2019MSLT Draft Program - LIVE


1	Minnesota Summit on Learning & Technology - Program At A Glance
2	Wednesday, July 31, 2019
3	Time Slot	Track 1	Track 2	Track 3	Track 4	Track 5	Track 6	Track 7	Track 8	Track 9
4	Room	Off-Site (Bell Museum)	Off-Site (445 Heller Hall)	32	155A	42A	166	62	52	156
5		Deep-Dive Sessions Attendees must pre-register for these sessions
6	12:00 - 1:00 PM	Registration (Check-in in the Upper Level Lobby)
7	1:00 - 4:00 PM	Bell Museum - One Giant Leap! Planetarium Show & Technology Tour Peg Sherven, University of Minnesota Type: Deep-Dive	Getting Started with 3D Capture Using Technology You've Already Got Colin McFadden, Samantha Porter, LATIS, University of Minnesota Type: Deep-Dive	Designing Effective Teaching and Significant Learning Karen LaPlant, Hennepin Technical College; Zala Fashant, Minnesota State Type: Deep-Dive	Developing a Digital Citizenship Badge Program Ken Graetz, Chad Kjorlien, Winona State University Type: Deep-Dive	Sketchnoting as a Practice to Transform Learning Rebecca Moss, University of Minnesota Type: Deep-Dive	Developing Creativity in the Classroom Brad Hokanson, University of Minnesota Type: Deep-Dive	SCRUM for Educators: How we Get Things Done, Accomplish More, & Stress Less Ben Drewelow, Mike Smart, Intermediate District 287 Type: Deep-Dive	Algorithms of (in)Justice: How do we respond to Surveillance Capitalism? Siri Anderson, St. Catherine University; Kyle Bracchi, Brooklyn Middle STEAM School Type: Deep-Dive	The Digital Divide: Providing Equal Access in an Era of Online Delivery Jon Fila, Intermediate District 287 Type: Deep-Dive


1	Minnesota Summit on Learning & Technology - Program At A Glance
2	Thursday, August 1, 2019
3	Time Slot	Session	Track 1	Track 2	Track 3	Track 4	Track 5	Track 6	Track 7	Track 8	Track 9
5	Room		135AC	135BD	32	155A	42A	166	62	52	156

6	8:00 - 9:00 AM	Registration & Breakfast (Check-in in the Upper Level Lobby)
7	9:00 - 10:30 AM	Welcome to the Summit \| Scott Schwister, Northeast Metro 916 Intermediate School District Video Address from the Minnesota Department of Education \| Mary Cathryn Ricker, Minnesota Education Commissioner Welcome from the University of Minnesota \| Bob Stine, Interim Dean, College of Continuing and Professional Studies, University of Minnesota Welcome from Minnesota State \| Kim Lynch, Senior System Director, Educational Innovations, Minnesota State Introduction of Speaker \| Peg Sherven, University of Minnesota Keynote Presentation: The Promise and Possibility of Human-Centered Learning Environments \| Dr. Bernard Bull, President, Goddard College Closing Comments and Dismissal \| Lesley Blicker, Minnesota State
8	9:00 - 10:30 AM
9	10:30 - 11:00 AM	Break, Posters, and Exhibits
10	11:00 - 11:45 AM	A	Playing Well with Others: Can We Apply Prior Survey Data to New Problems? Stephanie Klein, University of Minnesota Type: Roundtable	Minnesota Learning Commons Innovation Special Interest Group Roundtable: What is Virtual and Augmented Reality's Role in Higher Education? Jonathan Koffel, Carolyn Bishoff, University of Minnesota; Scott Spicer, University of Minnesota Libraries; Dave Paschke, South Central Service Cooperative Type: Roundtable	Creating, Sharing and Evaluating Interactive STEM Activities Stan Pride, Mike Weimerskirch, University of Minnesota Type: Roundtable	Creating a Whole New DiaLOG: A New Model of Operational Governance Emily Ronning, Office of the Executive Vice President and Provost, University of Minnesota; Donalee Attardo, Office of Information Technology, University of Minnesota; Jamey Hansen, College of Liberal Arts, University of Minnesota Type: Oral Presentation	An Ed Tech Community of Practice Case Study: Stumbling Forward Together Paul Ratte, Dung Mao, Northwestern Health Sciences University Type: Oral Presentation	Addressing Accessibility Challenges with Canvas- Tools, Training, Templates Glori Hinck, Nancy McGinley Myers, University of St. Thomas Type: Oral Presentation	Telling Digital Stories in any Discipline with Esri Story Maps Shana Crosson, University of Minnesota Type: Oral Presentation	Think Your Way Out of the Problem Pamela McGee, Denise Gorsline, Joshua Behl, Minnesota State University, Moorhead Type: Oral Presentation	Making Learning Meaningful Emily Tichich, Olga Alepova, John Barnett, University of Minnesota Type: Oral Presentation
11	11:00 - 11:45 AM	A
12	11:45 AM - 12:30 PM	Lunch / Break
13	12:30 - 1:15 PM	B	Are We Doing Enough to Help Faculty Teach Online? Elizabeth Harsma, Minnesota State University, Mankato Type: Roundtable	Open Community: OER Collaboration and Support Rachel Wexelbaum, Plamen Miltenoff, St. Cloud State University Type: Roundtable	Create a Live Canvas Dashboard with Canvas API, Google Sheets, and Tableau Fritz Vandover, LATIS, College of Liberal Arts, University of Minnesota Type: Roundtable	Establishing a Collegiate Office of Online Learning: A Case Study Mary Katherine O'Brien, Kelly Vallandingham, University of Minnesota; Debra Freedman, Thomas Molitor, Mark Rutherford, College of Veterinary Medicine, University of Minnesota Type: Oral Presentation	Communicating in Your Course Karen LaPlant, Hennepin Technical College; Zala Fashant, Minnesota State Type: Oral Presentation	Badging: Yes or No? Why? How? Future or Fad? Pamela McGee, Denise Gorsline, Joshua Behl, Minnesota State University, Moorhead Type: Oral Presentation	Networked Education: Bringing Education to You Through Robotics Norb Thomes, Joan Bendix, Winona State University Type: Oral Presentation	10 Innovations to Watch in Minnesota State Stephen Kelly, Minnesota State Type: Oral Presentation	Teaching Online Lab Science Courses: Challenges and Solutions Laura Hamelink, Carolina Biological Distance Learning Type: Vendor Showcase
14	12:30 - 1:15 PM	B
15	1:15 - 1:45 PM	Poster Session
16	1:45 - 2:30 PM	C	A New Age of Informal Learning: Discussing Our Experiences Learning Online Alison Holland, University of Minnesota Extension Type: Roundtable	CANCELLED: Development of Competency-Based Digital Badges/Micro Credentials System Plamen Miltenoff, Kannan Sivaprakasam, St. Cloud State University Type: Roundtable	Minnesota Learning Commons Faculty Development Special Interest Group Roundtable Fritz Vandover, LATIS, College of Liberal Arts, University of Minnesota; Stephanie Klein, Office of Measurement Services, University of Minnesota Type: Roundtable	Addressing Online Learning Strategically: Minnesota State and the University of Minnesota Kim Lynch, Minnesota State; Bob Rubinyi, Center for Educational Innovation, University of Minnesota Type: Oral Presentation	Computer Security Awareness Karen LaPlant, Hennepin Technical College; Sheri Hutchinson, Minnesota State Type: Oral Presentation	From Chat Boxes to Chatter Boxes: Getting Them to Talk! Anastasia Martin, Minnesota Online High School Type: Oral Presentation	Minnesota Learning Commons Open Educational Resources Special Interest Group Roundtable Karen Pikula, Central Lakes College; Jennifer Englund, University of Minnesota; Lisa Lucas Hurst, Southwest Minnesota State University; Mike Weimerskirch, Stan Pride, University of Minnesota Type: Roundtable	Recipes for Effective Online Teaching: Curated Videos Plus Activities Susan Tade, University of Minnesota; Nima Salehi, School of Nursing, University of Minnesota Type: Oral Presentation	Online Tutoring in the 21st Century Kelsey Torgerson, University of Minnesota Crookton Type: Oral Presentation
17	1:45 - 2:30 PM	C
18	2:30 - 2:45 PM	Break
19	2:45 - 3:30 PM	D	Canvas Hacks: Supporting Student Success with Group Work and Collaborations Sara Nystuen-Royzenfeld, Honey VanderVenter, Tracy Thomas Wilson, College of Food, Agricultural and Natural Resource Sciences, University of Minnesota Type: Roundtable	Intersections of Information and Digital Literacy, Technology and Learning Lindsay Matts-Benson, Mariya Gyendina, University of Minnesota Type: Roundtable	Tech Support for Faculty: Improving Outcomes and Reducing Failure to Act Kalli Binkowski, College of Biological Sciences, University of Minnesota; Glori Hinck, University of St. Thomas eLearning and Research Type: Roundtable	Building Quality Online Experiences: Program Standards, Training, Design Nancy McGinley Myers, Lisa Abendroth, Kevin Henderson, Hannah Hedegard, University of St. Thomas Type: Oral Presentation	Tools & Practice to Determine the Depth of Student Learning in Small Groups Christina Petersen, University of Minnesota Type: Oral Presentation	Creating an Online Presence Through Animation Melissa Heinz, Metropolitan State University Type: Oral Presentation	Creating an Online Community and Building Instructor Presence with Video Mary O'Brien, Winona State University Type: Oral Presentation	Building an LMS Accessibility Report and Focusing Efforts for Improvement Khaled Musa, Sara Schoen, Alex Anderson, Office of Information Technology, University of Minnesota Type: Oral Presentation	Orientation and Learning Sites Aimed at Student Success Jo Montie, John Kinsella, University of St. Thomas Type: Oral Presentation
20	2:45 - 3:30 PM	D
21	3:30 - 3:45 PM	Break
22	3:45 - 4:30 PM	EdCamp Sessions
23		PINK: Higher Education BLUE: K-12 PURPLE: K-12, Higher Education


1	SessionID: Title	Description	Type
2	1000: Teaching Online Lab Science Courses: Challenges and Solutions	Science education has been challenged by the demands and rapid growth of online education. One challenge is how to run lab sections of science courses online. Basic science can be taught online when accompanied by well-designed investigations that can be completed in the student's home. This session will include the experience of actively taking part in hands-on lab investigations developed for online science courses. These investigations have been designed for the off-campus setting while maintaining the college-level rigor.	Vendor Showcase
3	1001: Modeling Technology Integration in Elementary Teaching Methods Courses	While students are rapidly gaining access to technology, teachers don't have the training to support them to effectively integrate educational technology tools into the classroom. Teacher candidates survey data showed that 52% of respondents reported working with students who were issued a school laptop, tablet, or Chromebook, yet only 44% of those teacher candidates felt their teacher preparation programs prepared them to use technology effectively to enhance student achievement. One way to address this concern is beginning to model and support technology integration in pre-service teaching courses. During the 2018-2019 fall semester, our elementary science program decided to purposefully begin the semester by introducing the PICRAT framework to our students to establish common vocabulary surrounding technology integration. We used our bi-weekly meetings to plan to utilize more technology within our science courses. A technology component was also added as a requirement to at least one lesson throughout the semester. During this session, we would like to provide an evaluation of how three specific applications- Nearpod, Book Creator, and Padlet- were used based on the PICRAT framework. In our session, we will begin with the same (shortened) introduction to the PICRAT framework. We will model the activities that were used in the classroom allowing for the audience to have an interactive experience with all three applications. For teacher preparation programs to meet the needs	Oral Presentation
4	1002: Recipes for Effective Online Teaching: Curated Videos Plus Activities	Research shows us that recording hours of video lectures for online or flipped classes is an ineffective online teaching resource. Studies show that students aren't watching them. Faculty effort, technical staff and captioning is expensive. What are effective options? This presentation will highlight key research on the types of videos faculty should be creating. It will identify strategies faculty can use to create focused video presentations and the support services needed. It will provide suggestions for activities, prior to, during and after watching course videos, that ensure greater student engagement and deeper learning. During this session presenters will outline research showing that the most effective video lecture is short; between 3 to 15 minutes long. That creating lectures which are informal, lively yet well scripted and clearly audible are key to engaging students. Examples will be provided of effective video lecture design strategies for curating content, such as segmenting content, weeding out unnecessary content and using visual and verbal cues to enhance cognition. Finally we will review activities that help students digest video lecture content critically from within the context of lesson, module or learning objectives.	Oral Presentation
5	1003: Making Learning Meaningful	This session will present a case study of our experience designing online training for supervisors at the University of Minnesota. Through a presentation and facilitated discussion we will present our experience and highlight our main takeaways about how to create a course connected to their individual learning goals. Our goal is to share the lessons we have learned about effective online teaching, addressing audience needs, working with novice e-learners, and working with partners who have a lot of other things on their plate.	Oral Presentation
6	1005: Communicating in Your Course	We have found our LMS to be valuable in delivering frequent and effective course communication. We will demonstrate how to build community in a course with the purpose of retaining students, achieving significant student learning and teaching workplace skills students will use after graduation. Examples are provided. Analyze the effectiveness of your own current communication by using this course communication plan.	Oral Presentation
7	1009: Computer Security Awareness	In this session I will lay a strong foundation by covering the basics and keeping it simple to foster a safe and secure computing environment for everyone. Security Tips will be shared.	Oral Presentation
8	1012: Creating an Online Presence Through Animation	From introducing yourself at the beginning of the semester to animating a full length lecture series, the incorporation of animation can be an engaging tool for communicating with your students. This session will show some of the ways in which animation has been incorporated into faulty course shells at Metropolitan State University. In this session, we will look at several examples of the animation production process from beginning to end and discuss some of the best practices. You will have the opportunity to hear from some of our faculty who have successfully used animations in their course work and observe a live demonstration of the creative process. Session participants will be entered into a drawing to receive a FREE Classroom Elite Account with Powtoon Animation Software. Must be present to win.	Oral Presentation
9	1014: Leveraging Learning Platforms to Improve Student Outcomes	Educators and Students are using Squigl to boost engagement and information retention. Teachers and students turn lessons, homework, summaries and responses into video that is effective at transferring knowledge. Squigl forces both teachers and students to think beyond text. It requires the creator to not only think of words to express their ideas but to choose their words in association with images and voice, and if appropriate music sound tracks, to tell stories. Faculty and Instructional Designers introduce the lesson and the topics included. They create Squigls to explain key concepts and allow both commenting and quizzing. Professors can build exam preparation using Squigl to make sure that students can focus on the primary topics. At the same time, faculty, students and researchers present their research findings by imbedding Squigls to highlight key findings; while students submit Squigls as assignments to demonstrate their level of comprehension of the subject or key concept. Further, students collaborate on projects by creating team Squigls using Squigl's collaboration tools. Students create Squigls in class and submit them to their professors to demonstrate their comprehension of the subject. Squigl's collaboration features allow faculty to work with students to create any animated video project, allows faculty-faculty-instructional design team collaboration, or student group collaboration on projects.	Vendor Showcase
10	1015: Building Quality Online Experiences: Program Standards, Training, Design	We launched the first cohort in the Online MBA at the University of St. Thomas in Spring 2019. With student experience in mind, we identified three areas where the program needed consistency: program standards, faculty training, and instructional design. Our presentation will focus on each of these areas. First, we will share our process for developing program standards. We will explain why standards are important, how we identified areas for and levels of standardization, and the role program faculty played in this process. We will also share the standards themselves, which cover course design, course delivery, media, and more. Second, we will share some of the ways we onboard our faculty, both to the instructional design process and to online teaching. Faculty are trained in instructional design principles, technology tools, and course facilitation. Third, we will share our proposed course design timeline and lessons learned. One of those lessons includes how to identify courses that may take more or less time to design and build, for example courses that are heavy in math. Along the way, we will provide opportunities for the audience to share their own related experiences in launching online programs. The session will end with time for questions.	Oral Presentation
11	1018: An Ed Tech Community of Practice Case Study: Stumbling Forward Together	Come hear a grassroots adventure story about creating an Educational Technology Community of Practice. It has a zany cast of characters including a nurturer, a thinker, a scientist, a bunch of early adopters, and even a laggard. The setting is a small health sciences university with a diverse student body and a wide range of learning opportunities. Class sizes range from 8 - 108 and learning happens through face-to-face, hybrid, and exclusively online content. With the guidance of a wise elder, our protagonist heroes embark on a journey to tame the technology beast. They discover the beast is actually a shapeshifter who somehow remains beyond the reach of the individual travelers. The elder knows the solution exists within our heroes and is only accessible through passion, shared interests, and a willingness to fail. The initial quest of technology implementation is transformed into a personal reflection on the quality of teaching. It is not about serving technology to their students, rather about how technology serves their educational goals. Once our heroes discover their journey is shared by many, they learn to work together, share their passion, and embrace their failures. The beast is harnessed. Some of the ongoing themes shared in this story include: trust, wasted time, connection, obsolescence, honesty, codependency, brainstorming, troubleshooting, existentialism, camaraderie, and teaching philosophy.	Oral Presentation
12	1019: Orientation and Learning Sites Aimed at Student Success	Student Success Sites are digital learning resources available to students before, during or towards the end of their educational program and contribute to student success. In this session learn about a number of student orientation and success sites launched over the last year, and some examples of features, tools and learning activities that support student success. Featured sites will include a technology start up at the beginning of a program, orientation to online learning, registration readiness and degree planning. Tools and learning activities include self-assessments, scaffolded learning activities, learning checks, applied practice activities, and a learning activity in the LMS that communicates to our SIS. A recent research study around student success tools will be referenced in our session, with examples of how this body of research is informing our development and continuous improvement efforts. Our examples showcase how we leverage Canvas (LMS) features, Qualtrics, and Zoom. However, the goals and needs that are addressed by those particular technologies and will assist participants to identify "take away" ideas regardless of the specific platforms and tools used by your institutions. We also will give participants access to a sample site to access during and after the session.	Oral Presentation
13	1020: Competitive Computer Coding - Let's play a game and have some fun!	Telling a student that coding will help them immensely to find a career as an adult doesn't seem to motivate or excite. We invest so much time in making these classes fun, but they are still missing something. We have been running computer classes for elementary to high school students through community education programs like Bloomington, White Bear Lake, Elk River, and 20 other districts. When you see "Computer coding for Kids" in your community education brochure, that's us. These classes have been really successful, popular, and fun, but sometimes, we still get the question. "When am I ever going to use this?" Do you know who is never asked that question? A basketball coach. Some kids might not like practice, but they never ask, "When am I ever going to use this?" Because the answer is obvious! You'll use this at the game on Saturday! You don't need to know how to shoot a layup for 99.9% of jobs, and yet, a coach never gets this question. So how do we bring that mentality to code? How can we make code more like a sport? We do it by making code competitive. We create the games that make practice worth it. That's Code Championship, our new program for 2019. The excitement kids experience while participating in Competitive Coding can be hard to explain, so here is a video: https://youtu.be/_PMIsEst_hY We're going to be playing the game during this session, so bring your laptop to write some code and join in the action! No coding experience necessary.	Vendor Showcase
14	1022: Creating an Online Community and Building Instructor Presence with Video	This session will focus on how educators can use learning management system (LMS) tools paired with video to engage their students and increase instructor presence within online or blended courses. Designing opportunities for engagement with peers, the instructor and the content is crucial to help build a sense of community in the online environment. This session will showcase practical examples of how video can be used to build a connection and personalize the learning experience. Developing instructor created recorded lectures is one effective way to personalize course content. This section will include discussion surrounding key steps and best practices for recorded lectures. Communication techniques utilizing LMS tools such as the news tool and automated triggers will be also be explored. Frequent and descriptive feedback is critical for student success in an online environment, examples of strategies to help save instructors time will be showcased. Educators often use discussion boards in their online and blended courses to have students reflect on course topics or readings. This section of the session will provide approaches for structuring discussions to increase engagement as well as highlight several assessment ideas that bring in the use of video. Participants will walk away with an introduction to key areas for online delivery and practical strategies that educators can implement right away.	Oral Presentation
15	1023: 10 Innovations to Watch in Minnesota State	Educational Innovations (EI) at the Minnesota State system office seeks to identify, seed, and support innovative technologies and talent across our system of 37 colleges and universities. In the past three years EI has seeded and sustained over 60 innovation projects across the spectrum of academic and student support services. These projects are changing the way we think, and compelling us to ask what does it mean to provide an education that prepares every learner to be successful in the 21st century? New times, new problems. Here are 10 new innovations stepping up to the challenge!	Oral Presentation
16	1024: Establishing a Collegiate Office of Online Learning: A Case Study	In 2018, the College of Veterinary Medicine at the University of Minnesota-Twin Cities established a Collegiate Office of Online Learning (COOL) to support faculty in the design and delivery of online education and outreach. This session will focus on the college's efforts to provide structural support and faculty development for an expanded CVM online learning portfolio. COOL services include: Guidance for on-line course design and delivery; Creation of learning objects such as eBooks, voiceover and motion capture presentations, on-line activities, and video filming support; Advice on budget creation and project management; Assistance with grants and other funding applications that include eLearning components; Training for new learning technologies and tools for online delivery; Planning for sustainability and maintenance; Developing evaluation and assessment plans for online learning. The team's services are intended to work in conjunction with other educational resources in the college and at the University of Minnesota. Presenters will talk about the considerations taken to establish and structure the team to meet the college's diverse needs, the selection and consultation process for faculty projects, and distribution of work and effort. This session will also review how CVM allocated resources and engaged in strategic planning to increase the college's efforts and visibility in eLearning endeavors.	Oral Presentation
17	1025: Think Your Way Out of the Problem	To successfully navigate today's challenges in education, regardless of the level, we need to find a way to create a culture of innovation and collaboration. Using practices that have been effective in business seemed like a good place to start. Design thinking is a process that unites people around collaborative learning and solves a "real" problem at the same time. Using these Design Thinking Principles, MSUM launched a Think Tank Initiative to help faculty create collaboratively , solve a problem for the university, and potentially join a growing team of innovators who teach design thinking on campus. Attend this session to learn how the Academic Affairs Innovation team, Deans, and Faculty created Think Tanks , using Design Thinking principles and the lessons learned along the way. You'll learn from an administrator's perspective, a faculty participant's perspective, and an academic dean's perspective on how and why this worked, some challenges along the way, and how you might try out this process.	Oral Presentation
18	1026: Badging: Yes or No? Why? How? Future or Fad?	Alternative Credentials, badging, micro-credentialing, stackable credentials, portability of credentials - what's this all about? What happened to just getting a degree?! The multiple reasons for and results of embarking on an Alternative Credentials initiative at your school range from enhancing and documenting student career readiness to marketing your programs to a whole new audience. If employers including Amazon and IBM are saying they don't look for college degrees, understanding alternative ways students are gaining skills is critical. The session's objectives include understanding basic terminology, the five -step process to launch an initiative, and four university examples of different types of credentials. We will share the highs and lows of what we have learned through MSUM's badging initiative. Attend this session to make a more educated decision on joining this movement	Oral Presentation
19	1027: Building an LMS Accessibility Report and Focusing Efforts for Improvement	We discuss the process for determining accessibility metrics in the context of LMS content, the construction of an "accessibility spider" to make periodic measurements, reporting on actionable areas, and trying to focus efforts for improvement.	Oral Presentation
20	1028: Addressing Accessibility Challenges with Canvas- Tools, Training, Templates	Ensuring accessibility of course content can be and is further complicated when courses and content are moved online. While campus disability services addresses specific student accommodations, accessibility may not be adequately addressed for those not needing formal accommodations. Enter Canvas. Ensuring an accessible experience for all students, regardless of disability is a key focus of Canvas. In addition to using the accessible features inherent in Canvas, we use it as a hub to further improve accessibility and usability for all students. Our accessibility approach in Canvas revolves around tools, training, and templates. Accessible content and syllabus templates have been created using CIDI design tools. The Canvas accessibility checker verifies content created within the rich content editor and suggests fixes for issues and the CIDI accessibility checker checks headings, images, and links. We have created accessibility training and resource sites in Canvas and also use these sites to support face-to-face training. An unexpected benefit of the Leganto-Canvas-Library LTI integration has been the ability to increase distribution of accessible library materials with a side benefit of improved copyright compliance. In this interactive session participants will have the opportunity to participate in a sample Canvas site illustrating the concepts that are presented and will discuss their own accessibility challenges and solutions.	Oral Presentation
21	1029: Online Tutoring in the 21st Century	With the rise in online and distance learning, student support services are adapting their tutoring practices. This presentation focuses on how successfully to implement two key frameworks of online tutoring: synchronous and asynchronous. Based on published research and best practices, strategies for both live real-time online tutoring and YouTube-style tutoring will be shared and discussed. Certain challenges exist when tutoring synchronously online. As with face-to-face tutoring, tutors must be proficient in the content area, pedagogical methods, and in building rapport with the tutee. The biggest hurdle is relying on stable audio/video connection and finding pertinent software or hardware. Another hindrance is the limitation of nonverbal cues and the challenge of building rapport over the internet. This presentation will focus on strategies to overcome these obstacles. Many institutions have also begun employing asynchronous tutoring in the form of short video tutorials with voice-over explanations. Each video focuses on one specific example or topic, targeted at common troublesome material. These help students develop independence and are a convenient resource outside of class. This presentation will focus on how to improve online tutoring in higher education. Our hope is that participants will leave with a solid understanding and enthusiasm for online tutoring and feel confident improving practices at their own institution.	Oral Presentation
22	1033: From Chat Boxes to Chatter Boxes: Getting them to talk!	Do you miss the sound of student voices in your online classroom? Yes, we can "hear" students' voices in their writing, but sometimes the sound of a voice communicates in a much more meaningful way. So, how do you get them to talk?! With patience. And intention. And scaffolding. In this session you will see how one teacher took her students from chat boxes to chatter boxes in a series of carefully scaffolded lessons that conclude with an asynchronous Model United Nations debate - with voices!	Oral Presentation
23	1035: Networked Education: Bringing education to you through robotics	Winona State University (WSU) and Fond du Lac Tribal and Community College (FDLTCC) entered into an articulation agreement that enables Fond du Lac students to complete their first two years at FDLTCC, then years three and four of a teaching degree as WSU students on the Fond du Lac campus. Double 2 telepresence robots and Swivl lecture-capture robots. The Double 2 is best described as an iPad on a Segway. It is totally mobile and is controlled over the Internet by a pilot using a laptop or mobile device. Communications are two way, both video and audio. The mobility of the device allows that professor and the students on one campus to move about the room on the other campus and speak/observe/facilitate/interact with small groups and individual students as if all participants were in the same room. The Swivl is a lecture-capture device placed on the table as a two-way communication portal during large group work. The Swivl rotates on the table so the viewers on the other end always saw the person talking. The robots aqre important means to observe student interactions and engagement with materials and manipulatives, enabling scientific, research-based pedagogical best practices for age-appropriate strategies at each location. Students also benefit by having the opportunity to get authentic conversations with students in different locations and of different cultures around Minnesota regarding course content.	Oral Presentation
25	1037: Tools & practice to determine the depth of student learning in small groups	There are many pedagogical advantages for having your students work in small groups during class. One of the challenges; however is to have an adequate understanding of the connections your students make with the material as a result of working in groups. What is the most effective way to wrap up and synthesize their learning? How do you balance hearing from a representative sample of students while avoiding a tedious and boring reporting out from too many students? What is the best technology to use for this process? In this interactive workshop we will demonstrate several different tools and methods to query student understanding. We will use different high and low tech options and for each of these methods provide advantages and disadvantages with respect to student accountability, student comfort levels, and the amount of time needed for planning and execution. Determining the pros and cons of each tool and approach is informed by published pedagogical literature and feedback from experienced instructors who use small group learning in their teaching. There will be multiple opportunities to provide your feedback on these approaches. Please bring a device that connects to the internet for this session.	Oral Presentation
26	1038: Addressing Online Learning Strategically: Minnesota State and the U of M	Last year both Minnesota State and the University of Minnesota brought together task groups to formulate more strategic approaches to online learning. At Minnesota State, an Online Strategy workgroup chartered by the Leadership Council published a report titled Advancing Online Education in Minnesota State that supported four broad goals: (1) to collaborate across institutions in ways that increase (2) access to and the (3) quality of online opportunities that remain (4) affordable for students compared to other higher education providers. The workgroup also prioritized nine immediate action steps resulting in the development of a quality improvement process (QIP) site to provide a common framework to implement those actions steps and advance the state of online education throughout the systems. The University of Minnesota, through its Online Steering Committee and TeachingSupport collaborative, addressed five areas including (1) a strategic positioning statement; (2) operational support; (3) a process to evaluate the current and emerging system-wide technologies supporting online; (4) building a collaborative approach to provide resources, faculty development, and best practices for online instruction; and (5) ensuring that colleges, academic units, and campuses have guidelines for online teaching and course development. In this session, we will share the approaches we took to gather data, seek input from key stakeholders, issue recommendations, and share current status.	Oral Presentation
28	1039: Creating a Whole New DiaLOG: A New Model of Operational Governance	The University of Minnesota System used its transition to Canvas to restructure and reinvigorate decision-making processes surrounding the implementation and maintenance of a new learning management system. With an emphasis on core values such as consensus and collaboration, the primacy of the needs of learners and teachers, and the importance of embracing healthy tension, a new model of operational governance was created. The Digital Learning Operational Governance (DiaLOG) model now exists to ensure that units from across the University work together to address challenging academic technology issues for the improvement of teaching and student learning. With groups focused on the learning platform, learning tools, and learning analytics, work in the University of Minnesota's academic technology spaces can be addressed in a coordinated and consensus-based manner. This session will share the core values, processes, and goals of the DiaLOG model. Specifically, we will talk about: 1) our philosophy around membership and participation, 2) decision-making rooted in a commitment to the greater good, and 3) our larger aims in regard to networking, community-building, and the advancement of a greater agenda in the digital teaching and learning environment.	Oral Presentation
29	1040: Telling Digital Stories in any Discipline with Esri Story Maps	Story Maps are an innovative web-application tool that incorporates maps, images, and narrative text to tell compelling and interactive digital stories. Over the last academic year, a team of professional staff, faculty, and graduate students at the University of Minnesota has been promoting the use of Esri Story Maps in classrooms across the College of Liberal Arts. The Story Maps Team has helped instructors design and implement assignments that require students to utilize Story Maps, rather than write traditional papers.The biggest success of this initiative has been how widely Story Maps have been adopted and utilized across disciplines. These have included courses in History, Spanish language, Architecture, Journalism and much more. Story Maps has enabled students from these varying perspectives to tell geographically driven stories that can easily be shared with the wider public in a visual form. In this session, we'll show a variety of examples of student work and explore how you can use Story Maps assignments in your class across disciplines. We hope to inspire you to use Story Maps in your own pedagogical settings and point you towards helpful resources.	Oral Presentation
31	3000: Getting Started with 3D Capture Using Technology You've Already Got	The technologies for engaging with 3d content through virtual reality and augmented reality are advancing at a rapid pace. While some of this content is "born digital" in a 3d modeling program, we often wish to capture the objects, spaces, and buildings around us for a virtual experience.This session will provide a survey of reality capture technologies, their pros and cons, and advice on how to get started capturing your world for VR and AR. Attendees will have a chance to use software to build a 3d model from a set of photographs, using the photogrammetry process. We will also explore the ways that these captured objects and spaces can be incorporated into curriculum for engaging, interactive assignments.	Deep-Dive
32	3001: Designing Effective Teaching and Significant Learning	Faculty realize the importance they have in delivering quality courses. However, many faculty have had little formal education in the art of designing courses to deliver significant learning. In a time where the need for student success and retention through course and program completion is greater than ever, we examine how course design achieves this goal. More than ever faculty should design courses with aligned outcomes, assessments and learning activities, improved communication using a variety of tools, accessibility for all students' learning requirements, appropriate technology integration, and be able to assess the quality of the course. Session participants will actively learn how to apply the elements of designing quality courses. Through hands-on practice activities participants will analyze one of their own courses to see how it delivers significant learning. Learning content will include planning materials and rubrics to meet the session outcomes. Additional content will be available to participants via a website for post-session access.	Deep-Dive
33	3002: SCRUM for Educators: How we Get Things Done, Accomplish More, & Stress Less	Educators frequently find themselves overwhelmed with workloads and caseloads. Teachers report that they feel pulled in a thousand directions. Simply put, we have too many directions, too many initiatives, too many needs to meet, and not enough time in the day. Enter SCRUM, a project management process widely used in the software development industry. This highly effective methodology for managing work can be adapted to personal workflow, administrative initiatives, staff or student projects, professional committee work, teaching & learning, and more. This session answers the often unasked question in education: How? How do we get things done? How do we achieve our desired results? How do we break out of the endless cycle of clarifying and analyzing challenges (talking), and into a pattern of developing and implementing solutions (doing)? You'll leave this hands-on session with an overview of SCRUM, be able to apply practical SCRUM techniques immediately in your work, and have knowledge of free and open-source tools for managing SCRUM.	Deep-Dive
35	3004: Machine Learning for Dropout Early Indication and Response	Minnesota schools use targeted interventions to help students at risk of school dropout or late graduation. Identifying these students takes significant investment in people, process, and technology, and warning signs are often context-specific and scattered across data sources. Extremely high counselor caseloads compound the problem, and are worse in schools serving children with other structural disadvantages. We describe how emerging machine learning technology can improve two parts of the Minnesota Early Indicator and Response System -- Review Data and Discuss Individual Students -- and provide details on this new technology's statewide implementation in Kentucky. We discuss key challenges for early warning data systems and best practices for overcoming them. These challenges specifically include foregrounding fairness, accountability, and transparency, and we offer a discussion of how computational public policy systems can mitigate or worsen equitable access for all students.	Vendor Showcase
36	3005: The Digital Divide: Providing Equal Access in an Era of Online Delivery	This session will highlight important features of accessible curriculum; what fosters an accessible Learning Management System (LMS) and some things you can do right away to make them more accessible. Much of what you need to get most of the way there is simple and supports all learners regardless of ability. Accessibility supports all learners, simplifies navigation and meets legal requirements.	Deep-Dive
37	3006: Developing a Digital Citizenship Badge Program	In fall 2018, Winona State University launched its new Digital Citizenship Badge Program with a cohort of 60 undergraduates, following a yearlong, campus-wide planning and development effort. This tiered program includes a catalog of five-week, online, facilitated courses that WSU students can take for free. The first-tier course, Digital Citizenship Foundations, introduces the five pillars of digital citizenship: footprints, literacy, etiquette, responsibility, and hygiene. Second and third-tier courses help students deepen their knowledge, skills, and abilities by implementing a personalized learning plan that prepares them for success in a rapidly changing digital world. In this session, we will engage those considering or in various stages of building such a program in some collaborative work. We will share planning tips, open educational resources, and assessment strategies. We will share our student learning outcomes and work through several of the learning activities and assessments built into the Foundations course. We will also discuss badging from both a theoretical and practical perspective, working together to define when and where badging makes sense and how to begin building the technical and administrative infrastructure to support institutional badge programs.	Deep-Dive
39	3008: Sketchnoting as a practice to transform learning	Join us for an examination of the principles of sketchnoting or visual notetaking and find out how these practices can offer a transformation in the way you and your students learn. There is emerging evidence that combining visuals with text in creative and thoughtful ways offer many of us better retention of information, greater understanding of the subject matter, and a deeper focus on the main points. This will be a very hands-on opportunity with lots of time devoted to practicing the essential elements of a sketchnote, while also learning about why these techniques can be so effective. There is no need to be 'artistic', but you will need to bring your creative energy. Sketchnoting can be used in the classroom, the meeting room, at conferences and for travel or other experiences. If you are learning and sharing information, you can sketchnote it.	Deep-Dive
40	3009: Developing creativity in the classroom	Creativity is a mental ability that can be enhanced and which is valuable to educators, designers, and institutions. This session is based on the lessons learned from teaching and researching in the field of creativity. Workshop participants will learn to simply evaluate creative potential, to practice activities designed to encourage personal creativity in the class and add creativity to one's work. Both experience (of the workshop presenters) and research tells us creativity is a skill that can be taught. It requires extensive work by the learners, but the lessons, while not conveying traditional content, will change the learner in many ways that are cherished. At our universities, while we look for our students to be creative, we don't work at developing those same skills, either in our selves or in our students. Creativity is a skill that can be employed on a small or large project, but it must be developed and practiced. This workshop presents classic and new techniques for developing creative problem solving and for the integration of those techniques into the classrooms. Within this workshop, there are two goals: first to develop creativity in the workshop participants, and second, to help integrate the development of creative skills in instructional design courses.	Deep-Dive
42	3011: Bell Museum - One Giant Leap! Planetarium Show & Technology Tour	Join this technology-focused learning opportunity to tour the Bell Museum in its inaugural year at their new location! Year of Apollo: The Moon & Beyond: The Bell Museum is commemorating the 50th anniversary of the Apollo moon landing. Year of Apollo: The Moon & Beyond will celebrate the past and look forward to a promising new era of inspiration, innovation, and discovery. From 2018 through 2022, NASA is marking a series of scientific and technological milestones - the 60th anniversary of the agency's founding in 1958, and the 50th anniversary of the Apollo missions that put a dozen Americans on the Moon between July 1969 and December 1972. If you are unable to attend the 1:30 pm showing, arrangements can be made to attend a later planetarium showing. There is a non-refundable $20 fee for the Bell Museum tour.	Deep-Dive
43	3012: Algorithms of (in)Justice: How do we respond to Surveillance Capitalism?	In this small-group simulation participants will design algorithms to process typical school related topics (no prior knowledge of computer science required!). We will identify characteristics of the best programmers/programs, as we review team algorithms. Participants will consider our (our students') digitally-shaped realities, and how these may be experienced differently, based on characteristics of our identity. Participants will have an opportunity to craft a plan for individually responding to the information generated as well as identifying collective strategies for shaping our future. Strategies for how to use this simulation to improve the engagement and persistence of students from populations underrepresented in Information Technology fields will be shared. Rubrics for teachers to self-assess their own efficacy with teaching that aligns with culturally sustaining and gender equitable strategies will be shared an discussed.	Deep-Dive
44	4000: A new age of informal learning: Discussing our experiences learning online	The everyday, informal, out-of-school learning adults do has drastically changed in the past two decades as information and interaction online has grown and evolved. Instead of attending in-person workshops and non-credit courses, sending away for fact sheets and the like, much informal learning today occurs online, often beginning with a search engine or social network. However, long-standing, nonprofit and governmental institutions with outreach education missions have largely failed to understand and capitalize on the new information and education ecosystem, while nimble start-ups (e.g., Wikipedia) have thrived. This roundtable aims to identify pedagogical examples of content and platform design online and possible ways of measuring learning outcomes. Discussion topics will include: How do you use the internet for informal learning? What have you learned informally through the internet? How do you know you've learned what you've learned? If you were the organization who invested in the platform and/or content that is being learned from, how could you measure those learning outcomes.The goal of this roundtable will be to unearth examples of useful approaches to the design and evaluation of public websites and social media to support nonprofit and governmental institutions with education-related missions to participate more fully in the informal online learning happening every day.	Roundtable
45	4001: Create a Live Canvas Dashboard with Canvas API, Google Sheets, and Tableau	When the University of Minnesota decided to switch from Moodle to Canvas in 2017, the College of Liberal Arts was faced with the daunting task of helping transition approximately 1,500 course sections from Moodle to Canvas. One of the challenges we, the three educational staff members in Liberal Arts Technology Innovation Services (LATIS) who support the College, faced was knowing precisely which departments were actively transitioning to Canvas and which ones were not. To address this, we developed a live dashboard using the the Canvas API, Google Sheets, and Tableau to provide us with up-to-date data about departmental and course-level activity in Canvas so that we knew where to direct our limited personnel resources to maximize our efforts during the transition process. This roundtable will lay out the steps we took to create a Canvas dashboard and some of the lessons we have learned along the way.	Roundtable
46	4002: Development of competency-based digital badges/micro credentials system	The main goal of the endeavor is to develop and implement digital badges (also known as micro credentials); they are learner focused and topic of interest to both students and industrial personnel. Badges are an innovative way to serve the existing needs of learners and are not currently part of the academic curriculum. Digital badges can deliver a new form of curriculum building blocks: they can serve both as a stand-alone learning module and can enrich the existing curriculum by fillings the gaps in it. The use of digital badges is transforming the acknowledgment of skills and competencies, their verification and records. When aligned to an emerging set of technical specifications, digital badges help form a new common currency for skill and career development and workforce advancement. As higher education evolves to accommodate new forms of learning and new workforce needs, skills are being assessed across an ever-widening range of activities across the learning landscape.	Roundtable
47	4003: Tech support for faculty: improving outcomes and reducing failure to act	When it comes to faculty using new technology or old technology in new ways, what are the best ways? Do you teach them to fish or give them fish? Do you push best practices and pedagogy all the time? Do you discourage any uses that are less effective for student learning? Do you meet them where they are?Do you encourage trying out emerging technologies? Let's explore our beliefs and practices around these questions. Our discussion will begin by sharing examples of when our technology support failed we have and why we think that happens. Then let's see if a new model might better explain these experiences. We will consider implications of the Competency/Creativity Development model published by Eleanore Burns and discussed by M. Aaron Bond and Dale Pike at a recent Eli Encore event. Let's share our opinions, experiences and use cases to challenge ourselves to be more thoughtful about the type of support we provide and when we provide it.	Roundtable
48	4004: Open Community: OER Collaboration and Support	Faculty might have the misconception of "go it alone" when searching for / developing OERs. This discussion will focus on the broad variety for faculty to collaborate successfully with students, colleagues, and people from other disciplines locally, nationwide, and internationally on OER initiatives. Discussion participants will have an opportunity to share their collaborative experiences in OER discovery, development, and dissemination.	Roundtable
49	4005: Playing well with others: Can we apply prior survey data to new problems?	Educational institutions conduct a lot of surveys, leading to massive amounts of data and concerns about over-surveying. Student surveys ask about experiences as first-year, transfer, or international student; learning abroad; being employed on campus; and feeling safe and respected, to name just a few. Survey results then guide program improvement decisions (e.g., student orientation; department or campus-wide training). Plus, student ratings of teaching are common practice; these results also inform decisions (e.g., tenure/promotion, improving instruction, and student course selection). Meanwhile, institutions convene committees for mission-critical strategic improvements, many on topics that could benefit from insights embedded in existing data. At the U of M, some committees are becoming aware of data and beginning to consider whether analysis of those data sets might help guide direction. But awareness is not widespread, and using this data is rarely straightforward. Complexities include institutional policy, individual resistance to sharing, data access, varying data definitions, appropriate use of data, and data privacy compliance. This session offers a facilitated discussion on using existing data. How can committees learn of previous surveys? How can data owners learn of initiatives that may benefit from their data? How can we encourage collaboration/data sharing aligned with data privacy and best practices?	Roundtable
50	4006: Are We Doing Enough to Help Faculty Teach Online?	A recent InsideHigherEd.com article (2019, February 13) by Doug Lederman gave an overview of results from a survey of public college provosts. The survey by Learning Hours reported that many forms of training and support for those who teach online is lacking, even as institutions' expectations for online learning capacity and quality grow. The Learning House offered recommendations based on the findings. They include: 1) mandatory or incentivized training for instructors who have not taught online. 2) regular feedback cycle for continuous professional development. 3) regular feedback cycle for instructor evaluation, including peer feedback. 3) a uniform learning experience for standard components of an online course. Questions for the Round Table: Evaluate: Are these recommendations appropriate for public higher education institutions? What should be taken out? What is missing? Assess: Is an institutional culture change needed for these recommendations to be implemented in a meaningful way? If so, what are the components and process of that culture change? Apply: What could these recommendations look like in public higher education institutions? What are the best practices for establishing and maintaining sustainable practice of these recommendations?	Roundtable
51	4007: Creating, Sharing and Evaluating Interactive STEM Activities	Research has shown that active learning and flipped classrooms improve student performance, particularly at a conceptual level. Many STEM educators have invested time and energy in preparing materials for their students, but little of this great work has been shared with the broader learning community. When it has been shared, little effort has been placed on helping educators find resources. Additionally, little effort has been placed on evaluating the effectiveness of these activities. In this session, we will show examples of interactive applets and activities designed for an active learning classroom using technology. These activities are currently being used by the Univ. of Minnesota, Ohio State and others. We will present how our platform (which is currently in development) will work, and seek input for features that will make the platform more accessible to other educators. We seek to establish a community of educators who will improve the design of STEM education technology by: 1) Using the current activities in their classroom and providing feedback on how well they worked. 2) Creating or suggesting new activities to expand the scope of what is available. 3) Providing feedback on how students use the technology. 4) Expanding the content to other fields of study. 5) Developing a platform to evaluate the effectiveness of learning activities by analyzing student data.	Roundtable
52	4008: Minnesota Learning Commons Innovation Special Interest Group Roundtable: What is Virtual and Augmented Reality's Role in Higher Education?	Virtual and augmented reality (VR/AR) have been talked about for several years as a "next big thing." We hear how they will teach our students empathy, allow them to learn and interact with content in new ways and enable new types of distance education. While VR has had success in the entertainment area and there have been exciting use cases in K-12 and Higher Education, many of us are still waiting for a "killer app" in higher education. Are VR/AR just examples of overhyped technology in search of a problem? Where can VR/AR make a meaningful difference in teaching and learning? In this roundtable, we will discuss the values and limits of VR/AR, how to support the creation of educational environments and software and critically examine VR/AR's role in higher education moving forward.	Roundtable
54	4010: Canvas Hacks: Supporting Student Success with Group Work and Collaborations	Let's talk about efficient and creative ways to structure and support good group assignments in Canvas. What resources and scaffolding are necessary for student success? Which kinds of communication are effective? Additionally, participants will explore ways to structure group assignments using Canvas' Group Workspace and Collaborations. Facilitators will share examples of group assignments, support materials, and their best hacks.	Roundtable
55	4011: Intersections of information and digital literacy, technology and learning	This roundtable discussion from the MN Learning commons Special interest group on digital and information literacy will focus on the following questions: 1) How do we develop students to be digitally and information literate when technology continues to change? 2) What strategies have you used to help develop faculty, teachers or instructors's facility and literacy with technology while still keeping pedagogy at the forefront of their teaching and instructional design? 3) What potential collaborations do you see between K-12 and Higher Ed related to digital and information literacy? How can we better communicate with each other about what our students are learning, or need to learn.	Roundtable
56	4012: Minnesota Learning Commons Faculty Development Special Interest Group Roundtable	Faculty and learning development professionals are invited to discuss barriers and facilitators for professional development and what each group can do to collaboratively support these efforts. This facilitated roundtable will be an opportunity to share successes and perspectives from your own institution and benefit from those of others. Our collective insight will be captured and shared with roundtable participants.	Roundtable
58	4014: Minnesota Learning Commons Open Educational Resources Special Interest Group Roundtable	This roundtable discussion with MnLC OER SIG members and Summit participants will focus on the following questions: 1) How did you become aware of OER? What OER projects are you either currently working on or have been involved with in the past? 2) What challenges and opportunities arose during your OER project? 3) How might K-12, higher education, and [community members/business, etc] collaborate to increase awareness of OER? 4) What strategies should be developed to increase awareness and use of OER in Minnesota?	Roundtable