Beyond the Walled Garden: New Possibilities with Learning Platforms
|While the history of educational technology has tended to embed a 'walled garden' approach that attempts to capture learning content and tools within a monolithic system, current and future institutional needs seek to move beyond this garden. No longer do schools assume the need for one system for all of their needs, but will the ed tech ecosystem support this more open approach?
While significant changes take time, there appears to be a new world of learning platforms that can provide end users - faculty and students - a more seamless experience in taking advantage of multiple tools. We finally seem to be moving beyond the walled garden and into an ed tech ecosystem that can support innovators, early adopters and the majority of instructors with a multitude of software platforms and tools targeted at varied educational needs. During this talk we will explore this long-term trend, several of the drivers enabling the change, and the implications for current and future educators.
Phil Hill (@PhilOnEdTech) has spent the past 12 years as an advisor in online education and educational technology markets. Through MindWires Consulting, Phil helps higher education institutions make necessary changes based on the new world of digital education. Phil’s clients have included the Colorado Community College System, Western Governors University, Cuyahoga Community College, the University of Iowa, UCLA, Mississippi Community and Technical Colleges, among others. Phil is also co-publisher of the e-Literate blog and co-creator of e-Literate TV.
|Getting Serious: Creating a Culture of Success Online
Thursday, Feb. 19, 2015 - 8:00am-9:30am
Featured General Session Speaker
Brenda Harms, Ph.D., Senior Vice President, Converge Consulting
|With students demanding higher levels of convenience and flexibility than ever before the trend for increased enrollments in the online environment is not likely to shift anytime soon. That being said, we simply MUST do a better job at seeing these students through to successful completion. Student support services, academic assistance, and courseroom attentiveness will be explored in this presentation that is bound to get schools thinking more intentionally about the retention of online students.
Dr. Brenda Harms is an experienced higher education administrator with a diverse marketing and admissions background. Her perspective on higher education marketing and recruitment is strengthened by her hands-on experience serving in both academic and administrative roles at a branch campus. As a consultant she has assisted dozens of colleges and universities from across the country in their efforts to serve adult and graduate students more effectively. Her book, Up to Speed: Marketing to Today’s Adult Student, was published in March 2010. Brenda is also an avid speaker, having presented at several national conferences, including the CIC, CASE, CAEL, UPCEA Marketing, CAHEA, ACHE, NABCA, and CAP.
|The Grand Debate: In or Out: And We’re Not Talking Burgers
Thursday, Feb. 19, 2015 - 12:15pm-1:45pm
Sondra Cosgrove, Ph.D., History Professor, Department of Social Sciences, College of Southern Nevada, versus Cammie Fleitz, Executive Director, Strategic Partnerships, Western Region, Pearson Higher Education
Moderated by Michael Catchpole, Ph.D., Professor, North Island College
|To in-source or outsource? eLearning administrators have debated this question since the dawn of time! On the one side we have: academics who are skeptical of technology-mediated learning, administrators who want to meet growing student demand, and entrepreneurial companies who want to create new models to serve students. On the other side we have: faculty who see no difference between face-to-face and eLearning courses, administrators who want to incorporate shared governance models, and vendors who want to help faculty by providing technology support.
Until now, this discussion revolved around meeting student demand for eLearning. With “data-driven” decision making, the delivery mode that offers the best student outcomes is in play. Each side is crunching the numbers, constructing arguments to bolster its position. The answer is . . . it depends.
If your institution is still struggling to answer this question, join our panelists Dr. Sondra Cosgrove and Cammie Fleitz for a lively debate—an eLearning tradition, in which our esteemed and knowledgeable debaters will present both sides of a controversial argument. This event is once again moderated by the kind and equitable Michael Catchpole from North Island College!
|Expect to be Disrupted: The Next Wave of Innovations in Online Education
Friday, Feb. 20, 2015 - 8:00am-9:30am
Featured General Session Speaker
Richard L. Edwards, Ph.D., Executive Director, iLearn Research, Ball State University
|Every year brings the promise of newer and better technologies to enhance online learning and teaching. While many new technologies focus on delivering incremental improvements or refinements to existing practices, a smaller number possess the potential to be disruptive innovations that will significantly change the future of online education. In this presentation, Edwards will discuss key technologies and trends in online and higher education that are likely to have a major impact on our practices and policies over the next few years. He will address personal and organizational strategies for how to prepare yourself and your colleagues for the constant challenges and emerging opportunities shaped by the dynamics of disruptive innovation.
Richard L. Edwards received his Ph.D. in critical studies from the University of Southern California (USC) School of Cinematic Arts. From 2002-2004, he was a postdoctoral fellow at the USC Annenberg Center for Communication's Institute for Multimedia Literacy (IML). At the IML, he was co-architect of the Honors in Multimedia Scholarship Program, the first university-wide honors program in the history of USC. Most recently, he has held appointments as an assistant professor of new media at Saint Mary's College of California and Indiana University-Purdue University Indianapolis. He has taught undergraduate and graduate courses on new media, film history and theory, digital design, and digital video production. As a researcher and instructional designer in online and blended education, Edwards has published peer-reviewed articles and given numerous national presentations and invited talks on the topics of social networking, online collaboration, open access, digital storytelling, virtual worlds, and active learning.
|ITC 2015 Awards for Excellence in eLearning
Friday, Feb. 20, 2015 - 12:45pm-2:00pm
Presented by Loraine Schmitt, Chair, ITC Board of Directors, and Director of Distance Education at Portland Community College
|At this special luncheon, ITC will announce the winners of its 2015 Awards for Excellence in eLearning. A panel of judges that included ITC board members, past board members, past award recipients and other ITC members will have reviewed and chosen these exemplary and outstanding distance educators.
Award categories include: outstanding eLearning faculty, outstanding online course, outstanding blended course, outstanding technical support and service, outstanding use of new technology and/or delivery system, outstanding student services, outstanding eLearning program, lifetime achievement and outstanding eLearning student. ITC will also recognize all of the eLearning faculty who are nominated by their institutions as exemplary members of their community, as distinguished eLearning educators.
|High-Impact Practices: Promoting Participation for All Students
Saturday, Feb. 21, 2015 - 11:00am-12:15pm
Featured General Session Speaker and Closing Brunch
Jillian Kinzie, Ph.D., Associate Director, Center for Postsecondary Research and the National Survey of Student Engagement (NSSE)
|Research shows that High-Impact Practices (HIPs), such as service learning, internships, culminating experiences, research with faculty, and study abroad, can transform a students’ personal development and educational growth to help them succeed, engage in deep learning, reduce the time it takes to complete their degree program, and encourage college completion. Although results vary by racial–ethnic and socioeconomic background, historically-underserved students benefit more than their peers. Yet, for a variety of reasons, under-served students tend to be less likely to participate in these transformative experiences.
The recent focus on using evidence-based change to increase student success has motivated campuses to adopt HIPs and design practices that highlight the hallmarks of HIPs, document their educational benefits, and craft more effective approaches to supporting these practices. Kinzie recommends institutions be intentional about ways to make HIPs more widespread and available to all students.