’s eCollege Learning Management System, with special attention to strategies that can engage students in interactive learning. Participants will use their laptops to access ClassLive and various tools, such as the ability to post powerpoints, the use of video-clips to stimulate discussion, polling, and the use of breakout rooms to enhance collaborative work. Thursday, January 15, 2015 Session B (11:15 AM — 12:00 PM) Brunswick A Enhancing student engagement with professors, content, and each other Erin McKinney-Prupis, Adjunct Lecturer at New York City College of Technology and Level II Public Health Doctoral Student Blackboard tools are used to create learning communities that enhance student engagement with professors, content, and each other. Blackboard Collaborate creates virtual world where classes can "chat" and share work. Collaborate virtual office hours are flexible and convenient. Professors and students share and edit documents, especially useful when assisting students in the learning process. Blackboard Groups and Discussion Boards are an unintimidating and innovative way for students to present and for peer assessment. Blackboard Tests encourage students to do readings. Students complete small multiple choice or open-ended tests created by professors that are automatically graded by Blackboard. ruonlinehybrid 25 Thursday, January 15, 2015 Session B (11:15 AM — 12:00 PM) Piscataway Igniting the Faculty Connection Nicole Guerrieri, Director of Digital Education, Barnes & Noble Nicole Guerrieri, Director of Digital Education at Barnes & Noble College will discuss how the company connects with faculty through the campus bookstore and will demonstrate the newest platform developed in partnership with Rutgers to seamlessly connect with faculty and deliver course materials to students through Pearson LearningStudio. Brunswick B Hearing the student voice: engagement and interactivity in an online course Christie DeCarolis, Instructional Designer, Rutgers University-Camden Dana Pilla, Spanish Instructor, Rutgers University-Camden Is it possible to teach a language course in an online, completely asynchronous environment? Yes! Learn how Dana Pilla, a Spanish instructor at Rutgers University - Camden, utilized video tutorials, VoiceThread, audio recordings in Tests & Quizzes, and publisher activities to teach Elementary Spanish I online using Sakai this past summer during which the students were required to frequently demonstrate their Spanish speaking skills. You'll see not only how Dana made her course highly interactive, but also how instructional designer Christie DeCarolis assisted in designing Sakai Lessons pages to create a structured and clearly organized course. 26 RUONLINEHYBRID #RUONLINE2015 Thursday, January 15, 2015 Session B (11:15 AM — 12:00 PM) Bridgewater (5th fl) Balancing Synchronous and Asynchronous Learning in Online Courses Michael Bitz, Director of the Instructional Technology , Ramapo College With any population of online learners, instructors need to balance asynchronous and synchronous learning opportunities. Synchronous online learning means that students and the instructor are live in real time on a digital platform. The session will demo a synchronous learning experience with participants as students. This session will examine best practices and platforms for synchronous online learning and demonstrate the importance of establishing synchronous learning experiences. The session will demo a synchronous learning experience with participants as students. Franklin (5th fl) Building a Blended Learning Boot Camp (BLBC) Sandra Miller, Deputy CIO, Center for Teaching and Learning with Technology (CTLT), William Paterson University Building a Blended Learning Boot Camp (BLBC) As an ongoing commitment to pursuing educational excellence at William Paterson University (WPU), we wanted to provide transformative opportunities for faculty moving from traditional to blended courses. We wanted to help them design effective blended courses. The focus of this presentation is to explain how WPU has successfully developed a Blended Learning Boot Camp (BLBC) that models the best practices instructors need to employ in their own courses. Lessons learned during the first Blended Learning Boot Camp will be shared. ruonlinehybrid 27 Thursday, January 15, 2015 Session B (11:15 AM — 12:00 PM) Raritan (5th fl) Why identity verification for online programs matter Verificient Technologies How do institutions know that the person receiving credit for an online course is the person actually completing the coursework and passing the assessment? Verifying the identity of students, while preserving the academic integrity and brand of an organization’s reputational standing - is no longer an option but becoming a requirement. What’s the acceptable balance between a student’s experience vs. an organization’s right to safe guard their online programs, while also complying to federal government standards of identity verification? How can online programs contribute to the affordability of education and comply to government standards by deterring, preventing and stopping financial aid fraud which is a taxing cost to government and tax payers, as required by the 2008 Higher Education Opportunity Act. Woodbridge New Rules: Rutgers and Online Learning Regulations Richard Novak, Vice President for Continuing Studies and Distance Education, Rutgers University “Back in the day” it was a much simpler world for online courses. An individual faculty member could decide to teach her or his course fully online and would do so without much thought, extraordinary preparation or repercussion. Not so today. The rules of engagement have recently changed at the state and federal levels and new compliance regulations are being monitored and reviewed by the regional accrediting bodies. Unfortunately, this situation is also a moving target as changes at the federal and state levels have continued to evolve. In this presentation, Dr. Novak will highlight some of these New Rules and will trace out the operational implications for online programs at Rutgers. While it is no longer simple to offer online courses, the Division of Continuing Studies, through COHLIT, has been committed to smoothing the pathway to the development and delivery of fully online courses. This presentation will also detail some of those efforts. 28 RUONLINEHYBRID #RUONLINE2015 Thursday, January 15, 2015 Session B (11:15 AM — 12:00 PM) Brunswick C Extracurricular LMS James Acevedo, Associate Director, Distributed Education, Office of the Provost Learning management systems excel at creating course sites but can also be extended and used for many learning activities and support outside the conventional course format. This presentation is for faculty, pedagogical support coordinators, technology support coordinators and online Program Administrators. Although typically LMSs are used for teaching and learning, this presentation will cover three examples of how Canvas/Blackboard was used for non-course-related purposes. For each case, a description of its usage, as well as the challenges and opportunities, will be described. Salon ABC Utilizing Varied Assessments in Science Distance Learning Courses Marc LaBella, Associate Professor of Science, OCC; Jeff Harmon, Director, e-Learning, OCC; Besa Luty, Chemistry instructor, Sussex County Community College Since 2006, Ocean County College has been designing and teaching Biology, Chemistry, and Physics distance learning courses, and it is now possible to earn an Associates Degree in Science entirely online. Additionally, many of the Science courses taught at Ocean County College have been recognized by Quality Matters and other organizations for their content, organization, and versatility. This presentation will focus on the utilization and efficacy of these aforementioned assessments, and will also describe how their integration into our DL courses enhances learning quality and measurability of student performance. Additionally, the role of lab kits and lab reports will be discussed in their role as an authentic forms of assessment. *This session will be live streamed and will be available after the conference at https://onlinelearning.rutgers.edu/ruonline2015-livestream ruonlinehybrid 29 Thursday, January 15, 2015 Lunch (12 PM—12:45pm) Salon ABC Lunch We have allotted a quick 45 minutes for lunch (desserts will be located on your table and coffee/sodas will be in Salons ABC). Thursday, January 15, 2015 Afternoon Keynote (12:45 PM— 1:45 PM) Salons ABC Keynote: Linking Regulations and Good Academic Practices Russell Poulin, Interim Co-Executive Director, and Deputy Director, Research & Analysis, WCET - WICHE Cooperative for Educational Technologies The goals for most federal regulations in higher education are to protect students, protect the federal investment in student aid, or both. In designing and offering courses there are a few regulations that you should keep in mind. This is true whether you are a faculty, instructional designer, advisor, or an administrator. We will examine a few of these regulations and how they can be linked to good academic practices. We will also briefly look forward to what we might expect on the near horizon for new or revised regulations. *This session will be live streamed and will be available after the conference at https://onlinelearning.rutgers.edu/ruonline2015-livestream 30 RUONLINEHYBRID #RUONLINE2015 Thursday, January 15, 2015 Session C (2:00 PM—2:45 PM) Salons ABC Building inclusive course materials and online content: Creating online content with usability and accessibility in mind Bill Welsh, Executive Director, the Office of Disability Services (ODS) , Rutgers University Christian Aziz, Manager of Accessible Technology and Information, OIRT and ODS , Rutgers University With a multitude of courses being taught online and in hybrid formats, online course content and associated materials are being accessed through many different avenues including web and mobile technologies. Furthermore, advances in technology and methods allow us to ensure that those with different abilities have better access to these resources. It is increasingly important to allow for equal access which involves knowing and employing best practices of usability and accessibility. In this session, we will discuss common ways in which usability and accessibility are overlooked and explore easy remedies that, when made an integral part of course creation, can enhance every learner’s experience. *This session will be live streamed and will be available after the conference at https://onlinelearning.rutgers.edu/ruonline2015-livestream Franklin (5th fl) PedTech: The Merger of Pedagogy and Technology to Give a Professional Edge to Academic Multimedia Projects Justin Smith, Senior Instructional Technologist , Berkeley College Online With the growth of online programs, the need to produce pedagogically sound and visually appealing multimedia presentations for online courses has increased dramatically in recent years. This presentation discusses ways to manage the process of developing multimedia projects with input from Instructional Technologists, Instructional Designers, and Faculty Members, as well as streamlining the storage and distribution of these projects in a growing online program. ruonlinehybrid 31 Thursday, January 15, 2015 Session C (2:00 PM—2:45 PM) Raritan (5th fl) Test Design: Writing Better Multiple-Choice Questions Monica A. Devanas, Director of Faculty Development and Assessment Programs, Rutgers University In this session we will examine strategies and techniques to improve multiple-choice test design, such as creating questions that go beyond the memorization and regurgitation model. Take a look at one of your multiple-choice tests. Is the “longest” answer usually the correct one? Is the correct answer frequently option “C”? Then you have fallen into the trap of poor multiple choice test design. Students can interpret facts, evaluate situations, explain cause and effect, make inferences, and predict results to assess critical thinking skills in a multiplechoice format. Even if effectively designed, is the test an accurate measure of student learning? Three issues need to be addressed: test item analysis (question difficulty and item effectiveness) will help; test reliability (Is this test consistent in what it measures?); test validity (Are you measuring what you think you are measuring?). To prepare for this workshop, each participant should review a multiplechoice test he or she created. Participants will be asked to contribute examples from these tests for discussion. Piscataway Using Piazza to Augment Basic Course Technologies Richard Metzger, Technical Head, Arts Online Division, Mason Gross School of the Arts, Rutgers University This presentation will give an overview of the use of Piazza to promote community learning, competency-based learning, in-class interaction, and student retention through the creation of media-rich student presentations, live interactive review sessions, and office hours. 32 RUONLINEHYBRID #RUONLINE2015 Thursday, January 15, 2015 Session C (2:00 PM—2:45 PM) Woodbridge The Effectiveness of Feedback Writ Large: Student Perception of Digitally-Delivered Feedback Jason Chu, Education Director, Turnitin Turnitin (turnitin.com) conducted a fall 2014 survey of nearly 3,000 students to gauge their perception of effective feedback--received feedback, that is, that students feel contribute to the success of their work. Questions about the types as well as the delivery of instructor feedback were asked in order to better understand what students perceive as effective feedback. One interesting finding is that despite the value that instructors may perceive the individual, one-onone conference as having as a way of sharing feedback with students; students did not ultimately find that format of feedback delivery to be most effective. What then did they consider to be effective feedback? Suffice it to say that they found feedback that was delivered digitally to be most effective. In this session, we will share key findings of the survey and discuss what the results suggest in the way of best practices for delivering feedback electronically that students will effectively receive. Brunswick C Learning Management System Migration: Decision through Implementation James O'Connor, Director of Distributed Education, Provost's office, The New School, New York This presentation discusses migration to a new learning management system (LMS) in a university of 10,000 students. The LMS is used in all classes, including approximately 200 classes each semester. The transition was accomplished in a single academic year, with a one-semester overlap of existing and replacement systems. It includes the evaluation of alternative platforms; implementation issues, including user support and the migration of content; and the results after two full semesters with the new LMS. ruonlinehybrid 33 Thursday, January 15, 2015 Session C (2:00 PM—2:45 PM) Brunswick B Turning Large-Lecture Lemons into Lemonade: Effectively Transforming the Large-Lecture Format into an Active, Engaging, Collaborative Learning Environment! Denise Kreiger, Instructional Design & Technology Specialist, School of Communication & Information, Rutgers University Sharon Stoeger, Director of the Information, Technology, and Informatics, Rutgers University Traditionally, large lecture hall courses consist of a lecture-based approach to teaching. In the gateway course for the undergraduate Information Technology and Informatics (ITI) major at Rutgers University, this approach has been the norm. But not anymore! This presentation describes the journey to transform the large lecture hall course (with up to 450 students) into an active, collaborative learning experience through online activities and virtual teams. One that engages students in learning, emphasizes higher-order thinking/skills, and creates a sense of community that can be lacking in such a format. Join the presenters as they discuss how they partnered in this challenging course redesign and made lemonade! Brunswick A Creating a library presence in course management systems Mei Ling Lo, Mathematics/Computer Science Librarian, Rutgers University Libraries Jill Nathanson, Reference and Instruction Librarian, Rutgers University Libraries This session will review many of the library resources and services that can be used by faculty and students in their online and hybrid courses, and explain how faculty can create a library presence by including them within their course management tool such as Blackboard, eCollege and Sakai. We will share guides and training materials designed specifically for online faculty and students. We will explain how to embed library materials such as research guides, librarian help services, and links to articles, video, and audio directly in your courses. 34 RUONLINEHYBRID #RUONLINE2015 Thursday, January 15, 2015 Session C (2:00 PM—2:45 PM) Bridgewater (5th fl) Turning Homework on its Head: Deeper Learning by Putting Students in Charge Michael Bieber, Professor, Information Systems Department, NJIT CLASS (Collaborative Learning through Assessment) creates learning opportunities, increases student motivation for learning, and deepens learning through active participation in the entire Problem Lifecycle. CLASS actively engages students in every Lifecycle stage (including crafting problems for peers, providing solutions, peer grading, and disputes involving self-assessment) for homeworks, quizzes, exams and other activities. We briefly demonstrate our prototype used at NJIT in ethics and computing courses We present experimental results along with really interesting issues, such as motivating students, assessing learning, learning to design and use rubrics, anonymity, trusting peers, when students don't participate, and gaining instructor enthusiasm. Thursday, January 15, 2015 Session D (2:55 PM—3:40 PM) Brunswick A Massively Online Making: Education Design for Virtual Making to Real Making Rick Anderson, Director of Virtual Worlds , Rutgers University At COHLIT we are developing a Massively Online Course for Making. In this phase we’ve are designing a course that includes hands on making using a design driven approach. This presentation goes into detail about what technologies are included, what are the design issues in making virtual designs into real projects. Then we will demonstrate some of the technology we’ll be working with. Then we will look at how we can get the materials to the students, and how the projects are reviewed if the course is taken for credit. ruonlinehybrid 35 Thursday, January 15, 2015 Session D (2:55 PM—3:40 PM) Brunswick C Beyond the studio: Using Voicethread to support online studio courses, and enhance learning experiences Shira Richman, Instructional Designer, Provost Office, The New School It is difficult to teach studio courses online, especially to replicate class critiques which is a key component of studio courses. Voicethread has enabled instructors to connect and support a large community of students across the globe, and allows for dynamic, engaging critiques. Franklin (5th fl) Digital Tools and Techniques for Teaching; Creating Connected Online Communities for Learning Cynthia Pope, Instructor, Rutgers University This presentation demonstrates the researched digital tools and digital techniques that help to develop feelings of connectedness shown to keep students committed to learning together online. Instructors interested in creating blended or fully online learning experiences will see a range of strategies and tools that they can use with their students to foster collaborative learning. From asynchronous communications to video screencasts, participants will learn unique instructional strategies that can be used in online teaching environment Raritan (5th fl) Exploring What’s New in the Learning Studio (eCollege) David Schober, Instructional Technology Specialist, COHLIT, Rutgers; Chris Valera, Asst. Director IT, COHLIT, Rutgers. Geared to intrigue the minds of novice through the experienced users, this session will provide a brief but thorough overview of the Pearson Learning Studio, specifically as it has been utilized at Rutgers. You will be shown how to navigate through the basic functions of designing a course, as well as some recent enhancements that have been implemented within the system. To give you a jump start, you will also preview features that are set to debut in 2015. As technology is constantly changing, the hope is that you’ll leave this session adopting a new tool or idea to transform your online course. 36 RUONLINEHYBRID #RUONLINE2015 Thursday, January 15, 2015 Session D (2:55 PM—3:40 PM) Brunswick B Active learning online – strategies for getting real student engagement Tony Luckett, Director of Instructor Success and University Partnerships, Piazza Professors everywhere struggle to initiate and sustain student engagement. With trends in higher education pointing to larger classes, floods of instructional tools, and students embracing more online courses, you might find yourself overwhelmed, asking: Which tools should I use? Who among my peers is successfully adjusting to these trends? Which students might I reach that I haven’t previously? How do I offer personalized attention to my students without being available 24/7? This workshop will take a close look at three case studies from leading STEM professors who are leveraging technology to meaningfully engage their students in hybrid and online learning environments. We will explore the context and structure of each class – why they decided to use this particular model, at this time, for this class. We will also dig deep into the benefits and challenges each professor faces in his/her class and what the key decision points were that led to their particular use of technology. Participants will also experience a brief, detailed introduction to Piazza, its features, as well as best practices. Read what Dr. Doug McKee, Associate Chair and Lecturer, Department of Economics, Yale University, had to say about his experience with Piazza see http://bit.ly/1zdAkn5 ruonlinehybrid 37 Thursday, January 15, 2015 Session D (2:55 PM—3:40 PM) Bridgewater (5th fl) Curbing Plagiarism: Course Design and Critical Thinking Barbara Angeline, Instructor of Dance Arts, Mason Gross Dance Department & Arts Online, Rutgers University Online courses are frequently or fearfully criticized for their lack of rigor and attention to academic integrity. Increasingly stressed-out students turn to plagiarism as a coping device for overloaded scholastic and work schedules. This workshop explores course design strategies that limit possibilities for plagiarism and support students in their academic integrity. Topics of discussion will include: 1. Strategies for educating students about plagiarism. 2. Connecting critical thinking, course content and original ideas in class discussions. 3. Exam questions and strategies that maximize assessment of course content and curb plagiarism 4. Additional considerations for courses that run for several semesters. Woodbridge Beyond Tricks, Tips, and Trends: How online student engagement levels are impacted by Social Networking and Gamification Elizabeth Adkins , Director of Instructional Design, Pearson Embanet™ Learner engagement provides a powerful opportunity to strengthen program retention, outcomes achievement, and student motivation. Within online and hybrid learning contexts, trends in social networking and gamification have become popular avenues for examining engagement. Current research in both areas shows that while motivation can be positively impacted, important considerations must be made for performance-based measures. This session will provide a brief overview of current literature and highlight practical applications for implementing best-fit practices driven by objective-based alignment. 38 RUONLINEHYBRID #RUONLINE2015 Thursday, January 15, 2015 Session D (2:55 PM—3:40 PM) Salons ABC Theory + Best Practices = Effective Recorded Lectures & Presentations Steve Garwood, Assistant Dean for Instructional Support and Assessment, School of Communication and Information, Rutgers University This presentation will explain how recorded lectures, presentations, and worked-examples can be improved for student learning by incorporating Richard Mayer's principles of coherence, signaling, redundancy, segmenting, modality, multimedia, personalization, voice, and images. Further, it will review best practices from online and hybrid instructors that can lead to greater efficiency and time savings for instructors and instructional designers. *This session will be live streamed and will be available after the conference at https://onlinelearning.rutgers.edu/ruonline2015-livestream Piscataway Copyright Guidelines for Online, Hybrid, and Classroom Teaching Janice Pilch, Copyright and Licensing Librarian, Rutgers University Libraries The Rutgers University Copyright Guidelines for Online and Hybrid Teaching were introduced in January 2014. This presentation, based on those guidelines, addresses copyright, licensing, and other intellectual property issues relevant to online, hybrid, and classroom teaching. It covers the basics of copyright law, contract law for digital resources, copyright policies and practices at Rutgers, the copyright landscape in higher education, open access teaching content; educational use of copyrighted works in all formats; distributing works through course management systems; posting works to faculty websites or online; use of works in ereserve systems; streaming; student uses of copyrighted material; showing films in the classroom and on campus; and videotaping in the classroom. ruonlinehybrid 39 Thursday, January 15, 2015 Session E (3:45 PM — 4:30 PM) Brunswick A Remembering 2014: Topics and trends in asynchronous online learning Lauren Davis, Instructional Technology Specialist, Jersey Child Support Institute, Institute for Families During this session, an Instructional Technology Specialist from the New Jersey Child Support Institute will review and discuss some of the innovations, topics, and nightmares that dominated the conversation for those developing in rapid authoring tools in 2014. Who should attend? This session is appropriate for anyone using or excited about the use of rapid authoring tools to increase engagement in asynchronous learning. Topics will include 508 Compliance (Americans with Disabilities Act), Asynchronous Engagement, NJCSI Showcase and a few free tools. Bridgewater (5th fl) Creating Prezi Presentations as Video for Asynchronous Use Frank Bridges, PhD Candidate / Part-Time Lecturer, Rutgers School of Communication and Information This presentation is for instructors who put presentations online hybrid, fully online, or as supportive material and it is also for students wishing to know how to create a video of their presentation. Salons ABC Video, Audio and Multimedia Applications for Education Peter Troost, Assistant Director of Technical Operations and Production, Rutgers University iTV Studio Deb Andriano; Peter Mattaliano, Dir. Educational Media, COHLIT; Rachel Schwartz, Assistant Director of Online MSW Education, Rutgers University The many uses for video, audio and multimedia in learning: from online modules, TED lectures, MOOCs, Coursera and podcasts; it's a vast new world for instructors, teachers and students alike. Where and how you can learn, as well as why certain content is more valuable in a digital format. The panel will explore and discuss quality, delivery and course integration. *This session will be live streamed and will be available after the conference at https://onlinelearning.rutgers.edu/ruonline2015-livestream RUONLINEHYBRID #RUONLINE2015 40 Thursday, January 15, 2015 Session E (3:45 PM — 4:30 PM) Franklin (5th fl) COHLIT Office of Instructional Design Joseph Evanick, Program Development Specialist ; Arthur Schneider, Instructional Design Specialist; Priscilla Hockin Brown, Instructional Support, COHLIT, Rutgers University Learn about the Rutgers Office of Instructional Design (OID) and what we offer. We can enhance your student’s learning experience by providing structured methodologies and increase your educational technology skill-set at the same time. We provide instructional design services and consultation on every LMS at Rutgers used with for-credit courses (eCollege, Sakai, Blackboard, Moodle), non-credit courses (Learner Community) and MOOCs (Coursera). Come and learn about the training sessions on a regular basis (scheduled face-to-face and online) as well as the Online Teaching Certificate workshops. We’re also able to produce custom training resources and deliver custom trainings or presentations to groups or departments by request. Our team has a wealth of experience applying collaborative technologies and developing new approaches to teaching & learning through technology. OID is your one-stop-shop when it comes to online learning at Rutgers! Raritan (5th fl) Catching Falling Stars: How Self-Perception Affects Outcomes in e-Learning Jack Kelnhofer, Dean of e-Learning Faculty; Katheen Mohr, Supervisor of e-Learning Advising; Veronica Guevara, Coordinator of Academic Support, the Writing Center and Associate Adjunct Professor of English, OCC This presentation considers how self-perception influences student success in an online course. As every online instructor knows students very often arrive in a distance learning course with a nearly unassailable self-concept as either a highly-skilled user of technology or as a hopeless technophobe that will never master the course platform. Once this self-perception takes hold it affects everything the learner does throughout their time as an online student. The cross-functional team at Ocean County College present a consideration of the affect self-perception has on distance learning from a holistic perspective. ruonlinehybrid 41 Thursday, January 15, 2015 Session E (3:45 PM — 4:30 PM) Brunswick C Designing and Assessing an online public speaking course Nick Linardopoulos, Public Speaking Course Coordinator, Rutgers School of Communication and Information The purpose of this presentation will be to reflect on the assessment of the outcomes associated with the development of a public speaking course for online delivery. Special emphasis will be placed on the course design, assessments and the incorporation of the QM Rubric in order to meet the learning outcomes of this course in an online setting. Brunswick B Toward the development of effective online STEM learning environments through academic social networks Darrin York, Professor Chemistry & Chemical Biology, Rutgers University Considerable challenges exist in the effective teaching of large gateway STEM courses, particularly at large universities with very high enrollments. In this talk, we present some of the strategies we have explored at Rutgers for using online technologies in support of education in General Chemistry. In particular, we present several innovative adaptive online learning technologies that, together, pave the way for the development of new Academic Social Networks (ASNs) that allow students to logically connect with one another in study groups or for one-on-one peermentoring centered on general chemistry concepts and problem solving. These online tools offer the potential to create new online eLearning environments that enhance the student experience, provide social incentives for academic excellence, and deliver a higher level of personalized instruction. Piscataway Infusing Experiential Education into On-line Pedagogy William Sciarappa, County Department Head, NJAES This presentation provides documented results of my two main courses - Organic Farming and Environmental Issues. Similar content was taught conventionally, as a hybrid format or totally on-line over an 8 year period. I will provide comparative data as to student learning, knowledge gain, satisfaction, grades, 42 RUONLINEHYBRID #RUONLINE2015 Thursday, January 15, 2015 Session E (3:45 PM — 4:30 PM) educator evaluation, and course assessments. Also, explanations will cover the following questions: A. What is experiential education and why it is effective in learning retention. B. How humans differ in learning modes. C. How centers of the human brain process and store sensory experiences as short and long-term memory. D. Why hybrid and on-line formats function well for today's students. Woodbridge On-line class size and the Reality of Humanities Teaching and Learning Lisa Nocks, Senior Lecturer, Federated Department of History, NJIT Online space is not unlimited space. High online course enrollment poses challenges to student retention and success. To inspire straightforward discussion about the real cost of this trend, I describe specific humanities course experience, and encourage creative thinking about managing courses that are discussion and writing heavy. Thursday, January 15, 2015 Closing (4:30 PM — 5 PM) Salon ABC Closing remarks Antonius Bittmann, Associate Vice President of Online Programs, Rutgers University Please join us for our closing remarks, a review of the conference game and awarding of prizes! *This session will be live streamed and will be available after the conference at https://onlinelearning.rutgers.edu/ruonline2015-livestream ruonlinehybrid 43 Look for information on the 2016 Seventh Annual RU Online & Hybrid Learning Conference at onlinelearning.rutgers.edu Looking forward to seeing you next year! 55 Commercial Ave. Public Safety Building, Suite 201 New Brunswick, NJ 08901 (848) 932-4702 Onlinelearning.rutgers.edu [email protected]
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