October 15-18, 2018

Las Vegas, Nevada

Conference Workshops

Register Today


Monday, October 15, 1:00-4:30 PM

 

Workshop 1: Writing Instructional Content for Learnability

Abstract: Review learning content and you’ll often see things that make it more difficult to learn. Content written at the wrong level or for the wrong audience. Or worse yet, for no particular audience. Content that is unclear, wordy, or difficult to understand. The list goes on…

The good news is that research provides instructional, writing, and information design principles that show us how to make it easier to learn from instructional content. In this hands-on session, participants will apply research-based tactics from Dr. Shank’s Write and Organize for Deeper Learning book to make instructional content:

  • Clearer and easier to understand,
  • Easier to learn, and
  • Easier to remember and use.

These tactics make instructional content is easier to learn and use.

Bring a laptop and a short portion of your own content in a digital format so you can edit it. Leave with better content! (People who do not wish to use their own content can work with others so these requirements are optional).

 

Patti Shank, Do What Works

Workshop Presenter: Patti Shank, PhD is a learning designer, researcher, analyst, and author who is recognized internationally for her contributions to the L&D field. She is known for pragmatic, evidence-based strategies and tactics for the design of instruction.

Patti speaks regularly at training and learning technology conferences and is the author of Write and Organize for Deeper Learning, Practice and Feedback for Deeper Learning, and Manage Memory for Deeper Learning. These books are part of the Deeper Learning series, which offer practical tactics for improving outcomes based on research.

Patti was the research director for The eLearning Guild, an award-winning contributing editor for Online Learning Magazine, and her articles are found on ATD Science of Learning and Senior Leaders Blogs, eLearning Industry, and elsewhere. Website: pattishank.com.

Patti completed her Ph.D. at the University of Colorado, Denver. Her research on new online learners won an EDMEDIA best research paper award. She lives in Monument, Colorado, USA.


Workshop 2: How to (Technically) Build an Online Course with (Effectively Designed) Asynchronous Peer Video Exchange

Abstract:This workshop will teach the overarching and practical skills needed to develop an online course that includes multimedia content while operating within a systems analysis approach.  During the session, we will cover methods of setting expectations for leadership, in-depth learner analysis, correlating pedagogies with educational technologies, and tips and tricks for technical success.

Workshop skills and processes will be discussed, set, and delivered within the context of presenting a project that includes the use of Canvas, Camtasia, and PracticeXYZ software to deliver a course on feedback for physician scientists on faculty at the University of Pennsylvania School of Medicine.  This course incorporated asynchronous video for peer-to-peer feedback, a process which will be shown.

Participants will be provided: an original heuristic that can be applied to their own projects, best practices for preparing weary on-camera subjects, and tool tips for Camtasia, Canvas, and PracticeXYZ.

Stephanie Taitano, University of Pennsylvania, Perelman School of Medicine

Workshop Presenter: Stephanie Taitano  is a learning and development specialist with expertise in the design, development, and implementation of instructional and assessment products and services through web, mobile, and face-to-face delivery modes. She has over twenty years of experience working with start-up ventures, large corporations, and in higher education, where she has supported faculty in the areas of educational technologies, such as online course platforms, social e-learning media, gamification, and mobile learning paradigms, and pedagogical strategies. Stephanie began her career at Edvision.com, now a part of Scantron, a start-up venture capital company in San Diego, California, and moved from there to be the Product Manager for Online Assessment Systems at Jostens Learning Corporation. She has taught at Saddleback College, the University of Texas in Arlington, Rowan University, and held administrative positions in professional development and educational technologies at West Chester University and the University of Pennsylvania. She has degrees from the University of San Diego (BA) and the University of Texas Arlington (MA), certifications from Lern in Online Faculty Development and SLOAN in Mobile Learning Mastery and Social Media for Education, has published in the Rocky Mountain Review of Language and Literature, and presented at the Association for Talent Development annual conference, Educause, the Pennsylvania Education Technology Expo and Conference, the The Pennsylvania/Delaware/New Jersey Distance Learning Association (PADLA) conference, the NYC Social Media Strategies Summit, and Quality Matt


Workshop 3: eLearning Project Management: Adding Value to Your Marketability

 

Abstract: The ability to manage and eventually lead e-learning project teams is a critical skill set for building your career. In this workshop, you will learn how to apply project management principles, practices, and tools to e-learning projects. Specifically, you will (a) examine the synergy between project management and e-learning design, (b) explore the skill sets common to both the designer and the project manager, (c) discuss some practical examples of how designers integrate project management processes and techniques into their design and development projects, and (d) apply six evidence-based best practices for e-learning project management success. The workshop will include practice exercises, opportunities for questions, as well as tips for marketing your project management skills as a professional differentiator.

 

Shahron Williams van Rooij, George Mason University

Workshop Presenter: Dr. Williams van Rooij is associate professor in the Instructional Design and Technology program at George Mason University. Her passion for Learning and Development was fueled by more than 20 years of corporate experience that included management positions in learning technology solution development, software marketing, and market research in the financial and advertising industries. Since transitioning to academia in 2007, she has published more than 20 articles in peer-reviewed journals and contributed to reference volumes, including the edited book Cases on Educational Technology Planning, Design, and Implementation: A Project Management Perspective(IGI Global, 2013). Dr. Williams van Rooij speaks regularly at conferences and symposia. Her latest book is The Business of Learning Design and Technologies published by Routledge.

Dr. Williams van Rooij received her Ph.D. in Education with a concentration in Instructional Design and Technology and a minor in Software Information Systems from George Mason University. She also holds a doctorate in Quantitative Methods from the Graduate Center of the City University of New York and the Project Management Professional (PMP©) credential from the Project Management Institute, Inc.

 


Tuesday, October 16, 10:15-12:45 PM

Workshop 4: Modeling TPACK in Graduate Coursework to Promote Technology Integration and Leadership

 

Abstract: The purpose of this presentation is to share instructional strategies used in the presenters’ team-taught graduate course, Educational Change and Technology.  The presentation will describe how the authors modeled ways to promote and lead technology use, effective pedagogy, and increased content knowledge for their graduate students who are also in-service PK-12 educators.  In accordance with the TPACK framework (as it exists today and is attributed to the work of a number of scholars, including Shulman (1986), Hughes (2013), Angeli & Valenides (2005), and Thompson & Mishra (2007)) the presenters will describe their team-teaching approach, technology tools and resources used in the course, strategies for leading change in technology integration, and assessment procedures.  The content of the presentation will include an overview of the course, strategies used for increasing students’ TPACK, including specific examples of modeling effective practices, and resources that supported students’ TPACK growth.  The session will also describe ways in which leadership skills may be developed to support technology integration in PK-12 settings.

 

Susan Sibert, Indiana University of Pennsylvania

DeAnna Laverick, Indiana University of Pennsylvania

Workshop Presenters:  Susan Sibert and DeAnna Laverick, Indiana University of Pennsylvania. The presenters team-taught a six-credit Master’s level course, Educational Change and Technology, a course within a 36 credit Master of Education program at Indiana University of Pennsylvania, one of 14 universities in the Pennsylvania State System of Higher Education.

 

 

 


Wednesday, October 17, 10:15-12:45 PM

Workshop 5: Let’s Design and Develop a Global Open Classroom…Together!

Abstract: In this 3 hour workshop we will design a short (4 hr per week) MOOC, and identify proactive measures that support our MOOC’s success in the long term. We will map our course, use ready resources to make development more agile, and apply best practices to facilitate engaging course experiences.

Workshop Presenter: Lisa O’Neill’s institution just registered its 2,000,000th MOOC participant. This represents 1.27 million global learners. 37,500 people within this group paid a fee, were formally assessed, and have received a certificate. Some of these learners are on campus right now, taking a MOOC to ‘get ahead’ of the curve in their Engineering program. Others are taking an Aerospace MOOC that will give them credit for one of their program electives. All of these learners are part of a global community who wish to develop in ways that may not fit a traditional, on-campus model of teaching and learning.

 

Wednesday, October 17, 1:45 – 4:15 PM

Workshop 6: Digital Storytelling for all Learner Levels: Using iPad Apps to Engage Learners with Digital Media.

 

Abstract: This session provides participants with the tools to implement digital storytelling into their educational context. iPads and digital production have been linked since the first iPads were released, and their simple use for capturing and sharing stories is represented in all levels of education. The workshop will provide participants with a set of skills that enables digital storytelling – including examples and opportunities to develop stories of their own.

 

Workshop Presenter: Dr. Nathaniel Ostashewski is an Assistant Professor at Athabasca University (Alberta, Canada) specializing in the field of Online and Distance Education. His current research and practice focus on the implementation of online and blended education and solutions for effective teaching at large scales in MOOCs. Other research he has led in the past involved the design and delivery of teacher professional development utilizing Web 2.0 and networked environments, and the design and delivery of mobile technology integration, such as the iPad2, into the classroom.


Thursday, October 18, 10:15-12:45 PM

 

Workshop 7: Introducing A Cost-Efficient Approach to Design Effective Augmented Reality Learning Experience in K-12 Classrooms Through Using Free Applications

 

Abstract: The workshop aims to introduce how to efficiently develop and design augmented reality (AR) learning experience in K-12 classrooms by using free mobile applications. Due to the popularity of AR tools in today’s society, many studies have indicated the effectiveness of integrating AR tools in K-12 classrooms to enhance students’ learning experience and outcomes in various subject areas (Bacca et al., 2014; Kurubacak & Altinpulluk, 2017). Although there is a trend of using AR in classes, because of lack of financial support or training on how to create AR learning experience in a low-cost manner, many K-12 school teachers could not take advantages of the affordances of AR technologies in their classrooms to benefit their students (Kurubacak & Altinpulluk, 2017). Thus, the 3-hour workshop will provide K-12 teachers and teacher candidates an opportunity to understand the current trends of AR technologies, affordances of AR in K-12 classrooms, and free AR creation applications. Finally, the intended audience will have hands-on experience of planning their AR lessons and developing AR learning materials on a free mobile application. The audience is expected to know about the cost-efficient way of developing AR materials and reconsider the benefits of adopting AR in their classrooms

 

Workshop Presenter: 

Xinyue Ren is a Ph.D. candidate in an Instructional Technology program with specializations in emerging technologies, augmented and virtual reality, online learning and teaching, mobile learning, open education, and instructional design.

She has made contributions to the field of educational technology. For example, Xinyue Ren, has done extensive studies in the field of instructional technology and presented my research on many international academic or professional conferences in the past few years. She has worked on various kinds of instructional design projects, including library student worker training, “coding for kids” program, open educational resources workshop, alternative textbook project, ISTE standard curriculum project, AR tools workshop, and museum customer service training. She also took participated in an international instructional design competition and became one of three finalists.

Moreover, Xinyue Ren served as a reviewer for an edited onboarding volume and different academic conferences, including AECT (Association for Educational Communication & Technology), E-Learn, TESOL International Convention, and a regional EdTech conference.

Xinyue Ren was also invited to offer the AR tools in K-12 classrooms workshop during a Summer Technology Teacher Institute in 2018. The institute aimed to provide a professional development opportunity for PK-12 teachers, teacher educators, and teacher candidates in the state. She provided a workshop for a group of 20 PK-12 teachers during the institute and received positive feedback during evaluation.

 

Thursday, October 18, 10:15-12:45 PM

 

Workshop 8: Selecting and Implementing a new Learning Management System: The Good, The Bad,
and the Ugly

 

Abstract: This session will recount a College’s two-year journey to select and implement a new Learning Management System (LMS). This project included migrating over 40,000 courses from multiple systems
onto a single platform over a 6-month period. Participants will be provided with several resources that they can reuse or adapt.

Patrick Devey, Algonquin College, Canada

Workshop Presenter: Dr. Patrick Devey is Dean of the Centre for Continuing and Online Learning at Algonquin College (Ottawa, Canada). At Algonquin, Patrick oversees a team of over 30 employees and 150 online course
facilitators who deliver over 100 online programs and 1,000 online courses annually. Under his
guidance, annual course enrolments have surpassed 35,000 for the first time in the College’s history this
past last year. Recently he led Algonquin College’s successful transition to a new Learning Management
System.
Patrick has over 15 years of experience as a senior executive in digital learning in higher education and
in corporate training. He earned his doctorate from Concordia University (Montréal, Canada) where he
studied the retention patterns of undergraduate students in online courses using learning analytics. He
is passionate about instructional design in eLearning, building and managing online learning teams, and
is a fervent advocate of eLearning as a strategic priority for post-secondary institutions. He continues to
design, develop, and teach online courses as a faculty member at McGill University (Montréal, Canada),
and is a board member of OntarioLearn, the province of Ontario’s consortium that oversees the
collaboration of its 24 colleges in sharing online curriculum and services.