Podcasts about educause review

In higher ed, like in most fields, learning continues after employment. In this episode, Tolu Noah joins us to discuss strategies to design and facilitate effective workshops and professional development. Tolu is an educational developer with 16 years of teaching experience in higher ed and K-12. She received the 2019 Teaching Excellence Faculty Award at Azusa Pacific University and was named by EdTech Magazine as one of the 30 Higher Ed IT Influencers to Follow in 2023. Tolu's work has been published in EDUCAUSE Review, Edutopia, and Faculty Focus. She is the author of Designing and Facilitating Workshops with Intentionality: A Guide to Crafting Engaging Professional Learning Experiences in Higher Education, published by Routledge, Taylor and Francis A transcript of this episode and show notes may be found at http://teaforteaching.com.

In this episode, Jeff Utecht interviews Michelle Kassorla, an associate professor of English at Georgia State University, about using generative AI in higher education. They discuss the importance of teaching AI literacy, the role of AI in the writing process, and the benefits of using AI to support student learning. Michelle shares her insights on assessment, transparency, and the creative opportunities that AI provides for students. She also discusses the development of AI literacy standards for higher education and offers practical tips for integrating AI into the classroom. Michelle Kassorla, Ph.D., an Associate Professor at Georgia State University, Perimeter College, has more than 30 years of experience teaching English and Composition. She teaches With and Against AI in Composition I and II courses, integrating AI into all assignments this academic year. She's on the AI Expert Panel for EDUCAUSE, leading the AI Literacy committee for Higher Education. A recipient of a Center for Excellence in Teaching, Learning, and Online Education fellowship, she published "Teaching with GAI in Mind" in the EDUCAUSE Review and co-authors a textbook and papers with Eugenia Novokshanova. She's a Co-Principal Investigator in the "Perceptions of AI" study at GSU. She shares her insights on LinkedIn and her blog, "The Academic Platypus." As a mother of eight boys, she's continually inspired to excel. Connect with our guest: LinkedIn: https://www.linkedin.com/in/mkassorla/ Takeaways Teaching AI literacy is crucial in higher education to help students understand the limitations and biases of AI models. AI can be used to support the writing process by providing feedback on grammar and punctuation, generating topic ideas, and assisting with research. Assessment should focus on voice, tone, audience, transparency, and accuracy rather than traditional grammar and punctuation. AI can free up time for teachers to focus on higher-order thinking skills and creative aspects of writing. Developing AI literacy standards for higher education can help guide educators in teaching AI effectively. Thank you to our amazing show sponsor! Lebra https://www.lebrahq.com/  

Tolulope (Tolu) Noah, Ed.D. is the Instructional Learning Spaces Coordinator at California State University, Long Beach (CSULB), where she facilitates faculty development. Previously, she was a Senior Professional Learning Specialist at Apple, an associate professor in the undergraduate teacher education program at Azusa Pacific University (APU), and a K-12 teacher in Los Angeles. Tolu has been recognized for her teaching effectiveness by receiving the 2006 Teacher of the Year Award at her middle school and the 2019 Teaching Excellence Faculty Award at APU. In addition, her writings have been featured in EDUCAUSE Review, Faculty Focus, and Edutopia.Tolu is incredibly passionate about teaching and technology, and she enjoys helping educators explore how they can effectively integrate content, pedagogy, and technology in order to enhance student learning. She is a regular speaker at teaching and learning conferences, and she enjoys facilitating engaging professional learning experiences for educators. You can connect with Tolu on Twitter (@drtolunoah),  LinkedIn, or via her website, www.tolunoah.com.  

In this episode, Dr. Vince Kellen - Chief Information Officer at University of California San Diego - discusses the leadership behaviors, steps and consistency required to transform IT cultures, teams and portfolios. Dr. Vince Kellen, Chief Information Officer at University of California San Diegohttps://www.linkedin.com/in/vincekellen/University of California San Diegohttps://ucsd.edu/21st-Century Analytics: New Technologies and New Rules, by Vince Kellen, Educause Review, 5/20/2019https://er.educause.edu/articles/2019/5/21st-century-analytics-new-technologies-and-new-rulesImproving Personal Agility, by Vince Kellen, Educause Review, 3/20/2023https://er.educause.edu/articles/2023/3/improving-personal-agility

In this episode, the Manager of Collaborative Learning from ASU's Learning Experience team (Celia Coochwytewa) and the instructional designers from ASU's Edson College of Nursing and Health Innovation (Jinnette Senecal, Aaron Kraft) explore key concepts and practical applications of data literacy for educators and designers, as highlighted in the 2022 EDUCAUSE Horizon Report, Data and Analytics Edition. We then consider professional learning pathways for developing data literacy fluency and implementation skills. Today's HOT TOPIC is focused on a popular approach to enhancing professional/scholarly learning experiences: gamification. Resources from the episode: *Brown, A., Croft, B., Dello Stritto, M. E., Heiser, R., McCarty, S., McNally, D., Nyland, R., Quick, J., Thomas, R., & Wilks, M. (2022, February 9). Learning analytics from a systems perspective: Implications for practice. EDUCAUSE Review. https://er.educause.edu/articles/2022/2/learning-analytics-from-a-systems-perspective-implications-for-practice *Kraft, A., Coochwytewa, C., & Senecal, J. (Hosts). Van Leusen, P. (Guest participant). (2019, August 26). Adaptive learning in higher ed: Failure is not an option. (Summer 2019 Bonus Episode 03) [Audio podcast episode]. In Instruction By Design. Arizona State University, Edson College of Nursing and Health Innovation. https://soundcloud.com/ibd_podcast/summer-bonus-episode-03-adaptive-learning-in-higher-ed-failure-is-not-an-option *Panetta, K. (2021, August 26). A data and analytics leader's guide to data literacy. Gartner. https://www.gartner.com/smarterwithgartner/a-data-and-analytics-leaders-guide-to-data-literacy *Raffaghelli, & Stewart, B. (2020). Centering complexity in “educators” data literacy' to support future practices in faculty development: a systematic review of the literature. Teaching in Higher Education, 25(4), 435–455. https://doi.org/10.1080/13562517.2019.1696301 *Ridsdale, C., Rothwell, J., Smit, M., Bliemel, M., Irvine, D., Kelley, D., Matwin, S., Wuetherick, B., & Ali-Hassan, H. (2015). Strategies and best practices for data literacy education knowledge synthesis report [Technical report]. https://www.researchgate.net/publication/284029915_Strategies_and_Best_Practices_for_Data_Literacy_Education_Knowledge_Synthesis_Report *Tippens Reinitz, B., McCormack, M., Reeves, J., Robert, J., Arbino, N., Anderson, J., Hamman, J., Johnson, C., Kew-Fickus, O., Snyder, R., & Stevens, M. (2022). 2022 EDUCAUSE Horizon Report, Data and Analytics Edition. EDUCAUSE. https://library.educause.edu/-/media/files/library/2022/7/2022hrdataandanalytics.pdf Hot topic and related resources: *Shellgren, M., & Becker, S. (2022, October 12). Gamifying professional learning. The OLC Blog. https://onlinelearningconsortium.org/gamifying-professional-learning/

Not so long ago, distance learning was mostly seen as a futuristic experiment in education. Then all instruction moved online. Where are we now, and where are we going? Amy and Mike invited ed-tech consultant Phil Hill to assess the state of distance learning in higher education. What are five things you will learn in this episode? How can the transition from all in-person to at least partially distance learning in education be described? Is online instruction synonymous with for-profit in higher education? Is distance learning in higher education the same as online K-12 instruction? Has modern distance learning efficacy really improved much? What should future students expect as far as online classes go?     MEET OUR GUEST Phil Hill (@PhilOnEdTech) is Publisher of the PhilOnEdTech blog and Partner at MindWires, LLC. As a market analyst, Phil has analyzed the growth of technology-enabled change for educational institutions, uncovering and describing the major trends and implications for the broader market. His unique graphics and visual presentations have been widely used in the industry. As an independent consultant, Phil helps educational institutions, technology and content vendors, and investors as they consider and implement new initiatives. Phil's clients have included Western Governors University, California Community College System, UCLA, Bournemouth University, Lumen Learning, Coursera, multiple investment firms, and others. Previously Phil was an independent consultant through HBO Systems and Delta Initiative. In addition to PhilOnEdTech, Phil has also written for EDUCAUSE Review, EdSurge, Inside Higher Ed, and the Washington Post. He has been also been interviewed and quoted at National Public Radio, Inside Higher Ed, the Chronicle of Higher Education, the New York Times, Buzzfeed Education, and Washington Business Journal. Find Phil at https://philonedtech.com/ or phil@mindwires.com. LINKS More than 50% of US Higher Ed students took at least one online course in 2019-20 RELATED EPISODES TECHNOLOGY AS AN ENABLER IN EDUCATION MAKING ONLINE TUTORING MATTER MORE EDTECH IN 2021: SEPARATING FADS FROM SUSTAINABLE CHANGES ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.

This week, we take a deep dive into remote proctoring, the increasingly pervasive technology that’s tracking children and adults at home, even in the privacy of their bedrooms. Then, for Stranger Than Science, we take a break from this gloomy technology to look back at Snow Crash, one of the greatest scifi novels ever written. Author Neal Stephenson. Our guest today is Dr. Chris Gilliard. He is a writer, professor and speaker. His scholarship concentrates on digital privacy, and the intersections of race, class, and technology. He is an advocate for critical and equity-focused approaches to tech in education. His work has been featured in The Chronicle of Higher Ed, EDUCAUSE Review, Fast Company, Vice, and Real Life Magazine. You can read Dr. Gilliard's work on his website: hypervisible.com or find him on twitter @hypervisible 

About this episode's guest: Dr. Chris Gilliard is a writer, professor and speaker. His scholarship concentrates on digital privacy, and the intersections of race, class, and technology. He is an advocate for critical and equity-focused approaches to tech in education. His work has been featured in The Chronicle of Higher Ed, EDUCAUSE Review, Fast Company, […]

In this episode, the instructional designers from Arizona State University’s Edson College of Nursing and Health Innovation (Celia Coochwytewa, Aaron Kraft, and Jinnette Senecal) examine the characteristics of and implications for imposter syndrome. We then discuss some of the realities of coping with imposter syndrome, and a few strategies for managing it. Today’s HOT TOPIC segment is focused on a systematic rubric for evaluating E-Learning tools in higher education. Resources from the episode: *Lee, K. (2018, November 8). You are not an imposter. https://www.psychologytoday.com/us/blog/rethink-your-way-the-good-life/201811/you-are-not-imposter *Munroe, R. (n.d.) Impostor syndrome. xkcd. https://xkcd.com/1954/ *Parkman, A. (2016). The imposter phenomenon in higher education: incidence and impact. Journal of Higher Education Theory and Practice, 16(1), 51-60. https://www.researchgate.net/publication/306254333_The_Imposter_Phenomenon_in_Higher_Education_Incidence_and_Impact *Revuluri, S. (2018, October 4). How to overcome imposter syndrome. The Chronicle of Higher Education. https://www.chronicle.com/article/How-to-Overcome-Impostor/244700 *Rose Clance, R. (1985). Imposter phenomenon (IP). https://www.paulineroseclance.com/impostor_phenomenon.html *Young, V. (2020). Impostor syndrome. https://impostorsyndrome.com/ Hot topic and related resources: *Anstey, L., & Watson, G. (2018, September 10). A rubric for evaluating E-Learning tools in higher education. EDUCAUSE Review. https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education *Western University. (2020). eLearning toolkit. https://elearningtoolkit.uwo.ca/

Podcast Description “When your rights are being dismantled and destroyed, and your personhood isn’t respected, you shouldn’t be civil. You should cause a scene.” Dr. Chris Gilliard is a writer, professor and speaker. His scholarship concentrates on digital privacy, and the intersections of race, class, and technology. He is an advocate for critical and equity-focused approaches to tech in education. His work has been featured in The Chronicle of Higher Ed, EDUCAUSE Review, Fast Company, Vice, and Real Life Magazine. Transcription 00:30 Kim Crayton: Hello everyone, and welcome to today's episode of the #CauseAScene podcast, where my guest today is Dr. Chris Gilliard, pronouns he/him. Would you please introduce yourself to the audience, Dr. Gilliard? Dr. Chris Gilliard: Hi, I am—thanks for having me. Yeah, my name is Dr. Chris Gilliard, and I... I guess I'm not good at self-promoting or talking about myself. So, I do a lot of writing and speaking on privacy and surveillance and platforms and you know, digital equity, things like that. Kim: All right. So since he has a problem with being, you know, self promoting, this is what this episode is gonna be about: an hour of self promotion. [Dr. Gilliard laughs] So, let's start as we always do. Why is it important to cause a scene? And how are you, sir, causing a scene? Dr. Gilliard: So, you know, I thought about this, and I think probably the most important thing I could think of was how civility has been used against us historically and currently; the notion that, [laughs] you know... Kim: I usually do not interrupt people, but folx know how I feel about civility. We actually have a shirt in the community that says "Fuck Civility." [Laughs] 01:51 Dr. Gilliard: Yeah, how it's been used, you know? I mean, when your rights are being dismantled and destroyed and your personhood isn't respected, you shouldn't be civil. You should cause a scene. And, you know, I mean, I do my best. I think the way I try to do it is to tell the truth. I think that there are lots, you know, particularly, I mean, it's not only tech, but I think tech has its own way of doing this, lying to people all the time, telling mis-truths, half truths, outright lies. Kim: Mmhm. And under the guise of "we're doing it to save you." Dr. Gilliard: Right! Right! And I think one of the ways they get away with it is that, you know, in group / out group thing. You know, saying who's in tech, who's not in tech, who gets to talk; saying that you can't speak on it because you don't understand it. And so, to the extent that I do understand it and other people don't, or I have a degree of insight or time on my hands that other people don't, I try to just tell the truth about things. 03:07 Kim: OK, so there you mentioned two things that I—well, you mentioned one thing on your Twitter—I wanted to highlight something, talk about something that—well, you mentioned two things, three things. Fuck civility, 'cause I say all the time when I really start unpacking white supremacy and realizing just like walking around in my world, that whiteness is... civility is optional for whiteness, but it's the expected behavior of people of color and other marginalized groups because it allows us to manage our own behavior so we don't bother you. We don't make you uncomfortable—whiteness uncomfortable. We do not cause a scene for whiteness. When I really started unpacking that how often I let other people pass who should be paying attention, people bumping into you as though you don't exist, how people just walk around the world and say and do things that we have just been trained not to; it's just like, "Oh my god!" [Laughs] And then when I connected it... so our parents, our forefathers, taught us these things to save our lives. I totally get—I totally understand that. And for us, it's been sold as that's what polite is—particularly in the South. You know, Southern nice: we just smile and we take it in and we just—you could be stompi...

Dr. Tina Balser, Director of Student Success Initiatives at the University of Missouri in Columbia in her recent EDUCAUSE Review post, explains why a socio-technical approach to student success is what higher education institutions should adopt.

In this episode, the instructional designers from Arizona State University’s Edson College of Nursing and Health Innovation (Celia Coochwytewa, Jinnette Senecal, and Aaron Kraft) describe a problem-solving methodology known as “Design Thinking”, and explore the implications for higher education. Today’s HOT TOPIC segment is focused on National Standards for Quality Online Teaching, and how these research-based standards may support the vital work that educators do every day. Resources from the episode: *Gardner, L. (2017, September 10). Can design thinking redesign higher ed? The Chronicle of Higher Education. Retrieved from http://universityinnovationfellows.org/wp-content/uploads/2015/08/Can-Design-Thinking-Redesign-Higher-Ed_-The-Chronicle-of-Higher-Education.pdf *Gilbert, C. G., Crow, M. M., & Anderson, D. (2018). Design thinking for higher education. Stanford Social Innovation Review, 16(1). Retrieved from https://ssir.org/articles/entry/design_thinking_for_higher_education# *Hasso Plattner Institute of Design at Stanford University. (n.d.) Sketches and stories of design in practice. Retrieved from https://dschool.stanford.edu/field-notes *Holland, B. (2016, May 31). A design thinking approach to working with Millennials. Education Week. Retrieved from https://blogs.edweek.org/edweek/edtechresearcher/2016/05/a_design_thinking_approach_to_working_with_millenials.html *Meyer, A. (2019, October 12). Increasing accessibility with design thinking. Luther College Chips. Retrieved from https://www.lutherchips.com/7457/news/increasing-accessibility-with-design-thinking/ *Morris, H., & Warman, G. (2015, January 12). Using design thinking in higher education. Educause Review. Retrieved from https://er.educause.edu/articles/2015/1/using-design-thinking-in-higher-education *Szczepanska, J. (2017, January 3). Design thinking origin story plus some of the people that made it all happen. Medium.com. Retrieved from https://medium.com/@szczpanks/design-thinking-where-it-came-from-and-the-type-of-people-who-made-it-all-happen-dc3a05411e53 Hot topic and related resources: *Virtual Learning Leadership Alliance, & Quality Matters. (2019). National standards for quality online teaching (3rd ed.). Retrieved from https://www.nsqol.org/the-standards/quality-online-teaching/ *Virtual Learning Leadership Alliance. (n.d.). National standard for quality (NSQ) online learning. Retrieved from https://www.virtuallearningalliance.org/online-course-quality/ *Senecal, J. Coochwytewa, C., Kraft, A., & Crawford, S.R. (2017, September 11). Copyright basics for educators. Instruction By Design. Podcast retrieved from https://soundcloud.com/ibd_podcast/season-02-episode-03-copyright

In this episode, the instructional designers from Arizona State University’s Edson College of Nursing and Health Innovation (Jinnette Senecal, Aaron Kraft, and Celia Coochwytewa) investigate the reasons why instructors and learners sometimes struggle with assignment deadline policies. We then discuss key considerations for developing and implementing an effective policy. Today’s HOT TOPIC segment is focused on active learning, and the way students perceive their own learning outcomes. Resources from the episode: *Boucher, E. (2016, August 22). It’s time to ditch our deadlines. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/It-s-Time-to-Ditch-Our/237530 *Crawford, S.R., Coochwytewa, C., Senecal, J., & Kraft, A. (2017, August 14). Designing your course syllabus. Instruction By Design. Podcast retrieved from https://soundcloud.com/ibd_podcast/season-02-episode-01-designing-your-course-syllabus *Hirsch, D., & Goldberger, E. (2010). Hovering practices in and outside the classroom. About Campus, 14(6), 30-32. *Mastrianni, T. M. (2015). When the due date is not the “Do” date!. Learning Communities Research and Practice, 3(2), Article 4. Retrieved from http://washingtoncenter.evergreen.edu/lcrpjournal/vol3/iss2/4 *Mitchell, T. (2019, March 11). Changing demographics and digital transformation. Educause Review. Retrieved from https://er.educause.edu/articles/2019/3/changing-demographics-and-digital-transformation *Patton, M. A. (2000). The importance of being flexible with assignment deadlines. Higher Education in Europe, 25(3), 417-23. *Schisler, L. (2019, September 23). A headache-free late work policy. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/effective-classroom-management/late-work-policy/ *Singham, M. (2005). Moving away from the AUTHORITARIAN CLASSROOM. Change, 37(3), 50-57. *Smith, A. (2019, April 30). Discrepancies in estimates on food insecurity. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2019/04/30/new-research-finds-discrepancies-estimates-food-insecurity-among-college-students *Thomas, B. (2019, August 5). Rethinking deadline and late penalty policies...again. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/effective-classroom-management/rethinking-deadline-and-late-penalty-policies-again/ Hot topic and related resources: *Flaherty, C. (2019, September 9). The dangers of fluent lectures. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2019/09/09/study-how-smooth-talking-professors-can-lull-students-thinking-theyve-learned-more *Coochwytewa, C., Crawford, S.R., & Senecal, J. (2017, February 17). Increasing classroom engagement (active learning). Instruction By Design. Podcast retrieved from https://soundcloud.com/ibd_podcast/season-01-episode-01-increasing-classroom-engagement-active-learning

In this episode, the instructional designers from CONHI’s Academic Innovation (Jinnette Senecal, Celia Coochwytewa, and Aaron Kraft) and special guest Babette Kraft, springboard off a recent Educause Review article to discuss the diverse job titles, roles, and responsibilities of instructional designers, instructional technologists, learning designers, and related professions across varied institutional environments. We explore the positive and negative implications for the lack of a universal definition for the field and how educational programs relate to this ambiguity. To wrap up, we contemplate ways for aspiring or novice instructional designers to develop relational professional knowledge, leverage existing networks, and evaluate the type of workplace culture that will best meet their needs. Transcript: https://www.dropbox.com/s/9h5pqhqfzssbefe/InstructionByDesign_Season03Episode04_VennDiagramofInstructionalDesign.pdf?dl=0 Resources from the episode: *EdTechs and Instructional Designers—What's the Difference?: https://er.educause.edu/articles/2018/12/edtechs-and-instructional-designers-whats-the-difference *Instructional Design in Higher Education: Defining an Evolving Field: https://onlinelearningconsortium.org/read/instructional-design-in-higher-education-defining-an-evolving-field/ *Don’t Forget, Instructional Design Is About Problem Solving: https://er.educause.edu/blogs/2018/3/dont-forget-instructional-design-is-about-problem-solving *Instruction By Design Season 01 - Episode 03: How can instructional designers help you?: https://soundcloud.com/ibd_podcast/season-01-episode-03-how-can-instructional-designers-help-you *Online Learning Consortium Research Center for Digital Learning & Leadership – Instructional Design/Learning Design: https://onlinelearningconsortium.org/read/instructional-learning-design/ *ID2ID - Cross-Institutional Peer Mentoring Program for Instructional Designers: http://www.id2id.org/ *Quality Matters Instructional Designers Association (QM IDA): https://ida.qualitymatters.org/ *EdSurge Loop: https://www.edsurge.com/higher-ed/dln/loop

About Episode 27: Humanizing online learning is arguably more important than ever as new technologies enable greater scale, efficiency, and personalization. Tom and Kelvin are joined by Dr. Bonni Stachowiak in thoughtfully exploring the human element in online teaching and learning. Download Transcript [PDF, RTF] Episode 27 Show Notes: Episode Synopsis via Twitter View complete list of episode highlights via Twitter Coffee Links Coffee Profile: Costa Rica Tarbaca Tarrazu Coffee (featured in this episode) Buddy Brew Coffee Craft Roasters in Tampa, FL Content Links Dr. Bonni Stachowiak’s Bio Bonni’s Podcast: "Teaching in Higher Ed" TOPcast Ep #20: “Professional Development Through Podcasting" (with Bonni Stachowiak) OLC Accelerate 2016 Keynote by Minerva Schools’ Stephen Kosslyn (Mentioned in this episode) "Empathy Toward Greater Inclusion" (Ep #126 of Teaching in Higher Ed) Harold Jarche’s “Personal Knowledge Mastery" “Engaging Learners" (Ep #107 of Teaching in Higher Ed with Gardner Campbell) Additional Resources HumanizED Podcast (hosted by Michelle Pacansky-Brock) "Humanizing Online Teaching and Learning: The Quest for Authenticity" (in EDUCAUSE Review)

Abstract Learning management systems (LMS) such as Blackboard and Canvas provide a foundation for instructors to design online learning experiences. In recent years, the functionality of most LMSs has expanded to offer more flexibility, primarily by allowing external tools to be integrated. Tools such as Twitter, YouTube, and Quizlet have the potential to increase learners’ access to content, foster interaction with others in the community, and assess learning in diverse ways. In this session, we will provide examples of how these tools can support sound pedagogical practices, and encourage attendees to explore integrations in their online courses. Specifically, an instructor shares experiences of utilizing several integration tools within Canvas online courses. Presenters Amanda Groff, Ph.D. Associate Lecturer of Anthropology College of Sciences College of Education and Human Performance University of Central Florida Amanda T. Groff is an Associate Lecturer in the Anthropology Department in the College of Sciences at UCF. Over the years, Dr. Groff has integrated various tools and strategies to engage online learners in her undergraduate archaeology and cultural courses. Dr. Groff was awarded the Chuck. D. Dziuban Excellence in Online Teaching Award (2012), as well as a Scholarship of Teaching and Learning Award (2014) for her research on the integration of Twitter into online courses. John Raible, M.A. Instructional Designer Center for Distributed Learning University of Central Florida John Raible is an Instructional Designer with the Center for Distributed Learning and an Adjunct Professor in the College of Education and Human Performance. He facilitates faculty with the design, development, and delivery of online and mixed-mode courses. His research interests include integrating emerging technologies into the curriculum, open educational resources, and universal design for learning. Session Recordings and Supporting MaterialsRecording Streamed Podcast SessionPresentation MaterialsPresentation ResourcePowerPoint PresentationCenter for Distributed Learning ResourcesTOPcast Episode 12: The LMS: Past, Present, and Future podcast featuring Kelvin Thompson and Tom Cavanagh discussing “the future of the LMS” with a listing of helpful resources on the topic.Enhancing Your Course on Webcourses@UCF Using Integrations: This webpage provides a list of the integrations most commonly used at UCF.Are you interested in using one of the Webcourses@UCF integrations in your UCF online course? Please fill out our Webcourses@UCF Custom Integrations form to begin a conversation with a Center for Distributed Learning team member.Would you like to request that an application be integrated into Webcourses@UCF Canvas LMS or suggest an integration that could be developed in-house? Please request an integration.Scholarly Articles and ResourcesBrown, M. (2016). 6 implications of the Next-Generation Digital Learning Environments (NGDLE) framework.Brown, M., Dehoney, J., & Millichap, N. (2015). What's next for the LMS?. Educause Review, 50(4), 40-51.Dahlstrom, E., Brooks, D. C., & Bichsel, J. (2014). The current ecosystem of learning management systems in higher education: Student, faculty, and IT perspectives. Educause Center for Analysis and Research.Demski, J. (2012). Rebuilding the LMS for the 21st Century. Campus Technology.Educause Learning Initiative. (2012). 7 things you should know about learning tools interoperability.Educause Learning Initiative. (2015). 7 things you should know about Next Generation Digital Learning Environment (NGDLE).Canvas GuideHow do I use the Canvas App Center in a course?

Abstract Supporting the learning needs of students in online courses is commonly perceived as challenging for instructors, as the time and effort needed to master particular concepts may vary widely. Adaptive learning, an educational method which adapts presentation of material and assessment according to students’ unique learning needs, is gaining popularity in online courses. In this session, we will provide an overview of adaptive learning approaches, describe real-life examples, consider the instructor’s role in personalizing the experience, share available support and resources, and encourage a call to action for attendees. Specifically, an instructor’s experience of integrating personalized adaptive elements into online courses using the Realizeit platform will be presented.PresentersDebbie Hahs-Vaughn, PhDProfessor Department of Educational and Human Sciences College of Education and Human Performance University of Central FloridaDebbie L. Hahs-Vaughn is a Professor in the Methodology, Measurement, & Analysis Program in the College of Education and Human Performance, and Assistant Vice Provost for Faculty Excellence at UCF. She teaches graduate courses in quantitative statistics, primarily in online and blended formats. Dr. Hahs-Vaughn has recently integrated adaptive learning elements to allow online students to more directly control and engage in their learning and, from an instructional vantage, to provide a richer learning environment.Corrinne Stull, MAInstructional Designer Center for Distributed Learning University of Central FloridaCorrinne Stull established her career with the Center for Distributed Learning (CDL) in 2012, serving on the Techrangers team to help develop and maintain courses taught online at UCF. She joined the Instructional Design team at CDL in 2014, focusing on courses using adaptive learning software. Corrinne specializes in personalized adaptive learning and also works with accessibility and the use of OER materials.Session Recordings and Supporting MaterialsRecording: Streamed Podcast Session:http://media.blubrry.com/faculty_seminars_in_online/p/cdl.ucf.edu/staticfiles/faculty_seminars/seminar15.mp3Podcast (faculty-seminars-in-online-teaching): Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Play | Stitcher | TuneIn | RSS | About Faculty SeminarsPresentation MaterialsPresentation Resources PowerPoint Presentation [PDF; 1.7MB] Scholarly Articles Alli, N., Rajan, R., Ratliff, G. (2016). How Personalized Learning Unlocks Student Success. EDUCAUSE Review, 51(2). Dziuban, C., Moskal, P., Cassisi, J., & Fawcett, A. (2016). Adaptive learning in psychology: Wayfinding in the digital age. Online Learning, 20(3), 74-96. Dziuban, C., Moskal, P., & Hartman, J. (2016). Adapting to learn, learning to adapt. ECAR Research Bulletin. Learning Gets Personal: Transforming the One-Size-Fits-all Approach to Higher Education. (2016). Murray, M., & Pérez, J. (2015). Informing and performing: A study comparing adaptive learning to traditional learning. Informing Science, 18, 111-125. Yang, T-C., Hwang, G-J., & Yang, S. J-H. (2013). Development of an adaptive learning system with multiple perspectives based on students’ learning styles and cognitive styles. Educational Technology & Society, 16(4), 185-200. RealizeIT Resources RealizeIT site RealizeIt white papers and presentations UCF-Specific Resources Webcourses@UCF Personalized Learning: Get a basic overview of personalized adaptive learning at UCF  Interested in Personalized Adaptive Learning? – Fill out the Google Form to indicate your interest and ideas, and receive feedback from a specialist: https://goo.gl/forms/KJZ6FiuCjDrtbwQI3

Presenter Shelley Gibb, Consultant SynopsisThis session covers some of those inital steps and barriers that people are faced with professionally and organisationally when they have an interest in learning online, and looks at some of the strategies that can help in furthering our own learning, and the cause of collaborative learning in the workplace.Download mp3 file (37 mins) Presentation links and resourcesSlide 1: http://www.twitter.com/mollybobSlide 3: http://gcouros.com/the-argument-to-i-have-nothing-good-to-shareSlide 7: http://www.whatmyplnmeans.wikispaces.com/Slide 8: http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume43/MindsonFireOpenEducationtheLon/162420Slide 12: http://www.fluency21.com/blogpost.cfm?blogID=2347Slide 13: http://www.atimod.com/e-moderating/5stage.shtmlOther good and accessible reading Shelley recommends:Complementing Structured Learning with e-Communities by Nancy WhiteDefinition of Technology Steward by Nancy WhiteMinds on Fire by John Seely-Brown.The Zen Art of Teaching Communication and internaction in eEducationQR information:What a QR code isFree QR code makerFree QR reader app that Shelley uses on her iPhone Conference connectionsTwitter #nswelearning11Archive of the day's tweetsFlickR images of the day

A short report from the Educause ELI Annual Meeting 2007 conference that has taken place in Atlanta, George, USA this week. A thread common to several sessions was how can HE keep up with the Net Gen Learner. The report references, * the conference program: http://www.educause.edu/Program/10824 * Father Google and Mother IM: Confessions of a Net Gen Learner - an article in Educause Review by Carie Wyndham: http://www.educause.edu/ir/library/pdf/erm0552.pdf * Chris Dede's session 'Emerging Educational Technologies and Neomillennial Learning Styles' can be found here: http://connect.educause.edu/blog/jcummings/chris_dede_on_emerging_technologies_and_neomillennial_learning_styles/16662 Check the Show Notes at http://ltapodcast.blogspot.com

Digital game-based learning has received a lot of attention in the educational technology press over the last couple of years. Andrew Middleton returns to the Higher Education Academy Conference, which took place at Nottingham in this July, and the discussion session run by his team. References for quotes used: Foreman, J (2004) Game-based learning: how to delight and instruct in the 21st century. Educause Review, September/October 2004, Vol 39, No.5. [online] http://www.educause.edu/pub/er/erm04/erm0454.asp; Gee, J P (2003) What video games have to teach us about learning and literacy. Palgrave Macmillan; Van Eck, R. (2006) Digital game-based learning: It's not just the digital natives who are restless. EDUCAUSE Review, 41(2), 17-30. Check the Show Notes at http://ltapodcast.blogspot.com