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DTSTART;TZID=America/New_York:20221104T163000
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SUMMARY:Bringing Learning Technology to the World of Student Affairs: Transitioning a Mandated MOOC to a Learning Engagement Platform
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below.\n\nSpeakers\nRebecca Harrington and Greg Bunyea \nBrief Description\nThis presentation highlights how a campus health educator utilized online technology to exceed federal and state educational mandates for all new students. We will discuss the transition from a platform with limited student interaction to the OLI platform which provides insight into learning and engagement. Thus providing the ability to adapt in-person programming content to the needs of the students. \nFull Abstract\nStudent Affairs professionals\, quite commonly those in field of health and wellness promotion\, are tasked with meeting federal and state mandates related to drug and alcohol and interpersonal violence prevention education. \nOften this education is designated for distribution to all incoming students. There are a number of third party vendors that deliver online learning solutions to this need\, but they are often pricey ($15-20/student) and don’t provide the ability to customize beyond the name and location of support services on campus. \nIn 2016 SUNY Oneonta Health Educator\, Rebecca Harrington became a lead developer for what became known as SUNY SPARC. She also built a companion course\, PartyScience\, to address drug and alcohol education mandates. A course built in Articulate Storyline and distributed for free by the SUNY System. \nWhile interest was high in adapting the SPARC program\, end user campuses faced the obstacles of purchasing and learning the software\, despite grant-funded software licenses\, training webinars and a technical manual. \nIn 2022\, Rebecca worked with student interns to revise the content and then rebuilt the program on Carnegie Mellon’s Open Learning Initiative Platform with support from Greg. In doing so\, this annual MOOC (reaching over 1500 students annually) has now moved from a check the box mandate to a platform that measures student engagement and learning. \nThis platform measures student engagement across learning objectives. As a result\, follow-up\, in-person educational outreaches on campus can follow up where students performance is weakest. \nThis presentation will review how Learning Technology is being utilized in a Student Affairs based role to save money\, target specific messaging to students to align with existing campus programming and to influence real time decisions about additional education students need. \nParticipants will be able to: \n\nIdentify the steps in the development and design of this online course on the OLI platform\nDescribe how the content is deployed and managed for an entire incoming class\nExplain the behind the scenes learning data collected by this platform\nDiscuss how this data has immediate use\n\nSession Objectives\n\nIdentify the steps in the development and design of this online course on the OLI platform\nDescribe how the content is deployed and managed for an entire incoming class\nExplain the behind the scenes learning data collected by this platform\nDiscuss how this data has immediate use\n\nBiography\nRebecca Harrington\, Health Educator at SUNY Oneonta has been using online learning technology to deliver content to incoming students since 2016. Her sexual and interpersonal violence was branded as SPARC and distributed by SUNY\, derivative works are in use in hundreds of campuses nationally. \nHer work in this area earned her a 2018 SUNY Chancellor’s Award. \nShe has also contributed to the development of a mental health online program\, Wellstart\, funded and distributed by the American College Health Association. Initially this work was done with Articulate Storyline\, but is now transitioning to Carnegie Mellon’s Open Learning Initiative Platform. She has annually overseen an LMS delivered course to all new students\, usually 1400-1800 students) since 2017-2018. \nCo-Presenter Bio\nGreg Bunyea is a Learning Engineer at Carnegie Mellon’s Open Learning Initiative (OLI). At OLI\, he helps educators across the globe author evidence-based courses that improve over time. An alum of University at Buffalo SUNY and Carnegie Mellon’s Master’s of Education Technology\, he has been working in higher ed and technology for 5+ years. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/bringing-learning-technology-to-the-world-of-student-affairs-transitioning-a-mandated-mooc-to-a-learning-engagement-platform/
LOCATION:Morris Hall – Room 104
CATEGORIES:Individual
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T163000
DTEND;TZID=America/New_York:20221104T170000
DTSTAMP:20221101T175848Z
CREATED:20221028T202611Z
LAST-MODIFIED:20221101T175848Z
UID:197-1667579400-1667581200@diglearning.sunycreate.cloud
SUMMARY:Getting Started with Digital Badging and Micro-credentialing
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \n\nSpeaker\nDr. Gina Solano\nAssistant Professor\nSUNY Oneonta \nBrief Description\nIf you have wondered what the “buzz” is all about with digital badging and micro-credentialing\, join this session to learn more about them and how to get started using digital badges in your courses. We will also discuss the differences between them and discover several ideas for designing micro-credentials in your department. \nFull Abstract\nMicro-credentials have gained momentum over the last decade. With so many jobs requiring technical skills and due to the nature of technology growing so quickly\, there has become a need to provide mini-courses that will deliver just-in-time training without the obligations and time commitment of earning a full degree. Many working adults\, as well as those re-entering the job market\, require training to demonstrate competency\, demonstrate their skills\, or learn new ones through micro-credential courses. In the realm of higher education\, many universities are already supplementing their existing degrees by offering additional micro-credential courses that current students\, alumni\, and the public can complete and earn a micro-credential that is verified by the university. Most micro-credentials also issue digital badges that can be displayed in a digital portfolio and used for a variety of professional uses. There is a multitude of ways to structure a micro-credential\, but a good way to get started with them is by learning about digital badges. In this session\, you will learn what digital badges are and strategies for integrating them into your teaching. Digital badging is an informal method of micro-credentialing that is still valuable to students and helps them to build their professional portfolios. If you have wondered what the “buzz” is all about with digital badging and micro-credentialing\, join this session to learn more about them and how to get started. Plan for Session \nSession Objectives\n\nDiscuss the similarities and differences between digital badges and micro-credentials and why they are popular.\nDiscover how to integrate digital badges into a course.\nDesign a digital badge.\nBrainstorm what a micro-credential could be in a particular higher education program and why it would be valuable.\n\nBiography\nDr. Gina Solano is an Assistant Professor of Educational Technology in the Department of Secondary Education and Educational Technology. She teaches a variety of courses in educational technology\, research\, and teaching methods on such topics as technology trends\, STEAM\, multimedia\, online learning\, instructional course design\, and more. Her research involves the use of technology for service learning\, social justice\, and improving teaching and learning. Dr. Solano is avidly involved in providing professional development for K-16 educators by participating in conferences and workshops for improving technology adoption practices. When not at work\, she loves to travel\, craft\, and cook with her family. She considers herself a teacher\, techie\, and traveler! \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/getting-started-with-digital-badging-and-micro-credentialing/
LOCATION:Morris Hall – Le Cafe
CATEGORIES:Individual
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T163000
DTEND;TZID=America/New_York:20221104T170000
DTSTAMP:20221104T203351Z
CREATED:20221028T202518Z
LAST-MODIFIED:20221104T203351Z
UID:194-1667579400-1667581200@diglearning.sunycreate.cloud
SUMMARY:Integrating Digital Humanities in First Year French Language Instruction through Project-Based Language Learning
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeaker\nAndo Rasolofo\nLecturer \nBrief Description\nThis presentation will give an account of the steps adopted in the curriculum to allow the integration of Digital Humanities during the first year program of French language teaching. The goal is to provide students opportunities to showcase what they can do with their French language abilities and demonstrate ownership of their projects and the language. \nFull Abstract\nThis presentation will give an account of the steps adopted in the curriculum to allow the integration of Digital Humanities during the first year program of French language teaching. The stages are paired with Project-Based Language Learning (Beckett and Slater\, 2005) where students use their foreign language skills to talk about actual issues or career related topics. The goal is to provide them opportunities to showcase what they can do with their French language abilities. \nThe skills necessary for Digital Humanities in the classroom seem to be inversely proportional to the foreign language skills of students in first or second semester second language courses. Students are at the beginner levels of their foreign language studies while Digital Humanities seem to require a good amount of knowledge of programming language. Furthermore\, many Project-Based Language Learning projects seem to be geared for students with intermediate language level and higher. Students are expected to be able to know about and read French literature to extract part of speech in one of Molière’s work (Bénard and Frontini\, 2018). \nThe stages implemented in the first year French curriculum is born out of Cro’s (2020) characterizations of both Digital Humanities and language teaching approach. Digital Humanities is categorized as weak (e.g. a single day activity)\, medium (e.g. multiday project)\, or strong (e.g. a project spanning an entire course). Similarly\, language communicative approach is classified as weak\, medium\, or strong depending on students’ level of immersion. The content of the projects and activities used in the first year French language learning are aligned with the lessons topics and goals. To talk about their projects\, students uses descriptions\, asking questions\, likes and dislikes. After revisions\, they share and do an oral presentation of their projects on VoiceThread at the end of the semester. This process allows students to reap the full benefits that Project-Based Language Learning has to offer. Students have a platform to demonstrate ownership of both their projects and the language. \nReferences\n\nBeckett\, Gulbahar; Slater\, Tammy. 2005. The project framework: A tool for language\, content and skills integration. ELT Journal\, 59 (2)\, 108-116.\nBénard\, Élodie; Frontini\, Francesca. 2018. Les Sganarelle de Molière: un nom\, des syntaxes?\nCro\, Mélinda. 2020. Integrating the Digital Humanities in the Second Language Classroom. A Practical Guide. Georgetown University Press.\n\nSession Objectives\nAt the end of this session\, participants will: \n\nbe able to have a better understanding of the role of Digital Humanities in foreign language classroom\nlearn how to implement a student-oriented project for first year language learners\n\nBiography\nAndo Rasolofo teaches all level of French language at Purchase College. Among her teaching and research interests are language teaching and technology\, Second Language Acquisition\, Digital Humanities\, Francophonie\, Linguistics. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/integrating-digital-humanities-in-first-year-french-language-instruction-through-project-based-language-learning/
LOCATION:Morris Hall – Room 130
CATEGORIES:Individual
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T160000
DTEND;TZID=America/New_York:20221104T163000
DTSTAMP:20221101T190645Z
CREATED:20221028T202430Z
LAST-MODIFIED:20221101T190645Z
UID:192-1667577600-1667579400@diglearning.sunycreate.cloud
SUMMARY:Progress over Perfection: Non-traditional Students’ Learning Journey to Confidence\, Belonging\, and Digital Fluency
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeakers\nKaren Caldwell\, Tanya LaShombe\, and Melissa Conners-Chamberlain \nBrief Description\nTwo non-traditional learners will share their stories of transition into fully online\, asynchronous digital learning experiences. Key factors for overcoming challenges in confidence\, belonging\, and technical & digital fluency included time\, communication\, and understanding expectations. The instructor will share strategies to support learner’s transition by connecting course content to authentic contexts\, mastery learning\, and designing and sequencing learning processes. \nFull Abstract\nTeaching and learning online is a collaborative\, creative\, and stimulating endeavour and can be highly effective. However\, for older\, professional\, non-traditional learners\, new ways of learning\, novel teaching approaches\, and innovative uses of digital media in online courses can be intimidating and may affect their confidence and sense of belonging. While non-traditional students bring rich and extensive lived experiences\, both professional and personal\, along with specialized technical skills to the university classroom\, these may not be immediately applicable in unfamiliar environments such as online\, asynchronous classes. Non-traditional learners may also have notions of teaching and learning based on more traditional experiences and be reluctant to seek assistance\, struggle with the fear of being seen as not being able to “keep up” and the fear of failure. Leaders of Distance Education can ease the struggles and fears\, aiming to build confidence within these students. \nOur presentation shares the experiences of 2 highly successful\, non-traditional professional students\, newly enrolled in a fully online asynchronous masters of business program\, who faced challenges using digital tools and completing unfamiliar learning activities and assignments in their initial semesters. Personal challenges included shaky confidence and low sense of belonging with fear of being in ‘over their head’. The instructor\, who had also been a non-traditional higher education student\, came to learn that when there are clear expectations\, open lines of communication\, opportunities for mastery learning\, and an emphasis on the process of learning\, online education flourishes for everyone. Over time\, the students came to trust the process (based also on evidence-based adult learning principles)\, embrace vulnerability\, strengthen their confidence and sense of belonging\, and approach learning with authenticity and an emphasis on progress over perfection. Their course work is now shared with others in the form of tips & guidance as well as exemplars. \nSession Objectives\nBy the end of the session\, participants will learn \n\nperspectives from highly capable learners who face confidence and belonging challenges\ninstructional strategies to support learners’ transition\, including mastery learning\, generative learning\, and strategic communication.\n\nBiography\nDr. Karen Caldwell\, Assistant Professor in the School of Education & Professional Studies is a training\, development and adult learning specialist specializing in cognitive science and digital literacy. Karen collaborates with faculty and academic staff to design and develop applied learning experiences for students that are authentic\, employ digital media\, and connect course content to public-facing applications. Since completing her doctorate in Mind\, Brain\, & Teaching 2018\, Karen has placed special emphasis in her courses on student agency\, applied learning\, and career readiness competencies and mindsets.  Karen’s TEDx Talk\, Learning out Loud\, touched on several of her passions & research related to teaching & learning. \nCo-Presenter Bios\nTanya LaShombe is a proud single parent to three children and involved in community service such as the Potsdam Rotary\, the St. Lawrence Leadership Institute\, the local PTA\, and the Parishville Rescue Department. Professionally\, Tanya is an Associate Vice President and Senior Sales Executive with Northern Insuring Agency in Potsdam\, NY\, and holds the prestigious designations of Certified Insurance Counselor (CIC) and Registered Employee Benefits Consultant (REBC). She has been in the insurance industry since 2012. \nIn 2013\, Tanya earned her Bachelor’s of Business Administration degree as a non-traditional student from SUNY Canton where she first experienced online learning in its early stages. Wanting to pursue her dream of obtaining a master’s degree\, yet knowing the challenge it would be as a single mother working full-time\, she set out on her journey to find a program that aligned with her needs and schedule. In Spring 2021\, she enrolled in her first semester at SUNY Potsdam in the fully online\, asynchronous Master’s of Business program and expects to graduate in May 2023. \nMelissa Conners-Chamberlain is currently a Graduate student with SUNY Potsdam\, in the Organizational Leadership & Business track. She is a college and career specialist with the Saint Regis Mohawk Tribe. Over the past twenty-five years\, she has worked as an advocate and volunteer in her community of Akwesasne and a recent empty nester\, having successfully raised two exceptional daughters who are now living their best lives. Along with being a parent\, her life experiences and career journey have given her the knowledge to become a valuable leader in her community. Melissa has decided it is time to achieve some of the goals that she has put on hold as she dedicated her life to others. During her first semester of Graduate school\, she felt completely lost with the new technologies that were required to use in the courses. She really struggled and continues to face difficulties navigating the technological world that did not exist when she attended college during the years of 1993-1997. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/progress-over-perfection-non-traditional-students-learning-journey-to-confidence-belonging-and-digital-fluency/
LOCATION:Morris Hall – Le Cafe
CATEGORIES:Individual
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T160000
DTEND;TZID=America/New_York:20221104T163000
DTSTAMP:20221101T190457Z
CREATED:20221028T202329Z
LAST-MODIFIED:20221101T190457Z
UID:190-1667577600-1667579400@diglearning.sunycreate.cloud
SUMMARY:Faculty and Student Perspectives on Cultivating Career Readiness with Online Experiential Project-Based Learning
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeakers\nDr. Sarah Portway and Samantha Alberts \nBrief Description\nDuring this presentation\, we will share faculty and student perspectives on a semester-long online experiential learning project and its effect on career readiness. A faculty will share their pedagogical practices\, tips\, tools\, and lessons learned while teaching the project. A former student will share their retrospective perspective\, emphasizing the career-readiness competencies they gained or struggled with throughout the semester. \nFull Abstract\nDuring this presentation\, we will share faculty and student perspectives on a semester-long online experiential learning project and its effect on students’ perceived career readiness. A faculty will share their pedagogical practices\, tips\, tools\, and lessons learned while teaching the project. A former student will share their retrospective perspective\, emphasizing the career-readiness competencies they gained or struggled with throughout the semester. \nThe project was delivered online twice (Spring 2021 and Fall 2021) in an upper-level fashion promotion course at the State University of New York at Oneonta. At the beginning of the course\, students are given a brief from Scott Saltzman of PUMA (SUNY Oneonta alum\, class of 1986). The brief contains proprietary information with only minor modifications for use in the classroom\, and it covers the next season’s upcoming products. Students are asked to design a viable\, persuasive\, and well-researched promotional campaign for the product launch. Students had frequent networking opportunities with an industry professional and worked with an authentic brand’s upcoming products\, and launch dates. Students executed the same tasks as the promotion professionals at PUMA\, from developing concept boards and mock-ups\, identifying needed resources\, creating a timeline and list of functions\, and developing a highly detailed and itemized budget. Students present sections of their promotional idea pitch twice during the semester and receive detailed written and verbal feedback from the professor and our partner at PUMA. Students apply their feedback and significantly revise their promotional campaign before delivering their final pitch instead of a written exam. \nThis presentation is significant because it addresses student perspectives on best practices in the classroom. Further\, experiential learning projects are excellent preparation for careers after college (Franek\, 2019). This project asks students to cultivate the National Association of Colleges and Employers (NACE) career readiness core competencies (What Is Career Readiness?\, 2022) such as professionalism\, communication\, critical thinking\, technology\, and teamwork to complete high-quality collaborative projects on time. \nParticipants will leave the presentation with sample project briefs\, project tracking resources\, self-and-peer evaluation forms\, guidance\, and insight on executing experiential team projects in an online learning modality. Participants will also see anonymous course evaluation data and hear from a student who completed the course in the fall of 2021. \nReferences\n\nFranek\, R. (2019). How hands-on learning in college could launch your career. The Princeton Review. https://www.princetonreview.com/college-advice/experiential-learning-benefits\nWhat is Career Readiness? (2022). National Association of Colleges and Employers (NACE). https://www.naceweb.org/career-readiness/competencies/career-readiness-defined/\n\nSession Objectives\n\nDiscover best practices for online\, experiential\, team\, and project-based teaching\nDescribe student perceptions of best practices and career readiness after completing an online\, experiential\, team\, and project-based course Presenter Headshot\n\nBiography\nDr. Sarah Portway is an assistant professor\, program coordinator\, and internship coordinator in the Fashion & Textiles program at the State University of New York at Oneonta. She worked in the fashion industry for ten years at brands such as Burberry and Le Chateau before completing her Master’s in Fashion at Ryerson University (’12) and her Ph.D. in Fiber Science and Apparel Design at Cornell University (’18). Dr. Portway’s research has historically focused on the efficacy of sustainable fashion activism\, and recent work has been concerned with best practices to cultivate career readiness in the classroom. Recent scholarly contributions include teaching resources such as case studies for the Bloomsbury Fashion Business Cases and a research paper presented at the American Association of Colleges and Universities (AAC&U) concerning ePortfolios class projects and career readiness. Dr. Portway is experienced with a wide range of high-impact pedagogical practices\, as defined by the AAC&U\, such as capstone projects\, collaborative projects\, ePortfolios\, internships\, and writing-intensive coursework. Dr. Portway’s innovative and technology-driven teaching methods earned her recognition in 2022 when she received the State University of New York Chancellor’s Award for Teaching Excellence. \nCo-Presenter Bio\nSamantha Alberts graduated in Spring 2022 from the State University of New York at Oneonta with a Bachelor of Science in Fashion & Textiles degree\, with a merchandising concentration. She is from Herkimer\, New York\, where she received an Associate of Applied Science degree in Fashion Buying and Merchandising at Herkimer College. During her undergraduate degree at Oneonta\, she pursued independent studies\, was a teaching assistant\, presented research at Student Research and Creative Activity Day (SRCA day)\, and entered her work in a highly competitive international competition hosted by the Educators for Socially Responsible Apparel Production (ESRAP). Her study interests include generational impacts and innovative sustainable practices in the fashion industry. She intends to pursue a master’s degree starting in Fall 2023. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/faculty-and-student-perspectives-on-cultivating-career-readiness-with-online-experiential-project-based-learning/
LOCATION:Morris Hall – Room 130
CATEGORIES:Individual
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T160000
DTEND;TZID=America/New_York:20221104T163000
DTSTAMP:20221101T190412Z
CREATED:20221028T202233Z
LAST-MODIFIED:20221101T190412Z
UID:188-1667577600-1667579400@diglearning.sunycreate.cloud
SUMMARY:SUNY Oneonta Academic Research: Journal of Undergraduate Social Science
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeaker\nEmma Smith\nSUNY Oneonta Academic Research: Journal of Undergraduate Social Science \nBrief Description\nSOAR is an open-access undergraduate social science journal. It’s a selective peer-reviewed forum that is student-run and faculty-advised. The goal of SOAR is to provide undergraduate students with an outlet for publishing rigorous academic research. This journal is also a part of the SUNY Open Access Repository which archives published works so works can be found on a global level. \nFull Abstract\nSOAR is SUNY Oneonta’s open-access undergraduate social science journal. Although SOAR takes article submissions from any university\, our editorial board is SUNY Oneonta based\, but is looking to grow. It is a selective peer-reviewed forum that is student-run and faculty-advised. The primary goal of SOAR is to provide undergraduate students with an outlet for publishing rigorous academic research. Students can publish research articles\, research notes\, book reviews\, review articles\, and commentary/responses depending on which fits best with their interest/topic. Having a piece of writing go through the peer review system allows students to understand the publishing process and what it takes to publish professional-level work. Having the experience of being a peer reviewer allows students to gain insight into new and upcoming research and allows them to gain skills to think more critically about other scholarly articles. SOAR has the power to have student-published work reach other academics and scholars in which published works can contribute to future research. Through SOAR and collaboration with staff\, students gain power and confidence within their academic field and these publications contribute to that field/learning environment. This ungraduated social science journal is also a part of the SUNY Open Access Repository which archives and hosts published works so that they can be found on a global level. The Repository data shows how many views/where these articles are being read which show the connection and impact SOAR has across the globe. Through SOAR\, members develop scholastic leadership\, experience real-life career rehearsal\, and practice scholarly writing. \nSession Objectives\nAt the end of the session participants will have gained knowledge on SOAR’s peer review process\, SOAR’s submissions and guidelines for publications\, and the impact and potential of SOAR. Any further questions will be answered. Presenter Headshot \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/suny-oneonta-academic-research-journal-of-undergraduate-social-science/
LOCATION:Morris Hall – Room 104
CATEGORIES:Individual
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T150000
DTEND;TZID=America/New_York:20221104T153000
DTSTAMP:20221101T183040Z
CREATED:20221028T202140Z
LAST-MODIFIED:20221101T183040Z
UID:186-1667574000-1667575800@diglearning.sunycreate.cloud
SUMMARY:¿Cómo suena?: An open pedagogical approach to content and assessment creation
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeakers\nAlejandra Escudero\, lecturer\, and Rosie Garrecht\, student\nSUNY Oneonta \nBrief Description\n¿Cómo suena? is an OER developed by SUNY Oneonta students. Thanks to the work of three student cohorts\, this textbook contains modules that are comparable to content found in commercially-sold textbooks. The use of online platforms has allowed for the housing of the OER textbook and for the management of the project through the distribution of tasks and accountability trackers. \nFull Abstract\n¿Cómo suena? is an online OER developed entirely by SUNY Oneonta students for the Spanish Phonetics and Phonology course. This course is known to be one of the most challenging courses offered by the Department of Foreign Languages. The textbook used in the past was an excellent resource\, but it was unfortunately packed with explanations that were not useful for the understanding of the already complex topics of the course. This led to the idea of creating a companion site for the course\, which later became the OER textbook used today. The first cohort of students involved in this open pedagogy project created the content based on what they learned when they were students in the course. They created a series of modules with their corresponding learning objectives\, bodies of explanation\, examples\, interactive practice exercises and summaries. The second cohort created a special module designed for the teaching of orthophonics or the correct way of pronouncing standard Spanish. The last and most recent cohort focused on the development of assessment materials that abide to the best practices of assessment design and ADA compliance. The result of this combined effort has led to free-of-cost course materials that are both accessible to students of all socio-economic backgrounds and physical ability. The nature of this OER project allows for future development and the incorporation of further student involvement. The use of Pressbooks and Monday.com platforms has allowed for the housing of the OER textbook and for the management of the project through the distribution of tasks and accountability trackers. \nSession Objectives\nBy the end of the session\, participants will learn how to: \n\nCreate the outline for an OER.\nApply principles of Open pedagogy for the creation of open content.\nDistribute and manage student tasks.\nMotivate students to carry on this revolutionary practice in their future careers.\n\nBiography\nAlejandra Escudero has been teaching Spanish and Linguistics at SUNY Oneonta for the last 12 years. She has been involved in two OER projects\, the most recent one being an open pedagogy project for her Spanish Phonetics and Phonology course\, where three different cohorts of students have created a variety of content of an OER textbook currently used in her class. Her co-authored introductory Spanish textbook ¡Chévere! is an OER book currently used by many colleges and universities across the United States. Prof. Escudero is an active promoter of open education and open access of education materials\, which is what led her to getting involved in OER and Open pedagogy. \nCo-Presenter Bio\nRosie Garrecht is a senior majoring in Adolescent Education and Spanish. Along with Prof. Escudero\, Rosie has developed a series of assessment tools currently being used in her Spanish Phonetics and Phonology course. The development of practice exercises\, review questions and practice exams\, using formal assessment techniques and best practices\, has expanded the content of the OER for the course. Besides her involvement in open pedagogy\, Rosie is currently writing her own OER materials for an ESL course and for the outdoor and backpacking club at SUNY Oneonta. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.\n
URL:https://diglearning.sunycreate.cloud/event/como-suena-an-open-pedagogical-approach-to-content-and-assessment-creation/
LOCATION:Morris Hall – Room 104
CATEGORIES:Individual
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T150000
DTEND;TZID=America/New_York:20221104T153000
DTSTAMP:20221101T183409Z
CREATED:20221028T201946Z
LAST-MODIFIED:20221101T183409Z
UID:184-1667574000-1667575800@diglearning.sunycreate.cloud
SUMMARY:Between Paper and Pixels – Building Community During COVID through SUNY Oneonta’s Pandemic Diary as Blog and Book
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeakers\nMatthew Hendley\, Ann Traitor\, and Darren Chase \nBrief Description\nThis presentation will examine the cross-disciplinary teamwork behind the creation of a pandemic blog and book based on the experiences of the SUNY Oneonta community during the COVID pandemic between Spring 2020-Spring 2021. It will reflect on the technical\, emotional and editorial challenges of creating a living archive\, historical record and medium for community self-reflection and expression during a crisis. \nFull Abstract\nThis presentation is an analysis of the process and outcomes of creating a blog and later a book based upon the experience of the SUNY Oneonta campus community during the peak of the COVID pandemic between Spring 2020-Spring 2021. \nThe presentation will show the importance of cross-disciplinary teamwork that allowed an initial paper-based class assignment centered on students’ COVID pandemic experiences to grow into a blog which included photographs\, poetry\, diaries and reflections by SUNY Oneonta staff\, faculty and students. SUNY Oneonta’s Pandemic Diaries Project was inspired by Mass Observation\, a maverick experiment launched in Britain during the 1930s to gather written public observations of everyday life. Mass Observation has become an invaluable set of primary sources for researchers trying to delve into the social history of Britain between 1937-50. \nHighlighted in the presentation will be the ability of History faculty\, a library director and a digital instructional course designer to work seamlessly together to grow the project. Our presentation will show how the team tackled technical challenges\, encouraged submissions and edited entries to present the blog as a living archive which encouraged a sense of community during a moment of crisis for our campus. SUNY Oneonta was the only school in the state that had to send home all its students twice due to COVID (actions which gathered international media attention). \nFrom the original blog project\, the Pandemic Diaries Project team signed a book contract with SUNY Press (forthcoming 2023). The book will include over 200 edited blog entries through which the grief\, frustration\, fear\, resilience and life changes of this tumultuous period are laid bare. The book also includes chapters with historical comparisons between the pandemic diaries and the UK Mass Observation experience\, themes which recur in the blogs and reflections on the nature of digital humanities and the evolution of the project. The presentation will also reflect on the challenges and opportunities of converting the unstructured digital blog into a book. It will show how the decision to make the book available through multiple formats (including open access) will further enrich historical understanding of this unique moment in time. Finally\, it will also reflect upon the different forms of community building and understanding that are possible in either a raw blog form or a historically framed publication such as our book. The presentation highlights conference themes of underrepresented voices\, open pedagogy and building confidence. \nSession Objectives\nAt the end of the session\, participants will learn of the use of a campus wide blog and its conversion into a book manuscript to nurture a sense of campus community and connection as well as prompt self-reflection by the SUNY Oneonta community during the COVID crisis of 2020-2021. Presenter Headshot \nBiography\nDr. Matthew Hendley (PhD\, University of Toronto) is Professor of History at the State University of New York – College at Oneonta (SUNY Oneonta). He is a specialist in Modern British History and the history of the British Empire. He is currently researching and writing on the impact of public housing and social reform in colonial Hong Kong from 1971-1982 as well as the parallels between SUNY Oneonta’s response to the COVID pandemic and Mass Observation in the UK. His publications include Organized Patriotism and the Crucible of War: Popular Imperialism in Britain\, 1914-1932. (Montreal and Kingston: McGill-Queen’s University Press\, 2012)\, and the co-edited book Imagining Globalization: Language\, Identities and Boundaries (New York: Palgrave Macmillan\, 2009)\, as well as numerous book chapters and scholarly articles. Professor Hendley’s published work has focused on the gendered nature of British political culture in 20th century Britain. He is one of the co-editors and co-author of three chapters in the forthcoming book SUNY Oneonta’s Pandemic Diaries (SUNY Press\, 2023) Dr. Hendley has received a Research and Scholarship Award for excellence in scholarship from Research Foundation of the State University of New York. \nCo-Presenter Bios\nAnn Traitor (ABD\, University at Albany) is an Assistant Adjunct Professor at SUNY Oneonta. Her research specializations are in anti-Soviet underground resistance movements in the Baltic states and religious history. She is currently working on a monography entitled “Enlisting the Support of the mAsses: Father Sigitas Tamkevicius and the Kronika” which examines a Lithuanian Catholic underground religious publication which documented the persecution of Lithuanian Catholics by the state in the last twenty years of the Soviet Union. She is a board member of the Lithuanian Catholic Academy of Sciences and is an active member of and occasional book reviewer for The Association for the Advancement of Baltic Studies (AABS) and a frequent contributor to Draugas News\, a cultural magazine of the Lithuanian-American community. She first came up with the idea for the SUNY Oneonta pandemic diaries. \nDarren Chase is a librarian. He is the director of the James M. Milne Library at SUNY Oneonta. His research and professional interests include intellectual freedom\, library design\, scholarly communications and information literacy. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/between-paper-and-pixels-building-community-during-covid-through-suny-oneontas-pandemic-diary-as-blog-and-book/
LOCATION:Morris Hall – Le Cafe
CATEGORIES:Individual
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T150000
DTEND;TZID=America/New_York:20221104T153000
DTSTAMP:20221101T183717Z
CREATED:20221028T201825Z
LAST-MODIFIED:20221101T183717Z
UID:182-1667574000-1667575800@diglearning.sunycreate.cloud
SUMMARY:Expanding Students’ Digital Fluency Using Canva for Education Tools
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeaker\nDr. Gina Solano\nAssistant Professor \nBrief Description\nThis workshop will showcase Canva\, a free digital design platform that provides a variety of design tools and projects that will develop your students’ digital literacy skills easily on one platform. Their free educational membership will allow you and your students to design digital media that is innovative\, engaging\, and easy to do! \nFull Abstract\nAre you looking for an easy solution to innovate your curriculum without having to learn a dozen new apps and tech tools? Good news! Canva is a digital design platform that now provides free subscriptions for students and educators. By integrating Canva’s digital design tools\, you and your students can create mind maps\, videos\, multimedia presentations\, infographics\, digital media\, and websites\, and even collaborate together on a digital whiteboard. Canva has recently unveiled several new upgrades so that even the simplest assignment with a document can now be designed with a professional touch. It is collaborative and supports peer and group projects. It also provides a variety of ways to share your digital designs by providing a variety of file times and public URLs. It makes it easy to add variety to your curriculum and develop digital literacy skills that are highly sought after in the modern workplace. Come learn what Canva has to offer! Plan for Session \nSession Objectives\n\nIntroduce Canva and provide an overview of the platform.\nDiscover Canva’s new tools that are designed for education.\nIdentify the resources Canva has provided for educators.\nProvide hands-on practice by designing 1-2 simple projects. Presenter Headshot\n\nBiography\nDr. Gina Solano is an Assistant Professor of Educational Technology in the Department of Secondary Education and Educational Technology. She teaches a variety of courses in educational technology\, research\, and teaching methods on such topics as technology trends\, STEAM\, multimedia\, online learning\, instructional course design\, and more. Her research involves the use of technology for service learning\, social justice\, and improving teaching and learning. Dr. Solano is avidly involved in providing professional development for K-16 educators by participating in conferences and workshops for improving technology adoption practices. When not at work\, she loves to travel\, craft\, and cook with her family. She considers herself a teacher\, techie\, and traveler! \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/expanding-students-digital-fluency-using-canva-for-education-tools/
LOCATION:Morris Hall – Room 130
CATEGORIES:Individual
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T143000
DTEND;TZID=America/New_York:20221104T150000
DTSTAMP:20221101T184050Z
CREATED:20221029T001144Z
LAST-MODIFIED:20221101T184050Z
UID:177-1667572200-1667574000@diglearning.sunycreate.cloud
SUMMARY:e-Portfolios for digital identity development\, career management and lifelong learning
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeakers\nDr. Karen Caldwell and Jill Benedict \nBrief Description\nJill and Karen will share processes and products of e-portfolio learning and assessment activities in an online\, asynchronous course. Jill will share her communication strategy that identified an audience\, format\, goals\, and intended audience response. Karen will share learning activities\, assignments\, and adult learning principles underpinning the design of the e-portfolio course work\, including lessons learned and ongoing use cases. \nFull Abstract\ne-Portfolios are a student-centered\, multi-dimensional and empowering learning activity and authentic assessment. When e-portfolios are embedded in a semester-long course and designed according to evidence-informed learning & assessment principles\, students have the time\, safe space\, and learning community to plan\, design\, and craft their digital identity and connect their learning to both career management and lifelong learning. This student & faculty team will share the process and product of e-portfolios in a graduate business program where learners first make sense of course content\, engage in the class learning community to connect course content to their lived experience and to authentic contexts including their own professional lives within the “safe space” of the learning management system (LMS). Students evaluate course content and display it in a digital form for a targeted audience\, personalizing the format. With this engagement\, feedback\, and the opportunity to iterate\, students then create public-facing materials in their own website or e-book for a designated audience and purpose. \nSession Objectives\nBy the end of the session\, participants will learn: (1) adult learning principles related to e-portfolios; (2) learning & assessment activities for embedding e-portfolios in course work\, and (3) free apps and tools to support e-portfolio development \nBiography\nDr. Karen Caldwell\, Assistant Professor in the School of Education & Professional Studies is a training\, development and adult learning specialist specializing in cognitive science and digital literacy. Karen collaborates with faculty and academic staff to design and develop applied learning experiences for students that are authentic\, employ digital media\, and connect course content to public-facing applications. Since completing her doctorate in Mind\, Brain\, & Teaching 2018\, Karen has placed special emphasis in her courses on student agency\, applied learning\, and career readiness competencies and mindsets.  Karen’s TEDx Talk\, Learning out Loud\, touched on several of her passions & research related to teaching & learning. \nCo-Presenter Bio\nJill Benedict is the Executive Director of the Saint Regis Mohawk Tribal Gaming Commission and a member of the Saint Regis Mohawk Tribe. At the age of 45\, more than 20 years after obtaining her bachelor’s\, Jill decided to pursue an MS in Management at SUNY Potsdam in the Organizational Leadership track. As a result\, Jill has introduced new concepts to her organization and improved her leadership skills. This article better explains her journey. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/e-portfolios-for-digital-identity-development-career-management-and-lifelong-learning/
LOCATION:Morris Hall – Room 130
CATEGORIES:Individual
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T143000
DTEND;TZID=America/New_York:20221104T150000
DTSTAMP:20221101T184311Z
CREATED:20221028T234650Z
LAST-MODIFIED:20221101T184311Z
UID:173-1667572200-1667574000@diglearning.sunycreate.cloud
SUMMARY:Faces in TIME\, 1923-2014: an interactive web resource
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeaker\nDr. Ana Jofre\nAssistant Professor\nSUNY Polytechnic \nBrief Description\nI will present a beta-version of an interactive web resource that examines an archive of Time magazine containing 3\,389 issues ranging from 1923 to 2014\, focusing on images of faces. The website\, Faces in Time\, will provide visitors with a set of tools with which to explore our data and our research findings. \nFull Abstract\nThis is an examination of an archive of Time magazine containing 3\,389 issues ranging from 1923 to 2014\, focusing on images of faces. We extracted 327\,322 faces from the archive\, categorized all of them by gender\, and obtained detailed characteristics of a subset of 8\,789 of those faces. \nOur research explores relationships between images and their corresponding socio-political contexts. For example\, in one published study\, our analysis revealed that the percentage of faces that present as female was closely aligned with larger currents in women’s history and the history of feminism . Specifically\, we found that the percentage of female face images peaked as women became more active in public life\, and waned in eras characterized by anti-feminist backlash. We also noted a change in tone and content as Time\, from the 1970s onwards\, began hiring and promoting more women as writers\, photographers\, and editors. This is one of several findings. \nWe seek to disseminate our findings to broader audiences through a web-resource with interactive visualizations that allow visitors to explore the faces\, as well as the trends in the metadata that we extracted from the faces. The proposed website\, Faces in Time\, will provide visitors with a set of tools with which to explore our data\, analysis\, and findings. Digital platforms afford readers the ability to interactively re-contextualize images in a way that encourages critical thinking\, positioning them as investigators rather than passive consumers of visual and media culture. \nIn this interactive presentation\, I invite the audience to engage with a beta version of the Faces in Time website. I will present 4 visualizations\, describe the design rationale of each\, and allow time for the audience to interact with the site to provide feedback. \nSession Objectives\nParticipants will engage with a new web resource that is in development\, and will have the opportunity to provide feedback for improving the design. Presenter Headshot Biography Ana Jofre is an Assistant Professor at SUNY Polytechnic. Her research engages with the digital humanities\, with a particular interest in creating aesthetic informative web resources. \nContact\nhttps://anajofre.com/\njofrea@sunypoly.edu \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/faces-in-time-1923-2014-an-interactive-web-resource/
LOCATION:Morris Hall – Room 104
CATEGORIES:Individual
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T143000
DTEND;TZID=America/New_York:20221104T150000
DTSTAMP:20221101T190307Z
CREATED:20221028T201431Z
LAST-MODIFIED:20221101T190307Z
UID:180-1667572200-1667574000@diglearning.sunycreate.cloud
SUMMARY:Developing a Community Engagement Framework: Assessing Social Capital\, Confidence and Resilience in Online Learners
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeakers\nDr. Roxana Toma and Matthew Berge \nBrief Description\nWe are drawing on the work of Redmond et al (2018) and their proposal of an Online Engagement Framework for Higher Education to investigate new methods of course design and instruction that can increase student perceptions of social capital\, their confidence and resilience in the learning process. We are also measuring students’ sense of belonging and community in online environments. \nFull Abstract\nWe are drawing on the work of Redmond et al (2018) and their proposal of an Online Engagement Framework for Higher Education to investigate new methods of course design and instruction that can increase student perceptions of social capital and their confidence and resilience in the learning process. \nTo begin this journey\, we are building on the four student engagement themes proposed by Redmond et al: the cognitive\, behavioral\, collaborative\, and emotional capital. In our proposed model\, these will serve as constructs\, or latent variables that influence students’ social capital (another latent and our dependent variable). In addition\, we are taking concepts from the community of inquiry framework\, community of practice\, epistemic engagement\, transformative learning and identity construction\, and emotional management theory to propose a new and improved Community Engagement Framework that can more closely identify the elements leading to students’ perceptions of social capital. To do so\, we are bringing in a myriad of indicator variables that can potentially measure or influence the latent independent variables from the model as well as our dependent variable – students’ social capital. We also look to measure students’ sense of belonging and community in online learning environments. \nAt this stage\, this research is theoretical in nature\, but our intention is utilizing this new model to survey online students to cross-validate our framework with path analysis and structural equation modeling. We also plan to survey online instructors to identify practice-based use of the engagement constructs that we propose. Results from both studies will assist colleges\, universities\, and course instructors to design and deliver online courses that facilitate increased learner engagement and empower students to build confidence and resilience throughout the online learning process. \nSession Objectives\nBy the end of the session\, participants will be well versed in the contemporary literature in distance education and will find themselves intrigued by our proposal to create a new form of online learning (which is classically asynchronous) that is closer to hybrid. Research shows that hybrid learning has better learning outcomes\, and we posit that it also leads to better engagement and increased social capital and students’ sense of belonging. \nBiography\nRoxana Toma (Ph.D.\, North Carolina State University) is the Chair of the Graduate Liberal Arts and Sciences Division and an Associate Professor and Coordinator of the M.A. in Social and Public Policy in the School for Graduate Studies at SUNY Empire State College. She is also the Chair of the Institutional Review Board at SUNY Empire State College. Dr. Toma has a B.S. in Economics\, a Ph.D. in Public Administration and takes an interdisciplinary approach to examine social capital models of attitude and value formation. Her doctoral research on corruption earned her the Graduate School Dissertation Award at North Carolina State University (2009) and she is recipient of the Susan H. Turben Award for Excellence in Scholarship at SUNY Empire State College (2015). \nCo-Presenter Bio\nMatthew Berge is a SUNY 2021-22 PRODiG Scholar close to completing his MA degree in Social and Public Policy. He graduated Summa Cum Laude from SUNY Empire (2021) with a BA in Social Science and a focus in Government\, Health and Society. He is the recipient of the SUNY Empire State Award for Student Excellence (2022)\, the SUNY Chancellor’s Award for Student Excellence (2022) and the SUNY ACT for Excellence and Student Initiative Scholarship (2022). \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/developing-a-community-engagement-framework-assessing-social-capital-confidence-and-resilience-in-online-learners/
LOCATION:Morris Hall – Le Cafe
CATEGORIES:Individual
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