We use data to make decisions small and large every day; we know its value and use. When it comes to decisions about how to define our organization’s goals, how to use our resources, and how to evaluate our initiatives, however, not everyone has the same sense of confidence. Join Leah Lang (EDUCAUSE) and a panel of leaders whose institutions embrace and use data to drive decisions to share your top challenges to building a data-ready culture and learn strategies for building a data-ready culture on campus. Outcomes: Articulate how to start and influence a path toward a data culture at your institution *Recognize challenges and opportunities that affect broad adoption of and sustainability of a data ready culture change *Attendees will be able to synthesize examples from other institutions that will help improve data-related initiatives at their campuses
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Change is hard. It disrupts our lives. Come take a part in a role-play as we discuss LMS transitions on three campuses. Changes like this drive faculty crazy. How do learning technology staff members both drive change and help faculty cope with the change at the same time? In higher education, change can be fascinating, inspiring, and well, sometimes fun. Join us for a session where we will discuss some ways to alleviate faculty angst during major changes to an LMS, an instructor’s second home. Let’s learn how to change…together!Outcomes: Anticipate what will challenge faculty when your campus changes the LMS and how to facilitate conversations to alleviate frustration *Identify multiple strategies for communicating in a clear, persistent, and sensitive manner when working with faculty *Practice (or employ) practical techniques for collaborative conversations with instructors who are struggling with making a technology change
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As learning occurs more and more beyond the traditional LMS digital spaces, stakeholders wonder, How do I know what students are really doing online? With xAPI and some planning, it is possible to track learner engagement with online content like articles, videos, quizzes, Storyline objects, etc., in ways that generate actionable data for learners, faculty, instructional designers, and program managers. xAPI provides a way for us to construct a story detailing learner interactions, allowing e-learning professionals insight into how students are using content and how their use impacts their performance in a course.Outcomes: Learn about the capabilities of xAPI technology and how it can be applied to collect learner data *Analyze xAPI statements to make judgments about online learner experiences *Develop strategies that can be implemented at your institution to begin utilizing xAPI for experience data collection
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Engaging Faculty in a Model of Proactive AccessibilityThe work of accessibility on campus tends to get muddled with legal and administration concerns, creating a challenging environment in which to encourage faculty members to consider the principles of accessibility proactively; instead, many faculty members find themselves working on course accessibility issues as a result of an accommodation model. This model puts students, faculty, accessibility folks, and the classroom at odds with one another, limiting the benefits that accessible design can have for all students in the academy. The model of proactive accessibility empowers faulty members to engage in accessible design and create more-inclusive classrooms.Outcomes: List the benefits of a model of proactive accessibility *Describe practical ways to engage faculty in proactive accessibility *Determine one way you can incorporate aspects of proactive accessibility in your workCreation in Common: Teaming Up for Better Faculty DevelopmentCollaboration is the name of the game in Design for Online, a training course for online instructors. From its co-creation by instructional designers from very different institutions to the way cohorts of new and veteran teachers work together to discover and share best practices in online teaching, the course focuses on using partnerships to create engagement and support ongoing innovation. In this session, we’ll share how we built a development opportunity that’s fun, flexible, and faculty-focused, and how ongoing collaboration has allowed us to carry that momentum forwardOutcomes: Describe ways collaboration can help address faculty development challenges * Learn strategies for building effective and engaging faculty development * Identify opportunities for intra- and interinstitutional collaboration in your environment
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The core of student-centered learning is student initiative acquired through doing. Looking at the current rise in interest in learning recognition systems and their potential to connect evidence to learning assessments, we’ll examine their potential as a lever for change and how translating these to student assertions about their aspirations for learning might help. The technology underlying these possibilities has been coopted by institutional paradigms of credentialing, so we’ll look at badging and distributed ledger technologies as case studies to explore how we might reframe this paradigm.Outcomes: Familiarity with recognition systems, metadata standards, IMSGLOBAL extensions for education * Understand assessment rubrics for complex and procedural learning * Learn how distributed ledger technology can transfer management of learning accomplishment and learning intention records to the learner
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Does Delayed Access to Instructional Materials Impact Student Performance?As a person who is associated with a teaching institution, you are interested in improving performance of students. Did you know that there is something that potentially impacts performance in a significant way that you were not aware of? We looked at the question, “Does lack of access to textbooks and digital instruction resource significantly learning performance?” Based on data analysis using techniques in learning analytics, early research evidence indicates, indeed there is an impact. So, what interventions can we apply? We will share some ways to intervene and address the issue.Outcomes: Understand the impact of delayed access to course material and be able to address the issue at your institution *Understand how to design messages that are effective at nudging students to obtain access to key course materials *Perform effect-size calculations on any data that you have or will have a concrete application of these methods for your dataQuantifying Quality: How Collecting and Utilizing Data Can Improve EffectivenessData can help shape university practices to produce more effective learning experiences and increase student retention, leading to academic and workplace success. By asking compelling questions and collecting pertinent information through multiple formats, institutions can analyze results to learn what works and what misses the mark in university work with students. We will take you on a path of discovery to identify valuable questions for higher education, key data sets, and areas of exploration that have proven successful for Colorado State University–Global Campus in its ongoing work on quantifying quality toward student success.Outcomes: Synthesize and visualize data for student success *Create appropriate questions and data direction for collection *Apply learned data collection skills to individual institution needs
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Remove Barriers with Universal Design for Learning (Not the Ones You Think)To help make educational materials and practices inclusive for all learners, in this interactive session we will radically reflect on how to motivate and inspire faculty members and campus support areas to adopt Universal Design for Learning (UDL): broaden the focus away from learners with disabilities and toward a larger ease of use/general diversity framework. Participants will learn five specific strategies they can implement tomorrow—and learn how to convince campus leaders, faculty colleagues, and other support areas why adopting UDL principles is not only a social-justice practice but also a sound business decision.Outcomes: Add UDL elements to existing courses, and design/retrofit course components using UDL principles *Motivate faculty colleagues to adopt UDL as part of the campus culture *Expand your institution’s use of UDL elements beyond the legally required minimumInnovating beyond Just “It’s Accessible”We’ve learned for years how to “fix” accessibility issues on the web. Well, if you’re tired of “just fixing” them, attend this session to learn about ways to expand beyond just “it’s accessible” into improved usability and helping users empathize with different conditions through simulation. We’ll demonstrate libraries like Annyang, JWERTY, Speed Reader, Open Dyslexic, AblePlayer, MaterializeCSS, H5P, and other open technologies combined with the way we employ them in ELMS Learning Network (ELMS:LN) to form the most interactive and accessible NGDLE that exists today.Outcomes: Improve the accessibility and usability of your work through a new toolkit of JavaScript libraries *Empathize with users that have visual impairments such as dyslexia through real time simulation *Envision the future design of learning technologies through voice based communication systems
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The college math curriculum has been virtually unchanged for decades. At Purdue, the Algebra and Trigonometry I course had a drop/fail rate of 52% in 2014. As a part of the Instruction Matters: Purdue Academic Course Transformation (IMPACT) program, the course was completely redesigned and transformed into a hybrid learning model, allowing for unique learning paths for students. Several digital solutions were employed to help meet the desired learning outcomes for the course. Transformation is an iterative process, but early results are encouraging. Data has shown a full letter grade improvement, without any reduction in rigor or learning outcomes.Outcomes: List and share potential desired outcomes for a transformation to meet a defined need * Collaborate with your teammates to propose a potential solution to meeting the identified needs and learning outcomes * Synthesize solutions, evaluate feedback, and communicate the transformation to a group of stakeholders in a short period of time
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Another Piece in the Mosaic@IU: Active Learning Practices in a Steelcase Verb ClassroomThis session focuses on a yearlong mixed methods research study of a redesigned active learning general-purpose classroom that features Steelcase moveable Verb furniture at Indiana University. In fall 2015 and spring 2016, survey methods were used to examine student perceptions (N = 152) of learning practices across 24 courses. Survey data indicated statistically significant differences in three specific areas: space reconfiguration, individual whiteboard use, and student use of technology. Video capture of daily summer instruction provided detailed analysis of the novel ways faculty and students interacted within the space. Session attendees will be encouraged to share their experiences with learning space designs.Outcomes: Explore the features of an active learning classroom that integrates the Steelcase Verb system *Consider an example of student and faculty observed behaviors within an active learning space *Learn about student and faculty perceptions of learning and pedagogy in active learning classroomsEnergize Your Course with a Mobile Data Science Learning ExperienceStudents are used to using their mobile devices to collect data daily. They just don’t think about their photos, “likes” and “posts” as “data.” Learn how to energize your course by putting student device know-how together with real-world inquiry. Using mobile devices to collect data is an exciting way to energize your students and teach them about data science, research practices, data visualization, analysis, and privacy. UCLA has been leveraging a mobile data-collection platform in courses to allow students to make hypotheses and then test them out with mobile data-collection tools and a built-in data visualization dashboard. Outcomes: Learn what a mobile data collection platform is and how it can be used for instruction *Suggest to faculty how a mobile data collection exercise might be useful in a course *Demonstrate to your faculty how they might use mobile learning exercises in their courses
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A vision on education is an important point of departure in organizing the digital learning environment (DLE), especially when you define the DLE as an interconnected whole of services and applications that support students and teachers in their learning and teaching activities. Translating the vision of education into a pedagogical model and didactic applications often takes place at several levels within a university: faculty, cluster, program, etc. How can an innovative DLE be organized that is responsive to various pedagogical needs and wishes? This poster will describe success factors for translating the vision of education into the digital learning environment.Outcomes: Explore the complexity of implementing a digital learning environment that suits various pedagogical models *Explore success factors for organizing a digital learning environment based on a vision of education *Learn how staff and faculty can use the success factors at your institution
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