Open SUNY COTE Summit

Celebrate. Connect. Share. Grow.

Category: presentation (page 1 of 2)

Alicia Fernandez: What I Have Learned After Completing 28 Online College Courses

Presenter: Alicia Fernandez is a Open SUNY Online Student and the 2015 NUTN Online Student Recognition  Award Recipient

Day 2 Presentation

In 2010, Alicia Fernandez decided to return to college to complete the bachelor’s degree she had started 1980.  Four years and twenty-eight online courses later, she is the proud recipient of a B.A. in Communication and Culture from CUNY, and an M.S. in Curriculum Development and Instructional Technology from the SUNY University at Albany (received in May 2014).

As a first generation American, Alicia experienced financial and time challenges which precluded her participation in traditional university offerings. In 2009, after 30 years in the corporate ranks, she became one of the millions displaced by the economic downturn, and the lack of a college diploma became a barrier to securing a new job.  Fortunately, she discovered online degree programs that were not only very accessible, but also affordable. This allowed her to finally attain the previously elusive higher education credentials.

Alicia’s online learning experiences afford a unique student perspective. She will discuss instances that either hindered or facilitated her learning. Her reflections can help online teaching and learning practitioners and those that support online learners better understand and serve online students, especially her former cohort, the over 34 million adults in the US who have completed some college, but have no degree.

Open SUNY/NUTN Engagement: Creative Collaboration in an age of Consortia, Collaboratives, and Crazy Workloads

Moderators: NUTN Board Members:

Cristi Ford  –  Assistant Vice Provost for Learning Innovation Initiatives in the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland University College (UMUC).
Kevin Bell – Executive Director for online curriculum development and deployment at the College of Professional Studies, Northeastern University.
Dale D. Pike – Executive Director and Associate Provost for Technology-enhanced Learning and Online Strategies (TLOS) at Virginia Tech.

Day 3 Presentation
As innovation and academic technology become cornerstones for the future of landscape of higher education, it will be important for us to share topics and challenges that are emerging in our field. This session will provide attendees an opportunity to network and collaborate around synergies in the field of online learning and institutional digital strategy. In tandem with current NUTN board members and thought-leaders in the filed, explore new research partnerships, new collaborations on upcoming initiatives, and joint efforts on conference presentation sessions for the next NUTN event. Come with your big ideas and challenges. Be ready to make some new connections!

Carla Casilli: Making sense of the new world of digital credentialing

Presenter: Carla Casilli is a Badges + Digital Credentials Strategist with the Connecting Credentials Initiative

Day 2 Presentation

We’re lucky enough to be at the forefront of a new vision for considering, defining, and expressing learning experiences. More than five years have passed since the inception of the open badges experiment, and in that time the concept of digital badges has moved steadily into the general consciousness. As this novel idea continues to evolve, so do its many opportunities and challenges. Part technology, part conceptual approach, the digitization of representations of learning now includes such wide-ranging considerations as competency-based education and e-portfolios, as well as professional development. This presentation will explore the evolving dimensions of this work.

Daniel Greenstein: Solutions for a New Majority

Presenter: Daniel Greenstein, is the director of Education, Postsecondary Success at the Bill & Melinda Gates Foundation in their United States Program.

Day 2 presentation

Over the past generation, higher education has become an American success story, serving as a bridge to opportunity for millions.  But the world is changing.  Our economy is demanding more educated workers than our institutions are prepared to produce.  A new majority of students is arriving on our campuses with high and often fragile aspirations.  Colleges and universities face difficult but essential choices to ensure that higher education remains a bridge to opportunity and not a barrier.  Dr. Greenstein will outline those choices and highlight solutions that show promise for serving higher education’s new majority.

Workshop: Hands-On OER Hackathon: Discover, Evaluate, Remix

Workshop Facilitators: Nate Angell and Allison Brown

Day 1 Workshop

This workshop will introduce participants to Open Educational Resources (OER) and offer hands-on experience in finding, evaluating, adopting and adapting OER. Workshop participants will collaborate to augment an existing OER for the COTE community, following best practices in locating, evaluating and remixing OER, and will walk away with an understanding of open licensing and the educational benefits of incorporating OER into courses.

Panel: The Open SUNY Online Student Concierge

Moderators: Michele Forte and Theresa Vamvalis
Panelists: Maureen Owens (FLCC), Karen Schuhle-Williams (Brockport), John Locke (Plattsburgh)

Day 1 Panel Presentation

Research on online education suggests that online students are more likely to succeed when they have access to systematic, personalized, one-on-one attention. The Open SUNY Concierge Model was developed to help online students navigate their degrees and find a place within the broader University community. Simply stated, the concierge is a “single point of contact” – the person or people to whom students can turn for information, support, and guidance. Depending on campus culture and programmatic need, this single point of contact may be an ‘” faculty advisor,” or a “mentor” or an “academic advisor.”

Many campuses across the SUNY System have implemented effective, robust Concierge models. This panel will showcase three such examples.

This panel will showcase three such examples.

Finger Lakes Community College
At Finger Lakes Community College, the Concierge Model operates as an online specific “Onestop,” offering administrative, academic and technical support and/or direction to other services. Additionally, the concierge serves as an academic advisor to new online students, and part-time online students who are not assigned to an advisor.

The College at Brockport/SUNY
The College at Brockport is developing its Concierge Model, supported by a newly created Graduate Assistantship. A work-in-progress, this conceptualization phase is being approached with an eye on our academic culture, faculty use of existing early alert tools, delineations between students enrolled in fully online degree programs versus those taking an online course or two, and online orientation constructs already in place in other student support offices.

SUNY Plattsburgh
The concierge for the RN to BS program at Plattsburgh works very closely with recruitment and admissions, as well as the registrar’s office to ensure that there is a singular message delivered to potential nursing students. Once students are on board, the concierge becomes a vital contact to each student as they work their way through the program. In an online setting especially, clear and timely communication is key, and Plattsburgh’s nursing program concierge ensures that the virtual door is always open.


Cristi Ford: The Backwards Classroom – Using Peer Instruction to Increase Active Learning

Presenter: Cristi Ford, Assistant Vice Provost for Learning Innovation Initiatives, Center for Innovation in Learning and Student Success, University of Maryland University College

Day 3 presentation

Peer Instruction, a technique pioneered and  developed by Dr. Eric Mazur, a Harvard University physics professor, is a widely used lecturing technique that intersperses small concept tests or conceptual questions that are designed to reveal commonly misunderstood concepts while actively engaging students in the lecture. This technique advocates the use of required learning outside of the course in order to allow for richer experiential learning methods during class time. As such, Peer Instruction techniques offer a unique opportunity to flip the online or hybrid classroom and gain greater student engagement. In this presentation the presenter will explore the versatility of this technique to increase learning with different ranges of learners and demonstrate its usefulness in flipped classrooms.


Panel: The Open SUNY COTE Effective Practices Showcase

Moderator: Erin Maney, Open SUNY COTE Sr. Instructional Designer
Recognition: 2016 Open SUNY COTE Effective Practices Award Winners TBA
Panelists: TBA COTE Effective Practices

Day 1 Panel Presentation

The intention of a “community of practice” is to share what you know for the benefit of all in the community. The Open SUNY Center for Online Teaching Effectiveness (COTE)  Effective Practice Award Program collects, shares, and showcases the online best practices, strategies, and innovative online teaching and learning activities of exemplary Open SUNY Fellows and online practitioners from across the SUNY system.

  • All online effective practices submitted are made available to the community for review and consideration.
  • The community of online practitioners has the opportunity to vote on their favorite online effective practices.
  • Those online effective practices that earn the most votes from the community are recognized with an award and become part of our effective practices repository, with ties to the Teaching Online Pedagogical Repository (TOPR) and the OSCQR rubric .

This panel will recognize and showcase the 2016 Open SUNY COTE Effective Practices. Award winners will have the opportunity to share and discuss their online effective practices. This session will also provide: An overview of the awards program, an introduction to the Teaching Online Pedagogical Repository (TOPR), how the effective practices inform the OSCQR rubric, and information on how to participate in the Online Effective Practice Award Program.

Panel: The Formation of Positive Attitudes in Online Teaching

Moderator: Peter J. Shea

Recognition: Open SUNY Online Teaching Ambassadors have been nominated by their campus as  exemplary online educators, who are both enthusiastic and effective in online teaching. They will receive a certificate of recognition for their positive contributions to the field of online teaching in SUNY followed by a panel discussion. 

Panelists: Open SUNY Online Teaching Ambassadors TBD

Day 2 Panel Presentation

A continuing failure of online education has been its inability to convince the most important audience – higher education faculty members – of its worth. (Allen & Seaman, 2014).

Numerous national studies have documented issues of acceptance of online learning on the part of faculty in US higher education.  For example, more than a decade of survey research conducted by Sloan-C and the Babson Survey Research Group has found that Chief Academic Officers report a minority of faculty in their institutions of online education. Indeed, in the most recently study for which data was collected only 27.6% of academic leaders believed faculty at their college accepted online education, a lower percentage than when the first study was conducted in 2002 (Allen & Seaman, 2015). An even more recent national survey of faculty attitudes (Jaschik & Lederman, 2014) concluded that only 9% of the professoriate nationwide strongly believe outcomes for online learning were equivalent to classroom outcomes.   However SUNY faculty were far more likely to strongly agree with statements indicating the possible achievement of equivalent outcomes between online courses and in-person courses in a variety of contexts than were faculty in a recent national survey (Jaschik & Lederman, 2014). An ongoing study within SUNY seeks to understand the formation of positive attitudes toward online learning.

This panel will feature Open SUNY Online Teaching Ambassadors relating their own personal narratives reflecting the formation of their positive attitudes.  Such accounts are currently missing from the research literature and can help us develop a richer picture of the successful adoption process of online instruction.

Kevin Bell: How Game Dynamics (not gamification) Will Save Higher Education

Presenter: Kevin Bell is a NUTN Board member and the executive director for online curriculum development and deployment at the College of Professional Studies, Northeastern University.

Day 3 Presentation
– the term – is becoming a lightning rod in higher education for many who are looking for the next big thing. If MOOCs weren’t it, is it Adaptive Learning? Personalized Learning? or Gamification? – What’s the magic bullet and where do I click?

Building on his own doctoral research carried out at the University of Pennsylvania between 2012 and 2014, Dr. Bell will demonstrate that elements common to intrinsically motivating online (and hybrid) classes, can be accentuated by reviewing, psychologically, they are doing and what effects they have on the learners. He makes the case that there does not have to be a golden bullet or a winner of the “Next Big Thing” award, but that engaging learning, as does engaging gaming, has traits that can be consciously built in to pedagogically sound, academically rigorous courses.

Gamification as a one-time, huge, vendor-enriching, expense, building out technology to offer up badges and leader boards, motivators as add-ons that provide no key intrinsic motivation for participants is unlikely to succeed. Spectacular builds of interactive simulations are prohibitively expensive for most institutions, date quickly and cannot be updated without more expense. The gamer generation is well aware that “Educational Games” typically fall short as “education” and are laughably inadequate as “Games.”

Breaking down what makes games (and effective learning environments) intrinsically motivating, why we persist and keep trying while we want to quit twenty minutes in to some learning experiences is the basis of this presentation. The work of Csikszentmihalyi on engendering Flow is referenced and will be factored into the discussion(s).

What aspects of successful game dynamics do we (or You, the instructor) already have, buried under the surface of low-tech classes and instruction? What elements might we amplify and develop by strategic use of instructor-developed, low budget, easily editable elements?

The underlying question the session will address is whether the application of select game dynamics to learning environments, even within traditional Learning Management Systems, might increase student engagement, time-on-task and outcomes including completion and persistence. The presentation will reference a number of case studies where instructor-practitioners implemented courses with game elements and how they performed with specific target demographics, including low Socio-Economic Status (SES), first generation and minority learners – demographics some are combining and referring to as the “New Majority Learner” Discussion will be facilitated as to how these treatments and the application of game dynamics might engage fragile learners and address access and self-efficacy issues including mindset and grit.

The doctoral thesis that ground this presentation was awarded a double distinction at Penn (the only double of the graduating class) and the contents are being reformatted to form the basis of an upcoming book.

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