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Schedule at a Glance

(Schedule is subject to change) 

2018 eLearning Schedule (Click to download)

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Session Descriptions

Code Talkers:  Utilizing Amazon's Echo in Your College Classroom

By the end of the workshop, participants will understand the scope and purpose of Echo technologies, determine classroom uses for Echo technologies, build an Echo application, and discuss uses in their own courses. All of these steps can be done online, and this truly an interactive workshop.

Beth Ritter-Guth is the Director of Instructional Design & American Honors at Union County College.  She oversees the Distance Education Department and has won several local and national awards for innovation in the teaching of College English and as a designer specializing in gaming, gamification, augmented reality, artificial intelligence, and virtual reality.


Cyber Pathways Across Maryland (CPAM) Personal Adaptive Learning Solutions (PALS): An Innovative Student Engagement OER Resource

Participants will engage an OER platform to make use of student and instructor analytics, develop a better understanding of Educational Science in Online Learning, use data to make informed classroom decisions increasing retention and engagement, and experience and develop a better understanding of MOOCs.

Russell Burchill is currently the Project Manager for Cyber Pathways Across MD & adjunct faculty member at AACC & Chesapeake College teaching in the Computer Technologies Department.  He received his Bachelor of Science degree in Educational Psychology from Cornell University; and, Master of Arts degree in Information & Learning Technologies with a Graduate Certificate in Online Teaching from University of Colorado, Denver

Jennifer Bopp is Manager of Instructional Design in Learning Advancement and the Virtual Campus at Anne Arundel Community College. She is Adjunct Faculty in Futures studies. Jennifer received her Master’s in Educational Technology from Pepperdine University and the Instructional Designer of the Year award from the Maryland Distance Learning Association.


Delivering Dynamic Feedback: Audio and Video Tools in the Online Classroom

This workshop will discuss the benefits of delivering online feedback in audio format, review relevant recent research, and explore tools to transform boring typed comments to dynamic audio feedback students will look forward to receiving! Participants will leave the session with strategies and (free) tools for delivering audio and video feedback in their online classrooms that they can use immediately. Handouts with a list of categorized tools will be provided.

Stephanie Maher Palenque is an assistant professor, researcher, and writer in the College of Humanities and Social Sciences at Grand Canyon University. Her scholarship focuses on writing education, online instruction, and faith integration in the classroom.  She has presented her work in these areas at professional conferences and as a contributor to academic and peer-reviewed journals. Palenque won a Distinguished Faculty Scholar Award from GCU in 2015 and was the co-recipient of a scholarly engagement grant in which she studied plagiarism from a faculty perspective in the online modality. She is currently working on her dissertation for her Ph.D. in Psychology with an emphasis on Cognition and Instruction.


Engaging Students with 3D and Augmented Reality

3D and augmented reality can engage students in both face to face and online courses. But especially for distance learning, these tools are opening interesting possibilities. With these tools, students can experience learning in any environment outside of a classroom. Workshop participants will view multiple examples and participate hands-on in experiencing the tools for a variety of types of subject areas. We will review what is 3D and augmented reality, present different types and examples of apps for education, explore how the apps work, and describe how educators are using the apps in their classroom.

Edith Monroy, Oakton College


Escape This! ~ Building Virtual Escape Rooms (for free!)

Escape rooms are traditionally physical locations, but tools exist to help even the most average computer user build a virtual escape room to use in online settings. In this workshop participants will explore the use of gaming, specifically escape rooms, in academics; will understand how escape rooms work by solving one together as a team; and will begin building their own escape rooms using free online materials.

Beth Ritter-Guth is the Director of Instructional Design and American Honors at Union County College in Cranford, NJ. She received the 2017 Innovator of the Year Award from the League of Innovation, the 2016 Charles McMickle Award for Innovation and Leadership from NJEdge, the 2012 Nobel Educator of Distinction Award, and the 2010 Faculty of the Future Award.  Her work on the use of emerging technologies, specifically augmented and virtual reality, has been featured in the Chronicle of Higher Education, Wired Magazine, USA Today, and America Online.


Fast and (REALLY) Easy Creative Design for Educators

This workshop will explore web-based and mobile software alternatives to Photoshop, create images, memes, learning activities, widgets, and even video. We will demonstrate uses for these graphic elements of an online course. Participants will work hands-on in groups to create actual graphic elements that can be added to a course. At the end of the day, these elements will be shared to create a starter set everyone can use.

Stephanie Slaton is an instructional media specialist at Pima Community College. At Pima, she assists with the building of online courses from HTML to LMS. Stephanie started her career as a graphic artist in 1988 and segued into training and development by designing and delivering training curriculum in the hospitality industry. Prior to Pima, she consulted with faculty around the world for a startup Learning Management System based in New York City.


Scaling Big Ideas for Big Impact on Student Success

- Outline early launch scenarios aligned with project goals to set the stage for success
- Build on success with phased implementation and growth
- Plan for data collection that represents diverse stakeholder interests
- Use planning tools to build a model for long-range success

Participants will be using a digital workbook to support their work and share their progress when they return to their school.

Jessica's project management skills have been integral in the complex product development processes of NROC's award-winning digital curriculum for developmental math and English. Over the past two years, she’s directed efforts to help educational institutions apply many of those same principles in planning strategies to implement and expand the use of digital resources across broad service areas to impact college readiness.

As the program manager at EdReady Montana, Ryan manages daily operations to support and scale a statewide initiative to increase math readiness with personalized learning supports afforded by new technologies.  Ryan has an extensive background in online and distance learning with both secondary and post-secondary providers.  Ryan is a former ITC Board member.

Ahrash has managed the development of NROC’s EdReady personalized learning application since inception. Ahrash is also a consultant or board member on innovation in education and science for several projects and foundations, with special focus on science and math (STEM) disciplines, open educational resources (OER), and data-sharing.


Strengthening Course Design

This session helps you recognize the foundational concepts of Quality Matters, and help you apply the six Specific Review Standards related to alignment to your online or blended course. Hands-on activities using one's own course or a provided sample course helps participants use internationally recognized Standards to determine course alignment. This personal, hands-on approach with a plan for improvements helps improve courses for students.

Brenda Boyd joined Quality Matters in May 2011 and currently serves as Senior Academic Director, Program Services. She leads the professional development team, oversees the quality assurance department, and is responsible for the regular updating of QM Higher Education Rubrics. She holds an M.S. in Education from Capella University and is a WCET Steering Committee Member.


Supporting Faculty to Improve Teaching: The New Student Success Game Changer

This model applies to both face-to-face instruction and online/distance learning. Participants are engaged in a reflective application experience and a discussion on faculty priorities and challenges around improving teaching to enhance student outcomes. At the end of the session you will:

- Realize the relevancy of faculty and instruction to key student success strategies
- Understand this model of personalized professional development
- Consider possible application of this model to their classrooms and institutions
- Consider potential integration of this model into student success strategies

Julie Johnson is Chief Academic Officer at Faculty Guild. She is a higher education policy expert with 20 years of experience. Before joining Faculty Guild, she served as VP of Strategy at Complete College America and was Deputy CEO for the University of the District of Columbia Community College. She has taught at the undergraduate, graduate, and secondary level, most recently as a professorial lecturer of education at The George Washington University. She received her Ed.D. from The George Washington University and her Ed.M. from Harvard University.


There's an App For That? There's an App For That!

Participants will leave the session with a number of apps that can be used in varying situations in both eLearning and traditional face-to-face classrooms. These tools will help instructors continue to elevate the engagement in their eLearning courses. At the end of the session you will:

- Know how to search for apps that can achieve your intended goals
- Be able to identify free or cheap apps for use in and out of the classroom
- Have explored various apps and determined how they might be used

Matthew Evins is the Instructional Design Lead with Winsupply, a wholesale distributor of plumbing and HVAC supplies. His responsibilities include overseeing the design and delivery of training to over 5500 employees across the United States, administering both company LMS platforms, and serving as the primary eLearning & new technologies expert. Prior to joining Winsupply in 2014, Matthew spent 5 years as an Instructional Designer for universities and community colleges in Texas and Ohio.

Kari Frisch is a Communication Instructor at CLC and their eLearning Coordinator. She has actively championed online teaching/learning initiatives for over 15 years and has traveled the United States presenting on various eLearning topics. She serves on numerous national, state, and local committees and has received several recognitions for her work.


All Systems Go?  How Do You Know?

This session provides an overview of the PimaOnline quality standards and semester checklist tools that faculty use. These interactive faculty checklists help identify concerns before students access the class and effectively promote quality in an unobtrusive and collegial manner while reinforcing a positive student online learning experience. Learn how to design and implement this quality check prior to the start of a class, and how to provoke excellence and verify quality while highlighting concerns in time to correct them. Join us to see how your institution can develop these efficient, flexible, and interactive quality checklists.

This presentation will provide participants with a simple, free tool that:
Provides verifiable documentation of a beginning of semester quality assurance process

- Provides a timely reminder to faculty of course requirements
- Leads to a higher quality start-of-semester experience for first-time students
- Makes clear expectations for faculty teaching online, thus increases accountability
- Engages faculty in the process of quality from the beginning of the semester
- Captures and handles ADA needs early 

Elena Grajeda is the PimaOnline department head of World Languages and Reading at Pima Community College. She has been an educator for 35 years and teaching online and hybrid courses for the last 15 years. Prof. Grajeda serves as Subject Matter Expert for the online Spanish program where she designs courses and guides faculty on best online teaching practices. She has been an innovator in the use of technology for engaging students and providing a successful learning experience in a positive online learning environment. She is a graduate of the University of Arizona with a masters degree in Education and doctoral work (ABD) in Language, Reading, and Culture, and Spanish with a research focus in Applied Linguistics and Pedagogy. She has received numerous honors including the Arizona Language Association Creativity Award and the Flinn Scholars Recognition of Distinction in Education.

Kimlisa Salazar Duchicela is currently the Department Head of Social Sciences for PimaOnline at Pima Community College. She has been actively involved in online learning since her arrival at Pima in 2004. Prof. Duchicela served as Director of a Title V Grant which helped faculty integrate technology into classrooms and redesigned learning spaces for the 21st century. She is the SME for various online History courses and developer of several specialty courses such as Women’s History and Latin American History. One of the originators of PimaOnline, she is a graduate of San Diego State University with a masters degree in Latin American Studies and did post-graduate work at the University of New Mexico in History.


Arming Students with Open Education Resources (OER)

The aim of the session is engaging learners in remixing and reusing open education resources (OER) to enhance course concepts and critical thinking. The presentation invites attendees to participate in an interactive game of “Join or Die!” to demonstrate how the activity is used as an instructional tool for remixing and reusing OER in the classroom.

Participants in this session will:
- Be able to demonstrate methods for remixing and reusing OER
- Understand cultural bias in OER and other sources
- Explore learner-centered approaches using technology in the classroom 

Vera Kennedy is a tenured faculty at West Hills Community College Lemoore (WHCL) and a Lecturer at California State University, Fresno. She received her Bachelor’s Degree in sociology and Masters in Political Science with an emphasis in Public Administration from California State University, Fresno and her doctorate from Argosy University in Education with an emphasis in Teaching and Learning. She currently serves as the WHCL Open Education Resource (OER) Committee Co-Chair and is a reviewer on the Merlot Sociological Editorial Board.


Bridging secondary and higher education with technology: A collaboration built on student success

This session shares insights in the successful collaborative partnership between Pima Community College and the Ajo Unified School District, and how the two educational systems joined forces through technology to bring higher education for the first time to the small, rural community of Ajo, nearly 2½ hours west of Tucson. For decades, access to higher education in the community was beyond the grasp of residents, and the community struggled with persistent poverty and low-paying jobs.  We focus on how educational leaders from the high school and the community college broke this cycle by utilizing interactive digital technology in a class instructed on the community college campus in Tucson and bridged with 16 junior and senior high school students in Ajo.

This provides insight into the successes and challenges of this technological delivery modality and presents a framework for others who may seek to expand fully interactive and synchronous dual enrollment opportunities to sparsely populated areas.  Included is a variety of perspectives from professors, technology leads, students, and administrators behind the concept.  The session concludes with next steps for continued implementation and insights into how higher education through technology has changed the environment, culture, and lives of the students.

Gregg Busch is currently Vice President of Instruction and Guided Pathways and also oversees dual enrollment for Pima Community College.  Dr. Busch also serves as the State Team Lead of Complete College Arizona and has published and spoken nationally on student access and success, guided pathways, and best practices for effective student transfer through the academic pipeline. His areas of specialization also include diversity and inclusion and global education.  He earned his master of science degree from West Virginia University, School of Medicine, and a doctor of education with a focus on higher education leadership and administration from West Virginia University, College of Education and Human Services.  Prior to arriving at Pima in 2016, he served as Dean of Liberal Arts at North Central State College, Mansfield, Ohio, and Dean of Arts and Sciences at Washington State Community College, Marietta, Ohio.  Dr. Busch was a professor of sociology, psychology, and philosophy at West Virginia University at Parkersburg.

Bob Dooley became the Superintendent of the Ajo Unified School District #15 on July 1, 2002.  Dr. Dooley's undergraduate and master's degrees are in secondary education with a major in history and a minor in business education.  He received his doctorate degree in educational leadership with an emphasis in school finance from Arizona State University.  Prior to serving as superintendent, Dr. Dooley taught in the public schools in the Phoenix area for six years, was an assistant principal for four years, and a principal for twenty years, during which time he designed and opened two new schools.  He was also a business manager for two years and served as an adjunct professor of education leadership at Northern Arizona University for three years.


Bridging the Gap: Evidence supporting the value of the High-Tech/High-Touch Teaching Model to improve student outcomes and perceptions in two introductory level courses

The High-Tech/High-Touch Teaching Model (HTHTTM) is an innovative evidence-based course management protocol designed to improve minority success in online education. It involves the use of low-cost and free tools and an intentional communication strategy. Three high-tech tools: texting, custom-made videos, and web conferencing, allow instructors to personalize themselves and create opportunities for synchronous interaction. Together, these high tech tools and this high-touch communication strategy enhance student engagement and performance in online courses. Minority student success rates in courses taught by HTHTTM instructors were 12% higher than minority success rates in control classes, with success rates for all students in HTHTTM classes five percent higher than for students in control classes. Participants will leave with ideas for creating and assessing innovation in their online programs, as well as a practical example of an engagement enhanced class.

Chris Roddenberry is an Associate Professor of Psychology at Wake Technical Community College, and a Co-PI of project C.O.M.P.A.S.S., a First in the World grant funded by the U.S. Department of Education. He has been teaching in higher education since 1994 and has been involved in online education since 2003, the year he joined Wake Tech’s faculty. Chris received his Ph.D. in social psychology from the University of North Carolina at Chapel Hill in 2003.

Claire McElvaney currently serves as an Assistant Professor of Psychology at Wake Technical Community College. She initially joined Wake Tech's faculty as an adjunct instructor while serving as a Traumatic Brain Injury rehabilitation counselor, but signed on as a full time to have a greater impact at the community college, where many students were returning veterans with TBI.  She is a proud graduate of Meredith College (undergraduate) and her master's degree in Rehabilitation Counseling & Psychology was earned at UNC-Chapel Hill.

Robyn Arnette is a Psychology Instructor and Online Lead Instructor at Wake Technical Community College.  She enjoys working with students in class and virtually, as well as teaching General Psychology, Developmental Psychology, and Interpersonal Psychology.  Robyn received both her Bachelor of Arts Degree and her Master of Arts Degree in Psychology from the University of North Carolina Wilmington where she studied positives in marital and romantic relationships.


Creating a Culture of Faculty-led Online Excellence

This session focuses on using a team of faculty members to improve online learning student success.  We will show how a team of faculty members at Richland College performs the online peer review, training, and software support. Not every college has the financial resources to hire a team of instructional designers and technologists, so Richland chose to utilize the faculty’s knowledge, influence, and abilities to improve faculty readiness and course quality. Participants can use the information to start a similar program at their college using their faculty resources. We will include polling and discussion to ensure audience participation.

Susan Long is the Dean of Technology Enhanced Learning at Richland College where she oversees Distance Learning. Richland is part of the Dallas County Community College District. Dean Long joined Richland in 2015 after leading a district team that supported distance learning. She has an M.Ed from Texas A&M Commerce in Instructional Technology Leadership and an MFA from Texas Woman’s University.

Jill Buettner is currently part of the full-time biology faculty at Richland College.  She has been teaching on-campus and hybrid courses for 20 years.  Buettner has an MS degree in biomedical science from the University of Texas Southwestern Graduate School and was a research fellow with the Human Genome Project at UTSW before starting her teaching career.


Creating Accessible Math Graphs

In this session, participants learn how to create accessible math graphs using a custom program developed at Wake Technical Community College. The program allows participants to graph any math function accessibly, quickly and easily creating accessible math graphs. Participants learn the steps to creating accessible graphs from math functions, and how to complete an accessibility check of the graphs they create. Participants will leave with a copy of this free program.

Darrin Evans is an accessibility technologist and the director of the Virtual Learning Communities Professional Development Center for the NC Community College System. He has worked in the accessibility field for 10 years and conducts accessibility training throughout the state of NC. He has also presented nationally at several conferences. He graduated from East Carolina University with a masters in educational technology.


Creating Accessible Instructional Videos

Many instructors struggle with finding a workflow that allows them to create engaging and accessible videos using an efficient and simple process.  This session shares ideas on selecting the right tools for your video, screencasting and editing tools, quick and easy captioning, and publishing videos. Participants receive a toolkit with guides and tips for creating engaging and accessible videos in a simple and easy to follow workflow. Whether you are a beginner to creating videos or responsible for training others to create videos, this session has something for you.

This session provides participants with ideas and tools for developing a workflow for creating videos using the tools and resources available to them.  Participants leave with a toolkit of guides for various screencasting and editing tools to help take the guesswork out of video creation.

 Jennifer Jones is currently the director of Distance Learning for Alamance Community College. Jennifer has worked in the North Carolina Community College system since 2002.  She joined Alamance Community College in 2015.  Jennifer is a graduate of Appalachian State University with a masters degree in Educational Media.


Cyber Pathways Across Maryland (CPAM) Personal Adaptive Learning Solutions (PALS): An Innovative Student Engagement OER Resource

This session helps participants identify the need for quality online platforms and see research-based educational principles in action. Instructors know the importance of adjusting coursework to create a balance between objectives and student mastery. Learning management systems (LMS) include often-underused learner analytic tools.  PALS provides real-time feedback for the learner and informed instructional analytics to the instructor. Bring your laptop/tablet/smartphone will learn how to access and distribute this information back to your school for full access to OLI MOOC.  You will access the PALS Platform to review content and self-assess from the students’ perspective. The session concludes with a review of the Instructor/Student Dashboard. Participants will be able to integrate this OER MOOC content either as stand-alone modular content or connect to their LMS through LTI.

Russell Burchill is currently the Project Mngr. for Cyber Pathways Across MD & adjunct faculty member at AACC & Chesapeake College teaching in the Computer Technologies Department.  He received his Bachelor of Science degree in Educational Psychology from Cornell University; and, Master of Arts degree in Information & Learning Technologies with a Graduate Certificate in Online Teaching from University of Colorado, Denver

Jennifer Bopp is Manager of Instructional Design in Learning Advancement and the Virtual Campus at Anne Arundel Community College. She is Adjunct Faculty in Futures studies. Jennifer received her Master’s in Educational Technology from Pepperdine University and the Instructional Designer of the Year award from the Maryland Distance Learning Association.


Designing for student success: Fostering self-regulated learning skills through online course design

Numerous studies show a strong relationship between student achievement and self-regulated learning skills. The self-regulated learner is more likely to successfully complete the online course than students lacking these skills. This session offers practical ideas/suggestions on how to embed learning activities into the course design that promote self-regulated learning and offer support to the at-risk online learner.

Participants will briefly review the literature in support of self-directed learning, interactivity, and transactional distance theory; consider practical ideas and suggestions for integrating self-directed learning skills into online course design, and enjoy opportunities to discuss applying the principles within the context of their own disciplines.

Bill Knapp is the Executive Director of Distance Learning and Instructional Technologies at Grand Rapids Community College. Bill has been working in higher education for the past 20 years supporting eLearning at both the community college and university. Bill also serves as the North Central Regional Representative on the ITC Board of Directors.


eLearning Master you will become!

This session focuses on advanced professional development for online instructors.  As part of Wake Tech’s QEP project, a certification program was developed and deployed to train faculty to become Master Online Instructors. The objective is to develop eLearning experts and leaders within the college to raise the quality of online courses and ultimately, student success rates. We will discuss the development, deployment, and effects of this program. The session is interactive, with Q&A.

Alison has been teaching at Wake Tech since 2001 and was an early adopter of teaching online in 2002.  Currently, Alison is a Professor/Program Director teaching and managing four seated and online applied science degree programs.  She has a BSBE in Information Technologies, and an MS in Vocational Education:  Information Technologies from East Carolina University.  Alison has a leadership role on Wake Tech’s Quality Enhancement Project, entitled EPIC, as the Online Certification Coordinator. She is also a graduate of the ITC Distance Education Leadership Academy.

Cindy Foster is Professor/Program Director for Simulation and Game Development at Wake Technical Community College. She joined Wake Tech in 2000 as a Computer Programming instructor and later supervised the development of the first of its kind SGD curriculum with the funding of an NSF ATE grant. Cindy holds a Bachelor of Science degree in Computer Science from Iowa State University. She is a member of the Triangle Game Initiative board, who sponsor the annual East Coast Game Conference in Raleigh, NC.  Cindy has an active role in Wake Tech’s Quality Enhancement Project, entitled EPIC, and the online college design team.

Jessica Hatcher is an eLearning Technologist at Wake Technical Community College.  She has a BS degree from Methodist University and MBA from Campbell University.  Jessica is a Blackboard Certified Trainer and Quality Matters Peer Reviewer.


Engaging Students with 3D and Augmented Reality

This workshop shows how educators are using 3D and Augmented Reality in a variety of different disciplines. These tools help engage learners with visuals that are interactive and bring the everyday world to life. The session highlights how to engage students with 3D and augmented reality apps. Workshop participants learn about the latest apps are designed for the classroom. During the workshop, participants have the opportunity to use and explore these tools which are quickly making a mark in education!


 Ensuring We Never Forget: Using OER to Build a Dynamic Online Holocaust Course

This session shows how an instructional designer, a web developer, a media specialist, and a subject matter expert worked together to create a popular, interactive Holocaust course by utilizing public domain documents and by employing the creative use of course learning management tools to engage students in the content.

William Rob Booth is currently an instructional designer with the Center for Learning Technology, Pima Community College (PCC). He has been an instructional designer for 17 years and with PCC since 2006. He is a graduate of the University of Northern Colorado with a masters degree in Educational Technology.


Fast Track to Career Success: Creating and Delivering an OER Competency-Based Certificate Program

This session focuses on the process used to create and deliver OER competency-based courses for a college credit certificate program. Converting a traditional 18-credit-hour program to an online, media-rich, bookless program accessible on any device is time-consuming and labor-intensive, but well worth the effort in order to train incumbent workers to “skill up” for advancement into better paying, higher-level positions.

Nominated for a Bellwether Award in 2017, this program can be replicated by other institutions to achieve similar results. This session is rich in video, course demos, and testimonials. Handouts are shared and there is plenty of time for questions and idea exchanges. 

Dr. Diane Minger is the program coordinator for Management, Marketing, and Business Administration at Cedar Valley College which is part of the Dallas County Community College District. She has been teaching campus-based and online courses at the associate, bachelor’s and master’s degree levels for more than 30 years. Minger has extensive experience in online curriculum development and evaluation, competency-based instructional design and delivery, assessment, and training. As a master reviewer for Quality Matters, she encourages her faculty to follow nationally recognized quality design standards in online courses. Dr. Minger has made numerous presentations and led workshops around the country in assessment, competency-based education, OER, Quality Enhancement Plans, and online instruction.


Flexible to the touch: The process and challenges of scaling up an online educational innovation from concept to division-wide application

This presentation covers the challenges faced and solutions discovered during the first two years of a Wake Tech Community College First in the World grant funded by the U.S. Department of Education aimed at improving minority success in online education. A new course management model involving three presence building technologies and an intentional communication protocol was scaled from concept to deployment in two introductory online courses (psychology and business) involving eight instructors.

Participants will leave this presentation with a clear plan for scaling innovation at their school, an awareness of the types of resistance they will face from instructors, and suggestions for overcoming this resistance. Furthermore, participants will develop the confidence to include flexibility in their scaling models, and help brainstorm additional solutions to the problems the presenters faced as a way of beginning to think about the challenges at their schools. 

Matthew C. Henry is a lead instructor in the Networking and Computer Technologies department at Wake Technical Community College, where he specializes in computer literacy, applied computer skills, and customer service and technical support skills. A teacher of fifteen years, he previously taught college composition before transitioning to IT. His past research includes exploration in gender studies, popular culture, gamification, and inclusion-based classroom management techniques. He has just completed his third graduate degree: a Masters of Education in digital learning and teaching at NC State University.

Amy Minor is currently a Psychology Instructor for Wake Tech Community College, responsible for all related functions. She joined Wake Tech Community College in 2014 as an instructor. Prior to Wake Tech Community College, she worked at a psychiatric hospital in direct patient care. Minor is a graduate of East Carolina University with a masters degree in Psychology.

Chris Roddenberry is an associate professor of psychology at Wake Technical Community College, and a Co-PI of project C.O.M.P.A.S.S., a First in the World grant funded by the U.S. Department of Education. He has been teaching in higher education since 1994 and has been involved in online education since 2003, the year he joined Wake Tech’s faculty. Chris received his Ph.D. in social psychology from the University of North Carolina at Chapel Hill in 2003.


Hello OLO!  Discover how Bay College designed, implemented and maintains a mandatory Online Learning Orientation.

At Bay College, all new online students must complete Online Learning Orientation before they access their online courses. This mandatory OLO reduced online withdrawal rates from 9.58% to 3.72% and increased C or better rates from 73.17% to 80.21%. Justin Izzard, Director of IT, discusses the mechanics of integrating the SIS and LMS with an active database to allow access to online courses only after completion of OLO. Joseph Mold, Director of Online Learning, discusses how OLO was built as a mini-course from the ground up and how it is currently maintained. Todd McCann, Online English Faculty, discusses the effects of OLO on his online students.

Participants learn the basic process of building, deploying and maintaining an Online Learning Orientation and its positive effects on students success.

Joseph Mold is the Director of Online Learning at Bay College and has held this role for the last 6 years. During his time there he has reached across different departments for student success solutions.

Justin Izzard is the Director of Information Technology at  Bay College. While in this role he has worked to integrate systems toward student success.

Todd McCann is one of Bay Colleges first online English instructors and has worked to improve the online environment at Bay College over his tenured teaching career at Bay College.


Houdini Online? Virtual Escape Rooms

This session helps participants understand the impact virtual escape rooms on student learning. Participants solve an escape room and think about ways to use this technology in their courses.

Most escape rooms are held in physical locations; this presentation focuses on using virtual escape rooms in online settings.

Beth Ritter-Guth is the Director of Instructional Design and American Honors at Union County College in Cranford, NJ. She received the 2017 Innovator of the Year Award from the League of Innovation, the 2016 Charles McMickle Award for Innovation and Leadership from NJEdge, the 2012 Nobel Educator of Distinction Award, and the 2010 Faculty of the Future Award.  Her work on the use of emerging technologies, specifically augmented and virtual reality, has been featured in the Chronicle of Higher Education, Wired Magazine, USA Today, and America Online.


Implementing an e-mentoring Program for Faculty to Improve Online Program Effectiveness

This presentation covers the implementation of an e-mentoring program for online faculty at two online institutions; Tarrant County College District - TCC Connect Campus and at Ana G. Mendez University. Ana G. Mendez University is located in Puerto Rico and TCC Connect Campus is one of the six campuses within Tarrant County College District headquartered in Fort Worth Texas. The e-faculty mentor program is a resource designed to mentor faculty in the pedagogy of online learning. The virtual classroom components focus on creating learning communities, promoting communication, developing presence, class observation and administrative tasks. The initiative is under the auspices of Academic Affairs, and the online faculty-mentoring program is a component of the student retention/completion plan and quality assurance strategies at both institutions.

Participants learn how to develop and implement a faculty mentoring program for online faculty. They may also use this information and knowledge to improve quality of instruction, determine training needs, and manage the virtual classroom.

Dr. Carlos Morales is founding President of TCC Connect Campus, the largest and fastest growing of the six campuses that comprise Tarrant County College District, which delivers eLearning and Weekend College programs. Dr. Morales is responsible for the educational endeavors of approximately 20,000 students served by 500+ faculty. He is the author of internationally peer-reviewed book chapters, academic articles, and over 35 refereed conference presentations. Dr. Morales is a sought out expert and leader in higher education innovation; experienced creating converged learning environments (online, hybrid and web-assisted). He has served on a number of boards at the regional, national and international level. He graduated from the Inter American University of Puerto Rico, with bachelors and masters degrees in Biology and Science Education, and received his doctorate, from Capella University in Instructional Design for Online Learning. Dr. Morales was a Frye Fellow in 2009 and in 2012 the American Association of State Colleges and Universities named him a Millennium Leadership Fellow.

Gisselle Tapia comes from a matriarchy of educators. For this reason, teaching is a natural thing. Her professional development in education began in 2009, the year in which she started working as an Instructional Designer at Sistema Universitario Ana G. Mendez. Today she’s the Acting Vice Chancellor of Academic Affairs at Ana G. Mendez University where she supervises all aspects of academic affairs, course development, and faculty matters.


Improving Online Teaching through a Formative Observation Process

This session focuses on SUNY-Niagara County Community College and its Electronic Learning and Teaching Advisory Council (ELTAC), tasked with recommending a rubric and a process for Online Course Observations. The institution needed to assess online courses and faculty just as it has always done for campus-based courses. Through our research and exploration, we located a guide created by Penn State for Faculty Peer Review of Online Teaching  based on the “Seven Principles of Good Practice in Higher Education.” ELTAC adapted the document for NCCC to include our process and resources.  In this presentation, we share the rubric, the procedures adapted for online course observations, training sessions developed to correlate with the seven principles, and the new NCCC Tech Toolkit developed to support pedagogy through technology for online and hybrid courses.


This presentation offers tools for incorporating a program on participants’ campuses for online course observations, ideas for training sessions, and a toolkit to share with faculty and staff.

Donna Simiele has worked in the eLearning Department at Niagara County Community College (NCCC) since 2010 and currently in the position of eLearning Technology Support Coordinator and Instructional Designer. In addition, Donna has been an adjunct faculty for the Business Education and Computer Information Science Departments at NCCC since 2002.


Increasing Retention in Your Distance Learning Program.

This session addresses TMCC’s retention efforts and current success rates. We focus on strategies we have implemented that have made the biggest impact in reducing attrition.  Strategies discussed include; level of intervention, tools used, and retention specialist’s approach to developing positive relationships with online learners

With the appropriate tools, any institution can apply these strategies to its distance learning program. A PowerPoint presentation reveals our methods, and a question and answer period are provided for clarification of any topics discussed.

Tamara Anderson is the retention specialist at TMCC.  She is responsible for ensuring the first time online students have a successful start. She provides as much support as possible in a variety of areas, including technical, personal, study skills, and just plain encouragement.  She is a graduate of the University of Nevada Reno with a masters degree in Human Development and Family Studies. She has also been a part-time faculty for 12 years.


Learning in 3D: Promoting Student Engagement through the Utilization of Immersive Technologies in Online Learning Environments

This session focuses on increasing student engagement in online courses through the utilization of immersive technologies (virtual and augmented reality). In this session, we consider the hurdles that faculty encounter when attempting to engage online learners.   

A new generation of virtual reality headsets and software promises to revolutionize learning in the classroom. In this session, participants are introduced to concepts of virtual and augmented reality, including important technological and educational considerations and implications in online settings. Pedagogical concepts and principles are discussed, as well as how immersive technologies can be utilized in specific online courses and disciplines. Participants learn strategies for implementing immersive technologies in their online courses. 

Stephanie Shipley is currently an Instructional Designer and Adjunct Instructor at Roane State Community College in Harriman, Tennessee. She has worked at the Center for Teaching Arts and Technology since 2016. Previously, she was a K-12 educator at an inner city school in Knoxville, Tennessee. After pursuing a Master’s degree from the University of Tennessee in Instructional Design and Technology, she realized that her passion for education shifted to adult learning and online learning environments. Currently, Stephanie is pursuing a doctoral degree at the University of Memphis and plans to graduate in 2020.


Making It Happen: OER Course Development from Start to Finish

The presenters will demonstrate a process for creating a course using OER from start to finish. Using first year composition courses as a framework, the presenters will describe a successful process inclusive of faculty recruitment, project planning, resource identification, project monitoring, fulfillment, and implementation.  The presenters will use their experiences creating courses for a fully online OER pathway for the AA Liberal Arts degree in fulfillment of the Achieving the Dream grant to inform the discussion.

Keith Rocci is the Library Director, Educational Support Faculty at the Community Campus of Pima Community College. Keith serves as the OER librarian for course development projects in the Center for Learning Technology. His expertise helping faculty members find and utilize OER for their classes is key to the adoption of OER across the College.

Rob Booth is a senior Instructional Designer in the Center for Learning Technology at Pima Community College.  He has served as project manager/lead designer on many OER course development projects.  He guides faculty to successful outcomes that enhance the student experience.

Janice Kempster is the Dean of Distance Education for Pima Community College. She has been involved in distance learning since 1999. In 2016 she joined Pima Community College and assumed management of their Achieving the Dream grant. She is currently working with faculty and instructional designers to build a fully online OER pathway for the AA Liberal Arts.


Math Placement: Prepare to Perform

This session provides an overview of the Pima Community College use of technology to strengthen student mathematics skills. We discuss the initiatives targeting the placement process at the college, and how we utilize the technology to provide both a face-to-face and fully online experience for students. We share our implementation process, student and faculty experience, data on student use, continuous improvement cycle, and future plans. Small group breakout sessions discuss how the programs could be implemented at attendee institutions, the challenges they face, and potential solutions to overcome any barriers. Attendees leave with new ideas for supporting students basic skills preparedness.

Jeff Thies is currently the Dean of Developmental Education at Pima Community College in Tucson, Arizona. As a faculty member and administrator Jeff has continuously researched and promoted the use of instructional technology for courses and interventions. His current position at PCC focuses on student preparation for college-level coursework,  including placement practices and procedures.


Maximum Fusion: Integrating Instructional Design Teams to Build More Engaging Online Courses

This session focuses on the First in the World grant from the U.S. Department of Education designed to improve minority success in online education, and Wake Tech’s deployment of embedded instructional support staff members into teams of instructors from three disciplines (psychology, business, and computer information sciences) with the goal of building more engaging online courses.  The instructional design support staff was tasked with leveraging technology and design best practices to enhance student engagement. The services included consultation, design assistance, and technology training. The goal of this session describes our model for creating instructional design teams and provides practical suggestions for maximizing value. We also discuss the challenges faced while creating these collaborative teams and provide a roadmap for schools that want to create multidisciplinary design teams to elevate the quality of their online course shells.

Participants leave with practical, concrete ideas on how to better incorporate instructional designers, instructional technologists, & media specialists into collaborative course development teams with faculty. Participants help brainstorm solutions to the problems the presenters faced as a way of beginning to think about the challenges at their schools and brainstorm ideas for creating integrated learning teams using the resources on their campuses. 

Tom Rankin is currently an Assistant Professor of Business Administration at Wake Technical Community College in Raleigh, NC. Tom has an MBA from UNC-Chapel Hill in finance.  He is currently in his fifth year of education after 30 years in Fortune 500 industries

Cynthia Bowers is the Instructional Technologist for the COMPASS project at Wake Technical Community College funded by the U.S. Department of Education’s First in the World grant. Her background is in educational technology, instructional design, graphic design and Blackboard administration. Bowers received her Master of Educational Technology degree from Boise State University in 2009, along with a graduate certificate in Online Teaching. She has taught online for 13 years as an adjunct instructor in the community college setting.

Shelley Evans is an instructional designer at Wake Technical Community College for the COMPASS project, funded by the U.S. Department of Education First in The World grant.  In 2015, Shelley completed a Ph.D. in Psychology at Grand Canyon University, where she also taught courses full time online for over 5 years. She continues to teach graduate and undergraduate psychology courses as an adjunct instructor.


Measuring What Matters: Quantifying Returns on Digital Learning

The goal of ASU’s Scaled Digital Learning ROI study is to inform the field with an understanding of institutional returns on digital learning. Over a six month period, ASU conducted an extensive analysis of digital learning programs at six institutions (three 2-year institutions and three 4-year institutions), focused on the role of digital programs in increasing access, managing economics, and improving outcomes. The research explored a variety of digital learning modalities; fully online programs, online courses, mixed-modality courses, and use of adaptive technologies or OER. Researchers focused on a number of questions related to the institutional use of digitally enabled learning.

Participants in this session gain a greater understanding of what digital learning strategies have been most effective at similar institutions and will learn specific tactics for implementing those strategies at their own institutions. The session takes a “flipped” approach and begins with audience questions about the results of the study and the impact of digital learning programs on student outcomes and institutional efficiency. Throughout the discussion, we accept questions from panelists regarding specific digital strategies and will ask panelists to develop their own techniques and plans for how best to implement digital learning at their own institutions based on the insights from the study. 

Lou Pugliese is a Senior Innovation Fellow and Managing Director for the Action Lab at EdPlus. As former CEO of Blackboard and director of strategy at ETS, Lou has more than 25 years of experience developing a wide variety of technology solutions to radically improve teaching and learning outcomes. He also serves as an Advisory Board Member for Educate Global Fund, an impact fund investing in social businesses that significantly improve educational outcomes for disadvantaged children. His expertise leads ASU’s efforts to understand, advocate for and enhance the digital learning environment.

Michael  Medlock is the interim Dean of Instructional Technology & Support at Rio Salado College in Tempe, Arizona. He oversees the Instructional Design, Instructional Media, Course Production, and Course Support departments. Michael has been at Rio since 2007 as an instructional designer, director, and more recently as the Associate Dean. He has served as a subject matter expert for eLearning Design and English Courses. He is the Principal Investigator of Rio First In The World Grant, a research grant that includes designing adaptive courses and providing student coaching support for new students pursuing a degree or intending to transfer to a university.


Mini-Bytes: Introducing Non-Traditional Students to Online Classes

The eLearning team at Great Falls College - Montana State University often hears students say they do not want to take online classes because they have never taken one before.   GFC MSU is a 2-year community college located in rural North Central Montana.  Our average student age is 26+ and our students often drive more than 30 miles to attend courses.

The flexibility and remote nature of online classes are a great fit for a lot of our students, but many are nervous about trying something new or worry about the technology component. The eLearning department’s solution was the creation of Mini-Bytes.  A Mini-Byte class is a free 2-week sample of an online course. Instructors that teach the full 16 weeks, watch over the courses and interact with the students who can sign up at any time.   Students get to dip their toe into the college class in the actual LMS environment they would be taking the full class in. We will discuss the implementation of Mini-Bytes, what we have learned so far, and share our perspectives of the Mini-Byte pilot.

Brenda Canine is currently a Biology Faculty member at Great Falls College MSU.  Prior to full-time teaching, she was an Instructional Designer and the Manager of a Robotics Science Lab which allowed students to log in remotely to control scientific equipment to complete labs.  Canine holds a Ph.D. in Pharmaceutical Sciences and a Bachelors degree in Chemical Engineering.  She worked for private and government labs before joining the team at GFC MSU in 2013.

Carli Cockrell is an instructional designer at Great Falls College Montana State University.  Her undergraduate degree is in Elementary Education with a minor in Reading.  After spending some time in the classroom, she decided to pursue her graduate degree in Educational Technology with a certification in Online Teaching of Adult Learners.



Online Assessments as Tools for Deep Learning

This session examines strategies for using online assessment tools to do more than measure summative progress. Specifically, the session examines how online assessment tools are used to create opportunities for deeper conceptual learning to better measure depth of understanding and to minimize student frustration. The presenter discusses how theories of comprehension and principles of human-computer interaction are applied to improve the design of online assessments and optimize the impact of meaningful distance learning. Concrete examples from the presenter’s own classes are shown and discussed as case studies of online approaches to deep assessment.

Online assessment tools are frequently used in distance education, but those tools often focus on memory-based outcomes and are high-stakes activities. Attendees to this session learn techniques to increase deep learning opportunities for students, particularly when considering features of implementation and item format. Attendees complete practice quizzes, discuss concrete examples and engage in hands-on practice as they consider both item design and course timing/integration. 

Kirsten Butcher is the program director and an Associate Professor in the Instructional Design and Educational Technology program in Educational Psychology at the University of Utah. Dr. Butcher's research examines how multimedia and educational technology can support meaningful learning and knowledge transfer, with a particular focus on how technology-based interactions can promote high-level cognitive processes employed by learners and the depth of learning outcomes that they achieve. Dr. Butcher joined the faculty at the University of Utah in 2008. She has a Ph.D. in Psychology and Cognitive Science from the University of Colorado at Boulder.


Open and Online: Transforming the educational experience

In this session, participants are exposed to the open educational resources (OER) movement and how OER has shifted from just textbooks to online courses. The presenters share how they developed a grants program that resulted in the development of robust online courses that leverage existing OER resources, as well as materials faculty, have created. There is an opportunity for a rich discussion on what other participants are doing with OER in regard to online courses, and materials will be shared that can be used for participants to replicate the grant program.

Participants leave with a toolkit for implementing a similar program complete with information about the grant program, grant applications, rubrics, etc.

Dr. Young serves as the Faculty Director of the Center for Teaching and Learning at Scottsdale Community College. She teaches a number of credit classes as well as professional development classes in a number of delivery methods and serves as tri-chair of the Maricopa Millions OER project.

Dr. Cooper serves as the Faculty Director of the Center for Teaching, Learning and Engagement at Glendale Community College. She teaches English in a number of delivery methods and serves as tri-chair of the Maricopa Millions OER project.

Ms. Christiano teaches Mathematics at Paradise Valley Community College in a number of delivery methods and serves as tri-chair of the Maricopa Millions OER project.


Redesign of Online Mathematics Courses with the use of Open Educational Resources at the Community College of Baltimore County

This session focuses on the redesign process of online mathematics courses at CCBC.  In this session, we discuss the motivation, process, and results of redesigning online courses to make them institutional (the same course, owned by the college, is taught by each instructor).  The adoption of Open Education Resources and the Quality Matters rubric is also discussed as well as the results of the redesign.

Participants can apply the model to make their own courses institutional.   Participants learn about the vast free resources available and how they were adopted at a large college.  Participants have opportunities during the presentation to share ideas and experience.

Danielle Truszkowski is currently the director of the Accelerated Mathematics Program at the Community College of Baltimore County.  She has over 20 years of teaching experience and has recently contributed to the college's efforts to adopt Open Educational Resources for online and lecture math courses.  She is currently pursuing a doctoral degree in Educational Leadership with a concentration in Online Education.

Pete Surgent has taught mathematics at the Community College of Baltimore County for 13 years.  He has led faculty in the redesign of three online math courses (beginning algebra, college algebra, and pre-calculus) following the Quality Matters model.  He has also worked with his department to bring free Open Texts and Open Software to the college for both online and lecture courses.


Scaling up Open Educational Resources (OER):  Publicly funded efforts in Arizona, California, and Michigan

The Community College Consortium for Open Educational Resources (CCCOER) is a community of practice for open education.  With members in 25 U.S. States and British Columbia, Canada, come hear about large-scale programs in different states who have taken their own approach to making college more affordable and expanding access for students through promoting faculty adoption of OER.  Each presenter shares initial goals for starting the program, funding and program development challenges, and plans for sustaining the program into the future.

Learn how successful OER programs get started at the district or state level. Understand key success factors for achieving the goals of a large scale OER initiative. Explore sustainability plans for continuing the program into the future.

Una Daly is the Director of Community College Consortium for Open Educational Resources (CCCOER), a partner in Achieving the Dream’s OER Degree Initiative and the California Zero Textbook Cost Degree program. She also was OER Library Services Manager for the California Open Online Library (COOL4Ed). Prior to directing CCCOER, she leads College Open Textbooks’ Accessibility, Professional Development, and College Grants efforts at the Foothill-DeAnza College District. She holds a Masters Degree in Education with a focus on ePortfolios in undergraduate studies and formerly was a software engineer.

Lisa Young is the Faculty Director of the Center for Teaching and Learning at Scottsdale Community College in the Maricopa Community Colleges.  She is also the co-chair of the Maricopa Millions OER project.  A pioneer in online learning, she has spent the past 20 years exploring online, hybrid and web-enhanced instruction to better serve her students. Young earned a B.S. in Environmental Geography and an M.Ed. in Learning and Instructional Technology from Arizona State University

Ronda Edwards is the Executive Director for Michigan Colleges Online, where she works with all 28 Michigan community colleges in support of their distance learning programs and directs the MCO services to students. Prior to this she was the Director of Academic Programs for MCCVLC and focused specifically on assisting colleges with the development of online curriculum and facilitating professional development for faculty and staff across the state. Before her role at MCCVLC, Ronda was the Director of Distance Learning and Media Technologies at Northwestern Michigan College where she started their online program.


Simple OER Curation: Using Online Tools to Collect, Organize and Share

Curating OER is messy! Each new course brings a new collection of lib guides, websites, spreadsheets, course maps, and piles of post-it notes. Have you ever found the perfect resource and had nowhere to use it, or needed a resource you remember seeing but couldn't remember which lib guide it was in? You can save your sanity, and your time with free, easy to use online tools.   This session demonstrates ways to adapt online pin boards, web clippers, and pivot tables to collect, organize, collaborate, and share. You take home links to online resource collections, plus tips for replicating and adapting the tools to meet your school's needs.  Librarians, faculty, and instructional design teams can benefit from having a central repository of OER resources that can be used across disciplines. This can be achieved at no cost, built collaboratively, and easily shared. Each participant is given access to each of the presenter's resource tools to use as a template.

Stephanie Slaton is an instructional media specialist at Pima Community College. At Pima, she assists with the building of online courses from HTML to LMS. Stephanie started her career as a graphic artist in 1988 and segued into training and development by designing and delivering training curriculum in the hospitality industry. Prior to Pima, she consulted with faculty around the world for a startup Learning Management System based in New York City.


Stop, Collaborate, and Listen

This session allows discussion and collaboration between the different, but necessary individuals needed to develop online courses. Join us to identify tasks, set goals for a current or yet-to-be-defined project, and get contact information for fellow collaborators. The presenters model how to work together to develop effective learning opportunities. Participants take advantage of the collective knowledge in the room, work together, find common goals, and share our resources and ideas with each other.

When collaborators who work from different institutions join forces on like projects they have the opportunity to save time, money, and resources. The key is finding the right collaborators.


Tackling the Hot Topic of Instructor Interaction

Assessment of “regular and substantive interaction between students and instructors” is an important topic for any distance education program. This session provides tangible strategies and takeaways that can be applied to an existing course review process, as well as recommendations on how to start college-wide initiatives that assess instructor facilitation and presence.  We share how instructor facilitation standards were developed, built into our existing Quality Matters review program, and evolved into a new Quality Online Instruction rubric of standards and peer review program. Session activities include a facilitated discussion on the rising importance of instructor interaction in online learning, and how to ensure quality interaction. We also discuss implementation methods, including our approach to building campus support, guiding a taskforce to the recommendation, customizing existing review processes and systems, piloting, and launching the review program. Takeaways will include the distribution of our college’s annotated rubric of quality online instruction standards and an overview of the implementation process.

Kellie Schellenberg the Dean of eLearning & Academic Technology at Chemeketa Community College, and is responsible for the oversight of Chemeketa Online and the college’s Academic Technology strategic plan. She has worked at Chemeketa since 1997 and joined the Chemeketa Online team in 2008. Kellie has her MBA in Leadership & Organizational Development from Marylhurst University.  She is an active member of the Oregon Community College Distance Learning Association and is a member of the ITC Accessibility Taskforce.

Beth Hale is a Learning Technologies Facilitator at Chemeketa Community College and supports faculty with education technology,  instructional design and other aspects of elearning. She’s worked in education for twenty years and with Chemeketa Online the past decade. Her professional experience also includes strategic planning and ESOL instruction. She received her MA in Educational Technology from the University of Washington. She’s been a member of the NWeLearn board since 2010.

Colin has been in higher education for over 20 years and has a background in photography, video production, and multimedia. He has been involved in educational technology throughout his career, and his experience includes, online teaching, faculty development, and integrating technology with instruction. He has a Master of Educational Technology and Graduate Certificate in Online Teaching from Boise State University. He is also a graduate of Mt. Hood Community College and Pacific University.


The ABCs of a Z-Degree

In this session, participants learn how Central Lakes College, a two-year comprehensive college in northern Minnesota, constructed a zero textbook cost AA degree. We discuss logistics, politics, overcoming barriers, and a collaborative course redesign model that meets faculty where they are and leads them on a path to replacing expensive commercial textbooks with high quality open educational resources.  A campus-wide OER focus is beneficial to all students and is particularly well suited for online courses.

Presenters share their experience of developing the CLC Z-degree including the pros and cons of the particular strategy devised. Visual aids including a PowerPoint and handouts are used during the presentation for clarity and summarizing main points.

Martha Kuehn is the Dean of Liberal Arts and Sciences at Central Lakes College and leads OER work at the college. She has been with CLC for 20 years, teaching psychology and in the dean position for the past few years. She has been an OER advocate since 2015 and has helped guide the college to being the first in the state to offer an Associate of Arts Z-degree.

Kari Frisch is a Communication Instructor at CLC and their eLearning Coordinator. She has actively championed online teaching/learning initiatives for over 15 years and has traveled the United States presenting on various eLearning topics. She serves on numerous national, state, and local committees, including those that helped lead to the z-degree.


The Futurology of Distance Education:  Ten major trends and challenges in the Next 5 Years

The session utilizes relevant data as well as 40 years of DE experience to prognosticate on the future significant trends and challenges to come.  Are you aware?  Are you ready?  Join us for a provocative conversation!

- identify major trends in DE - identify 10 major predictions addressing where online learning is going
- identify how attendees can prepare and educate their campus community for the changes to come
- incorporate major trends and findings into  their campus-based strategic planning
- encourage an informed discussion with their faculty, staff, and leadership
- engage in dialog with the audience to encourage a broad understanding of the trends and challenges

Fred Lokken is currently chair-elect of the Instructional Technology Council and a member of the ITC Board of Directors.  Fred also has authored the ITC Annual National Distance Education Survey for the past fourteen years.  Fred is also a Professor of Political Science and chair of the Department of Business, History, Political Science & Culinary Arts at Truckee Meadows Community College in Reno, Nevada.  He also served as TMCC's eLearning administrator for eighteen years and most recently served as dean of WebCollege.

Dr. Norris serves as director of eLearning at the College of Southern Nevada in Las Vegas, Nevada.  He has served in this role for the past ten years.  Terry also serves as chair of the eLearning administrators for the Nevada System of Higher Education and has served as a member of the WOW review committee for WCET for the past several years.  He manages an online program with more than 20,000 student enrollments at CSN.


The Impact of the Distance Education Discussion Board On Course Success Rates in the California Community Colleges

This session discusses the impact of the distance education (DE) discussion boards on student success in DE courses.  Results from the California Community Colleges Spring Term DE Student Satisfaction Survey are presented where course outcomes are compared to participation in DE discussion boards in DE courses.  The survey includes results from over 40 colleges and 3,000 students and looks at the existence and participation of students in discussion boards within DE courses.  Results also look at the discussion boards contribution to critical thinking and problem solving as well as the level of satisfaction with the experience and the level of participation of the faculty member in the discussion board session.  An understanding of the role of the discussion board will contribute to better instructional designs and use of them as a tool for improving student success.

LeBaron Woodyard is currently the Dean of Academic Affairs for the Chancellor’s Office, California Community Colleges.  He is responsible for Distance Education, Library and Learning Resources Programs, Faculty and Staff Minimum Qualifications, Flexible Calendar, and Open Educational Resources.  He has forty-five years of experience in higher education and has served in the California State University system, the Claremont Colleges, and the California Community Colleges system.  Thirty-five years have been in the California Community Colleges system, ten years at Laney College in Oakland and twenty-25 years in the system’s Chancellor’s Office.


The ITC National Accessibility Taskforce: The Adventure Has Begun!

In November of 2017 the ITC launched the National Accessibility Taskforce, and the work of the Taskforce began. This session summarizes the role of the Taskforce and focuses on examining current and future accessibility challenges. Attendees and Taskforce members will collaborate in refining the best strategies for addressing the accessibility issues that all Distance Learning programs face. Come join us for a very timely and important conversation...

Candace Holder - Director of Distance Education, Surry Community College
Melanie Leaver - Associate Dean of Instructional Technology, North Central Michigan College
Shiao Ling - Director of Information Technology and Enrollment Services, Edukan, Inc.
Fred Lokken - Accessiblity Taskforce Chair and Incoming Chairman, ITC Board of Directors. Chair, Department of Business, Political Science, History, & Culinary Arts; Professor of Political Science, Truckee Meadows Community College
Kellie Schellenberg - Dean, eLearning & Academic Technology, Chemeketa Community College
Loraine Schmitt - Dean, Distance Education, Portland Community College
Carol Seufert - Assistant Director, Bucks Online, Faculty Services, Bucks County Community College
Jennifer Starkey - Executive Director, Instructional Technology Council
Susan Sutton - Director of the Center for teaching Arts & Technology & Distance Education, Roane State Community College



Training One Thousand to Teach Online: What I've Learned

The presenter shares funny (and sometimes serious) insights into teaching teachers to teach online. Participants learn what works and what clearly doesn't! We also cover the benefits of and hurdles to online faculty development - both internal and external programs. Finally, attendees get answers to their most challenging online teaching and learning questions!

Participants can create or improve an online faculty certification programs. They also have an opportunity to evaluate their own strengths as an online teacher and learner. The presentation utilizes scenarios and various tools to gain audience input.

Garry Brand has taught law-related courses online for almost 25 years. At the same time, he has trained more than a thousand faculty to teach online (at an institutional and state level). Additionally, he has served as a distance learning administrator.  Garry is currently the Executive Director of the Educational Technology Organization of Michigan (


Trident of Open:  Three Colleges' Pathways to OER Degrees

An OER degree is a pathway to a degree or credential with no textbook costs for students. Hear about the different paths taken by three colleges to deliver on their promise to improve student success and save students money with OER degree pathways.  Key institutional strategies for engaging faculty, involving students, and ensuring sustainability will be shared. Bay College, located in the Upper Peninsula of Michigan, is a small rural college with 77% of students qualifying for TRIO services. Since launching its first OER course in fall 2015 it has saved students over $300,000 on textbooks.  In fall 2017, it launched a complete OER Degree Pathway as part of the ATD OER Degree Initiative. Data is still young on this grant but initial results indicate increases in C- or better rates, completion rates and decreases in withdrawals. Broward College located in the Fort Lauderdale area offers 4-year and 2-year degrees to over 60,000 students. Over five years ago, BC Online, the virtual campus at Broward College, decided to take a stand and chart a new direction in quality courses and affordability by embracing the disruptive elements of OER. With a Gates’s Next Generation Challenge grant, four OER-based business courses were developed and it is currently implementing two fully OER AS degree programs in Business Administration and Marketing. Florida State College at Jacksonville is a large, urban college that offers 4-year and 2-year degrees.  It serves over 50,000 students through four campuses, three centers, and a fully online division. FSCJ was just ranked 10th by College Choice for best community colleges offering online associate degrees. In fall 2017, FSCJ launched an online AA OER degree pathway as a grantee of the ATD OER Degree Initiative and will be announcing other modalities beginning in Spring 2018.

Participants are asked to examine the three different colleges' OER degree programs and determine which approach or combination would fit best at their college.

Joseph Mold: Joseph Mold is the Director of Online Learning and Instructional Design at Bay College. Throughout the last six years at Bay, Joseph has worked to help faculty adopt, adapt and build OER. Previously he was an instructional designer at The University of Toledo for ten years, where he also received a B.F.A in Cyber Art and a Masters in Instructional Design.

Dr. Tom Ayers is Dean, Information Technology, and Online Campus Lead for Open and Competency-Based Education at Broward College in Fort Lauderdale, Florida. Previously, Dr. Ayers was Vice President of Education at Anthem Education and served in a variety of administrative and academic roles at Barry University, including Executive Associate Dean, Assistant Dean for Information Technology and Assistant Professor of both Organizational Leadership and Information Technology. He holds a Ph.D. from Barry University and master's degrees from Harvard University, Barry University, and Florida International University, as well as a bachelor of science degree from Saint Peter's University.

Dr. Peter Shapiro serves as Director of Creative Learning Services, working for the online division of Florida State College at Jacksonville (FSCJ Online) and in the Center for eLearning. A member of the editorial board of the Online Journal of Distance Learning Administration (OJDLA), he has over 30 years of experience in higher education, including a 20-year involvement in the management, design and delivery of online courses. He holds a Ph.D. in Education, Instructional Design for Online Learning from Capella University, a Master of Science in Communication from the University of Louisiana at Lafayette, and a Bachelor of Arts in Speech from the University of Michigan.


Universal Learning Initiative at PHSC

The recent proliferation of online course offerings and the growing demand for students opting to do online courses has raised focus on the issues of accessibility. Moreover, the recent release of the final rule by the U.S. Access Board approving the Section 508 ICT Refresh created an opportunity to organize an institution-wide initiative which promotes accessibility and inclusion of all students. This presentation discusses the steps being taken to implement a universal design initiative at a small-scale higher education institution   

The presenter discusses how responsibilities were shared among the team members in the Academic Technology Department, and shares process and procedure details for the project plan including an accessibility rubric that instructional designers use.  Last, the session will share steps and strategies for growing awareness on campus and will share specific examples of promoting accessibility.

Presentation attendees leave with strategies on how to evaluate the accessibility of eLearning environments and various educational materials. We explore how they can modify and adapt these evaluation strategies to work for their institutions. The presenter showcases practical examples of how the College promotes its’ awareness initiative. Finally, the presenter will provide a list of helpful resources and tools on accessibility to share with their team. 

Ana Lopez is a Senior Instructional Design Coordinator at Pasco-Hernando State College. She joined PHSC in 2007 as a librarian and later moved into the instructional design field. She is a graduate of the University of South Florida with masters degrees in Education and Library Science.


What is Learner Experience Design?

This session focuses on Learning Experience Design (LXD). In this session, we cover the differences between instructional design and learning experience design and why you should consider the learner experience when designing your online classes. We cover how creating a good learning experience requires different skills than the traditional Instructional Designer uses to create a course. I provide a brief history of the roots of Learning Experience Design, including how LXD evolved from User Experience Design (UX). We’ll then go over a few basic tools for designing the learner experience, including how to build simple personas and a user journey map. These tools help you plug the loopholes in your traditional online courses. You walk away from this session with an understanding of how LXD focuses on the learning experience and why designing for the student learning experience is just as important as designing for the content and course objectives.

The basic tools I provide in my presentation can be immediately applied to improve the student learning experience in the online class. This will increase student engagement and satisfaction. My strategy is to have a conversation with the audience rather than a strict lecture.

Eugene Jars is currently an Instructional Designer at Pima Community College.  He has been working with online education since the late 1990s, designing learning experiences for the military, corporate and academic worlds. He's a graduate of Boise State with a master's degree in Human Performance Technology.


What is Online Success Coaching? - Salt Lake Community College

This session focuses on how our Online Success Coaching (OSC) program works with instructional designers, faculty, and communication technologies to support online student success.  In this session, we share how our cross-college partnerships are critical to customizing the support given to online students and creating effective intervention strategies.  Communication is key, and we also share multiple technologies to execute timely, asynchronous information to online students. We found great success in our pilot program as it provides online students a greater sense of engagement, involvement, and closer to the ultimate goal of graduation.  By sharing our work in supporting online learners, we hope to identify challenges and best practices that can benefit other institutions or programs and create awareness that servicing online students isn’t just about access or quality courseware but online student services and academic success as well.

Seini Pahulu is currently the coordinator for the Online Success Coaching program at Salt Lake Community College.  She is responsible for the creation, development, and ongoing progress of this online student support service which she built from the ground up with her team.  She has worked in higher education for over 15 years in the Utah Valley and served in many capacities supporting students, leadership, and online education.   Seini is an MSW graduate of Brigham Young University.

Geraldine Fitisemanu is currently an Online Success Coach & Coordinator for Salt Lake Community College. She has been associated with higher education since 2009 when she started as an enrollment advisor for the University of Phoenix. She joined Salt Lake Community College in 2014 as an academic advisor for the general studies as well as the School of Applied Technology. She was hired to build and execute Online Success Coaching in 2016 and could not have been happier with the challenge! Geraldine is a graduate of the University of Phoenix with a Masters in Adult Education & Training

Magen Despain is currently the support specialist for Online Success Coaches at Salt Lake Community College. She has been associated with Elearning since 2007 in many roles throughout the department. Magen joined Salt Lake Community College in 2002. Her passion is to help others be the best that they can be.