Workshops are Monday, November 4, 1:00-4:30 PM
Abstract: No need to be an experienced online learning author! Come and make your first e-learning micro-learning professional development using Adobe Captivate 2019. Learn the basic tools to allow you to create highly interactive, results driven e-learning content in small bites to drive change in your organization. Combine vivid graphics with your content to bring content to life with interactive simulations, navigation, video, quizzes, and much more. Use the provided templates to get your professional development to your learners quickly and efficiently!
- Participants will receive an in-depth guided tour of the Adobe Captivate authoring tool.
- Participants will learn the basics of the tool through a series of practice activities that build capacity with the program.
- Participants will explore sample projects to discover the possibilities of the authoring tool in creating an on-demand rich learning experience.
- Participants will create their own project, focusing on a topic of their choice.
- Participants will be given resources to develop a plan for continuing their work with Adobe Captivate after the workshop is completed.
Presenter: David Mahaley, M.A., has been involved in innovation in education for over 29 years as a teacher, technology consultant, administrator, and e-learning developer. He has his Masters in Educational Technology Leadership from George Washington University and holds several National and State level certifications. He is a Certified Adobe Captivate Specialist and uses this authoring tool to create highly interactive learning solutions for businesses, education institutions and other organizations. He has led education technology initiatives and authored several books on technology use in the classroom. David has served as an organization consultant, speaker, and workshop leader for many events including sessions at SITE, ISTE, EdMedia, FETC, NCTIES, and founded the Teaching & Learning with the iPad Conference Series.
Abstract: When costly commercial content is replaced with Open Educational Resources (OER), a barrier to participating in education is removed. In this workshop, an OER Coordinator, an undergraduate mass section faculty member, and an undergraduate student and academic support assistant offer tips, tricks, and walkthroughs to engage with OER. The presenters will describe possible avenues with OER, specific changes that can be made to coursework over time, then invite participants to find or map out the creation of their OER during the workshop. The presenters share their selection criteria for open data, open textbooks, and open assignments. Tools will be shared with and used by participants to systematically map out learning objectives from existing publisher content onto free resources, to develop assessment and evaluation questions, and deploy them through LMS.
- To workshop aims to walk participants through the OER adoption/authoring process from start to finish using a browser and participants’ understanding of their course content and learning objectives.
- We offer tips, tricks, and possible routes for OER adoption or authoring presented by an OER Coordinator, an undergraduate mass section faculty member, and an undergraduate student and academic support assistant.
- This workshop will share lessons learned from changes made to a mass section coursework over the last three years as the presenters developed and deployed assignments and assessments based on open data and then using open textbooks they edited and also authored.
- Participants will be asked to engage with OER repositories using their browsers to map out possible titles, topics, assignments types and overall routes for adoption.
- Participants will develop action plans for OER adoption, use and share selection criteria, create process maps for supporting existing learning objectives using OER.
- After a walkthrough, participants develop assessment questions and assess the feasibility of deploying them through their LMS.
Presenters: Emese Felvégi is a Senior Professor of Practice at C.T. Bauer College of Business at the University of Houston. She teaches hybrid and face-to-face undergraduate mass sections with over 2,000 students annually and has recently edited and authored Open Educational Resources (OER) published through University of Houston Libraries on Pressbooks. She is a proponent of OER and is the co-author of five books, five book chapters and over twenty journal articles on new literacies, technology integration, and learner motivation. Emese is a 2019 recipient of The University of Houston Teaching Excellence Award for Innovation in Instructional Technology.
Ariana E. Santiago is the Open Educational Resources Coordinator at the University of Houston Libraries, where she leads the planning, implementation, and assessment of an open educational resources program. Ariana earned an M.A. in Applied Learning and Instruction from the University of Central Florida and an M.A. in Library and Information Science from the University of South Florida. In addition to open education, her interests include information literacy, undergraduate student success, and diversity, equity, and inclusion in libraries. In 2019, she completed the Scholarly Publishing and Academic Resources Coalition’s Open Education Leadership Program.
Robert M. McCarn is an Undergraduate Researcher and Academic Support Assistant at the C. T. Bauer College of Business at the University of Houston. Robert developed and deployed Open Educational Resources in Pressbooks for Introduction to Computers and Management Information Systems, a mass section hybrid and face-to-face course. Robert is currently earning a B.B.A. in Management Information Systems at C.T. Bauer College of Business with a focus on project management and data analytics. His areas of interest include open data, sociological impacts of machine learning, and integrated assistive technologies.
Abstract: One of the most challenging parts of designing an asynchronous e-learning program is writing questions that foster interaction and assess learning. Part of the problem results from the limited ability of computers to process responses to questions (even with all of their sophisticated capabilities). Most of the software for creating e-learning programs limits questions to those that can be easily processed: true/false, multiple choice, drag-and-drop, and fill-in-the-blank. But perhaps part of the problem is that e-learning designers let these mechanics of questioning interfere with the conceptualization of question. Starting that process of reconceptualizing questions is the purpose of this interactive workshop. It begins with opportunities to address challenges in writing test questions. Those challenges become a springboard to exploring specific suggestions for writing engaging, relevant, and validated questions.
- Describe the relationship between learning objectives and test questions
- Develop test questions that really test the knowledge you intend to teach
- Develop authentic exercises that engage e-learners while remaining focused on the intended outcomes
- Describe strategies for providing meaningful feedback to e-learners
Presenter: Saul Carliner, Concordia University Department of Education, E-Learn Program Chair
Workshop 4: A Dream Come True: A Technology Professional Learning Model that Promotes Teacher Buy-in, Voluntary Participation, and a Culture of Continuous Learning
Abstract: School leaders are challenged to implement effective technology professional development; however, recent professional development models designed to increase teachers’ technology use have been unsuccessful (Laferriére, Lamon, & Chan, 2006; Lawless & Pellegrino, 2007). In this BYOD, hands-on workshop, learn from researchers and practitioners to build a successful professional learning model unique to the participants’ setting and technology integration needs. Participants will glean insight into professional development gaps that include teachers’ technology adoption stage, self-efficacy, self-perceived barriers, and previous participation in PD: essential components that impact technology integration. They will leave with materials to establish baseline data to implement a viable program. With teacher buy-in, user-friendly resources, and support systems in place, successful technology integration whether it is for parent communication, testing, software application, Makerspace, or FABLAB integration, success is in sight!
- To understand the theories behind the actions for effective technology integration that include, objectivism, constructivism, and social cognitivism.
- To understand the frameworks behind the actions for effective technology integration that include, SAMR, TPACK, and PLCs.
- To develop an effective professional learning model that utilizes research-based practices.
- To understand and apply the professional learning community (PLC) framework.
- To understand the importance of creating a culture conducive to learning for all.
- To understand teacher motivators for participation in professional learning.
- To understand the supports needed for learning and utilizing technology.
- To collaborate with peers to create a meaningful professional learning model unique to individual sites.
- To present a draft plan to fellow participants.
Presenters: Dr. Mary Rodgers is a faculty member in the School of Education for William Carey University. Her previous positions include classroom teacher, online teacher, administrator and professional learning coordinator. Based on her online and brick-and-mortar teaching experiences, Dr. Rodgers has presented on technology integration topics at conferences to include the Society of Information Technology in Teacher Education (SITE, 2013) and the Mississippi Educational Computing Association (MECA, 2017). Dr. Rodgers developed a successful professional learning model for her district that is in its third year and the Model Technology Classroom program that is in its sixth year. She has a passion for professional learning and meeting teachers where they are to positively impact student learning.
Dr. Penny Westfaul is currently director of curriculum in a south Mississippi school district. Her previous positions include teacher, assistant principal, and principal. Dr. Westfaul is involved in professional development related to the FABLAB implementation. She has developed a successful, research-based framework to implement professional learning communities (PLCs) district-wide. She feels exciting, technology-based online professional development programs will equip educators to move toward a deeper, more child-centered level of technology integration. Dr. Westfaul has tremendous zeal for educational innovation and works with her team to provide teachers with professional learning, instructional support, and resources to prepare students for future educational and career endeavors.