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DTSTART;TZID=America/New_York:20221105T104500
DTEND;TZID=America/New_York:20221105T121500
DTSTAMP:20221102T175835Z
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UID:347-1667645100-1667650500@diglearning.sunycreate.cloud
SUMMARY:Open Practices: Creating Equitable Pathways to Career Readiness
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeaker\n\nJessie Stack Lombardo\nDirector of the Career Design Center\nSUNY Geneseo\nFull Abstract\n\n\n\nFull Abstract\n\nWhile many students identify career-related motivations as the primary reason for pursuing a college degree\, only a small percentage of students actually believe that they will graduate with the skills necessary to be successful in the job market. Furthermore\, access to career-related opportunities often depends on factors such as academic major\, socioeconomic status\, social capital\, race\, gender\, etc. Aligning career readiness competencies to open practices provides a scalable model of dynamic opportunities accessible to all students. This session will explore innovative and scalable solutions to integrate career readiness competencies into open practices to achieve equity and access to meaningful career-related experiences for all students. Participants will explore ways to integrate career readiness into open practices and define and assess learning outcomes. \n\nBiography\nJessie completed her MS in Higher Education and Student Affairs Administration from Buffalo State College and a BA in Psychology from the University at Buffalo. Jessie’s roots are as a career counselor\, where she has many years of experience coaching a diverse student\, alumni\, and community population. She enjoys mentoring and training new practitioners\, partnering with employers to teach students about the world-of-work\, and teaching and presenting on a wide variety of career-related topics. Jessie is committed to connecting students to the incredible network of SUNY Geneseo alumni and the employment community. In her time away from work\, Jessie enjoys adventures with her two children. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/open-practices-creating-equitable-pathways-to-career-readiness/
LOCATION:Fitzelle Hall – Room 353
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221105T104500
DTEND;TZID=America/New_York:20221105T121500
DTSTAMP:20221102T181426Z
CREATED:20221102T175108Z
LAST-MODIFIED:20221102T181426Z
UID:345-1667645100-1667650500@diglearning.sunycreate.cloud
SUMMARY:Open Infrastructure for Open Education: Working with Commons In A Box OpenLab 
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeaker\n\n\nCharlie Edwards\nOpenLab Co-Director and Commons In A Box OpenLab Co-Project Director\, City Tech\, CUNY\nNew York City College of Technology \n\n\n\nFull Abstract\nOver ten years ago\, faculty and technologists at New York City College of Technology\, CUNY\, created the OpenLab at City Tech\, a WordPress-based open platform for teaching\, learning\, and collaboration that everyone at the college can use. Since then\, it has become a vital hub of activity for the City Tech community\, serving more than 41\,000 members to date\, and advancing open educational practices across the college.  Commons In A Box OpenLab is free and open source software that enables anyone to launch an OpenLab and customize it to meet the needs of their community. It is built and sustained through a partnership between teams at three CUNY campuses – City Tech\, The Graduate Center\, and Borough of Manhattan Community College – in collaboration with an enthusiastic community of OpenLab-ers at CUNY\, SUNY\, and beyond.  In this workshop you will learn about the platform\, explore example uses\, and imagine how they might apply in your context; we will also discuss the benefits and challenges of using\, building\, and supporting open infrastructure for open education\, and lessons learned along the way. \n\nBiography\nCharlie Edwards (she/her/hers) is a scholar-practitioner who works to advance the creation and use of open infrastructure for open education. She is a Co-Director of the OpenLab at City Tech (https://openlab.citytech.cuny.edu/)\, an open platform for teaching\, learning\, and collaboration developed by and for New York City College of Technology\, CUNY. She is also Project Co-Director of Commons In A Box OpenLab (https://cboxopenlab.org/)\, free and open source software that enables other groups and institutions to launch OpenLabs of their own. Before coming to CUNY in 2011\, she spent two decades in technology consulting. Now her goal is to help build a more open university that encourages and supports practices of openness\, sharing\, and collaboration. She is also pursuing a PhD in English at The Graduate Center\, CUNY. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/open-infrastructure-for-open-education-working-with-commons-in-a-box-openlab/
LOCATION:Fitzelle Hall – Room 354
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221105T090000
DTEND;TZID=America/New_York:20221105T103000
DTSTAMP:20221102T174520Z
CREATED:20221102T174244Z
LAST-MODIFIED:20221102T174520Z
UID:338-1667638800-1667644200@diglearning.sunycreate.cloud
SUMMARY:Creating Collaborative Digital Spaces for Student Work with Domain of One’s Own and Reclaim Cloud
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeaker\n\n\nMr. Taylor Jadin\nCommunity Instructional Technologist\nReclaim Hosting\n\n\n\n\nFull Abstract\nIn this first half of this workshop\, we’ll help you get a WordPress site set up for course blogging and discussion with your students. We’ll help you install WordPress\, discuss elements you may want to consider in the design of your site\, discuss managing access and privacy\, as well as share time saving tips and shortcuts! For the second half of the workshop\, we’ll explore a shared space for data analysis and statistics by setting up R Studio on Reclaim Cloud. This combination of Reclaim Cloud and R Studio allows you to get an environment that can quickly be shared with anyone via the web! \n\n\nBiography\nTaylor is Reclaim Hosting’s Community Instructional Technologist\, as well as a proud husband and father\, teacher\, musician\, avid camper\, and unashamed nerd. He is passionate about educating and empowering people who want to make cool stuff on the web! Before joining the team at Reclaim\, Taylor graduated from St. Norbert College with a Bachelor of Music in Music Education\, and went on to teach K-12 Instrumental and General Music before returning to his alma mater to support faculty\, staff\, and students in their use of technology to elevate teaching and learning. \nCo-Presenter Bios\n\nPilot graduated from Carleton College in 2020 with a Bachelor of Arts in Cinema and Media Studies. They then went on to work for Carleton in the Academic Technology department\, where they first became acquainted with Reclaim. Throughout their life\, Pilot has been interested in the point where technology collides with stories and the arts\, and the way innovation fosters human creativity and vice versa. In their spare time\, they enjoy playing tabletop games\, writing\, drawing\, listening to audiobooks\, and sci-fi and fantasy media of all sorts. \nAmanda comes to the Reclaim community with a background in digital humanities support and instruction at the State University of New York (SUNY) at Geneseo\, Open Educational publishing with SUNY OER Services\, and a Bachelor of Arts in English\, focusing on Old and Middle English dialects. Building her lifelong learning path and career around digital and informational literacy and access\, she is completing her Masters in Library and Information Science at the Texas Woman’s University to better understand service and research structures surrounding the present information landscape\, specifically in higher education institutions. Amanda lives with her husband and two cats\, Ollie and Opal. She’s an avid knitter and home cook\, and is desperately attempting to keep a garden. \n\n\nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/creating-collaborative-digital-spaces-for-student-work-with-domain-of-ones-own-and-reclaim-cloud/
LOCATION:Fitzelle Hall – Room 354
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221105T090000
DTEND;TZID=America/New_York:20221105T103000
DTSTAMP:20221102T175631Z
CREATED:20221029T001130Z
LAST-MODIFIED:20221102T175631Z
UID:176-1667638800-1667644200@diglearning.sunycreate.cloud
SUMMARY:Learning Out Loud: Strategies and Tools to Build Digital Literacy\, Online Identity\, and Deep Learning Experiences in Online Learning
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below.\n\nSpeaker\nDr. Karen Caldwell\nAssistant Professor\nSchool of Education & Professional Studies \nBrief Description\nExplore surprising research\, concrete tips\, and evidence-informed teaching and learning strategies to take charge of the learning process. Karen shares how she applies brain and cognitive science to her research\, teaching\, and program development and works with her (awesome) students to use digital media to take their applied learning experiences to the next level of content and career competencies. \nFull Abstract\nHow do you learn? What kind of teaching is most effective for your learning? Despite her passion for learning & teaching\, her numerous teaching qualifications\, and decades of experience around the world\, Dr. Karen Caldwell has not always had answers to these two questions. It took some major challenges in her own learning journey for her doctorate to help her understand the role of applied learning and the productive struggle for adult learners. For you\, — and should — be in charge of your learning. This hands-on\, interactive session supports both instructors and students in their learning journey\, whether online or in person. Karen shares surprising research\, concrete tips\, and evidence-informed teaching and learning strategies to take charge of the learning process. Karen will share how she applies brain and cognitive science to all aspects of her research\, teaching\, and program development and works with her (awesome) undergrad and graduate students to use digital media to take their applied learning experiences to the next level of content and career competencies. \nSession Objectives\nAt the end of the workshop\, participants will be able to \n\nidentify opportunities to apply digital literacy-building principles\,\ndesign learning activities to support meaningful learning experiences and build digital literacy\ncreate authentic assessments that connect learning to career competencies and online identity\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. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/learning-out-loud-strategies-and-tools-to-build-digital-literacy-online-identity-and-deep-learning-experiences-in-online-learning/
LOCATION:Fitzelle Hall – Room 353
CATEGORIES:Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T163000
DTEND;TZID=America/New_York:20221104T170000
DTSTAMP:20221101T174850Z
CREATED:20221028T202703Z
LAST-MODIFIED:20221101T174850Z
UID:199-1667579400-1667581200@diglearning.sunycreate.cloud
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
END:VEVENT
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
END:VEVENT
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
END:VEVENT
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T130000
DTEND;TZID=America/New_York:20221104T142000
DTSTAMP:20221101T185047Z
CREATED:20221101T144538Z
LAST-MODIFIED:20221101T185047Z
UID:222-1667566800-1667571600@diglearning.sunycreate.cloud
SUMMARY:Keynote - Digital Infrastructure\, Digital Humanities\, and Student Professional Growth
DESCRIPTION:Attending the keynote? Take shared notes in this Google Doc and view the final notes below. \nKeynote Speakers\n\nLisa Marie Rhody: Director of the Digital Humanities Research Institute and Deputy Director of Digital Initiatives at The Graduate Center\, CUNY.\nCharlie Edwards: OpenLab Co-Director; Commons In A Box OpenLab Co-Project Director; Opening Gateways Co-Director.\nJessie Stack Lombardo: Director of the Career Design Center\, SUNY Geneseo.\nTaylor Jaydin: Community Instructional Technologist\, Reclaim Hosting.\n\nSession Notes\nAttending the keynote? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/keynote-digital-infrastructure-digital-humanities-and-student-professional-growth/
LOCATION:Morris Hall – Craven Lounge
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T110000
DTEND;TZID=America/New_York:20221104T115000
DTSTAMP:20221104T164710Z
CREATED:20221028T164509Z
LAST-MODIFIED:20221104T164710Z
UID:171-1667559600-1667562600@diglearning.sunycreate.cloud
SUMMARY:Ignite Session Morris 130
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeaker 1\nMr. Tim Clarke\nInstructional Designer\nMuhlenberg College \nThe WordPress Dashboard Tells Its Own History – close reading a user interface \nBrief Description\nAcross 20 slides\, I will show how the WordPress administrative interface or “dashboard” tells its own history\, once you look closely and consider the metaphors employed by the software\, itself. A guided ‘close reading’ of WordPress helps students learn\, contextualize the software\, and explore with greater confidence. \nFull Abstract\nWordPress was originally released on May 27\, 2003\, which means parts of that software are as old or older than many of our incoming students at Muhlenberg College. The longevity and evolution of WordPress attests to its usefulness. But this should also caution against making broad assumptions of prior knowledge or technical understanding when introducing WordPress to new users\, especially college-aged or younger ones. \nAcross twenty slides\, I will demonstrate how the WordPress administrative user interface\, like nearly every site of human/computer interaction\, contains a telling of its own genesis\, developmental history\, markers of its iterative development\, and in the case of WordPress its open source (F/LOSS) roots. \nThis close reading of the WordPress administrative interface helps students (new to WordPress) better understand the purpose of the software. A guided reading of WordPress’s affordances also helps students remember and contextualize its many features as they consider their own needs and projects. This framing of user interfaces as bounded\, material things with tangible analogs helps demystify them and builds student confidence. Lastly\, presenting WordPress as software shaped over time by input from the WordPress community helps illustrate the nature and relative advantages of F/LOSS. \nSession Objectives\n\nBy the end of this Ignite session\, participants will experience a quick “close reading” of a user interface.\nParticipants will be prompted to consider how a guided close reading of WordPress will help students to better understand the software’s affordances\, and what the software means to accomplish.\nParticipants will be challenged to introduce new software (new to students) by locating analogs\, tangible precedents\, or mental models that help illustrate the material nature of that digital tool.\n\nBiography\nI am the Senior Instructional Design Consultant within Muhlenberg College’s Digital Learning Group. I oversee our Domain of One’s Own initiative\, which we call ’Berg Builds. I work closely with students to support many digital learning initiatives\, tools\, and techniques. \nSpeaker 2\nMs. Mariya Gluzman\nAdjunct Lecturer\nCUNY Brooklyn College \nHelping students build digital fluency and other transferrable skills in a business ethics course using a hands-on collaborative multimedia project \nBrief Description\nShowcase of a collaborative scaffolded multimedia assignment that emphasizes experiential learning\, guides students as they learn to apply ethical analysis to a business ethics case\, and helps them develop digital fluency and other practical skills and career readiness competencies. \nFull Abstract\nOne common complaint among undergraduates is that they are often required to take certain humanities courses that they see as not contributing any useful skills toward their career readiness. Putting aside the utility of general knowledge and critical thinking skills often gained from taking these courses\, there is a way to integrate useful practical skills and professional competencies — such as digital fluency\, communication\, and collaboration — into a humanities course without compromising its integrity. During my “ignite” session I plan to showcase a collaborative scaffolded multimedia assignment that represents a major assessment in my business ethics course and emphasizes experiential learning. For this assignment\, teams of students research and create an original business ethics case study\, which they produce as a YouTube video using one of three formats. The assignment is set up to teach students the basics of project management as they are guided through a series of tasks from brainstorming through co-production to completion. Stand-up meetings\, in-person check-ins\, and weekly reports and deliverables are built into this project. Teams discuss and choose collaboration and communication technology and methods. They also evaluate different technologies that they can use to produce their multimodal artifacts\, learn how to use them\, and upload their videos to YouTube. During this project\, students develop valuable and highly transferrable skills\, such as digital communication\, media research\, technology assisted co-production\, and others. Furthermore\, all this hard and soft skill development is happening while students are actually engaging with course subject matter on a deeper level and applying what they have learned as part of their ethical analysis. \nSession Objectives\nDuring this session\, participants will \n\nExplore an example of an assignment in a humanities (business ethics) course that integrates experiential learning\, digital fluency\, and other practical skills with research and analysis that are often emphasized in humanities;\nConsider creating scaffolded multimedia assignments in their own courses. Presenter Headshot\n\nBiography\nMariya is a seasoned educator and instructional designer. She has taught undergraduate philosophy courses as an adjunct lecturer at Brooklyn College\, CUNY\, since 2001. Throughout that time\, Mariya also studied pedagogy and educational technology. She holds a Master’s Degree in adult education and advanced certificates in instructional technology and project management. She also completed several professional development programs and workshops\, earning several microcredential and completion certificates. Her commitment to pedagogy makes her an effective and innovative educator and a competent instructional designer. Mariya’s primary interests are digital humanities and open pedagogy. Much of her work focuses on harnessing digital and social media to advance the promise of accessible higher education. \nSpeaker 3\nEmerita Palencia\nAcademic Technologist\nCarleton College \nDigital Transformations: New ways of Engaging in Research\, Scholarship\, Creativity \nBrief Description\nThis session will showcase our current use of digital tools at Carleton College to encourage excellence in teaching\, learning and scholarship through innovation\, collaboration\, and creative solutions. \nFull Abstract\nThis session will showcase our current use of digital tools at Carleton College to encourage excellence in teaching\, learning and scholarship through innovation\, collaboration\, and creative solutions. You will see visual representations of student\, staff\, and faculty work which would not be possible without the support of many departments and resources across our campus. This active\, communal engagement in teaching and learning creates a dynamic\, innovative and meaningful environment for all members of our community\, especially our students. Find out how we\, at Carleton\, are exploring and supporting digital innovation in research\, scholarship\, and creative expression. \nSession Objectives\nBy the end of this session\, participants will: \n\nreflect how digital tools are used at their institution\ndiscover ways in which to support active community engagement at their institution\n\nBiography\nEm (she/her) is an Academic Technologist at Carleton College. Her primary duties include supporting the College’s learning management system and digital presence platforms offered to all students\, staff\, and faculty. Through web support\, Em helps others cultivate their teaching and learning through new pedagogical practices and technological advancements. \nSpeaker 4\nDr. Cailyn Green\nAdjunct Instructor \nThe Flipped Classroom: Online \nBrief Description\nMoving the flipped classroom online takes dedication to the new way of thinking and teaching. This ignite session is geared towards giving information about what the flipped classroom is\, its benefits and how it can look in an online setting. \nFull Abstract\nWhen educators went through an extremely sudden shift to online virtual classes\, many lost the engaging nature of the flipped classroom and reverted back to lecture-style teaching. This ignite session is focused on the benefits of the flipped classroom approach and how to successfully incorporate it into an online teaching modality. \nSession Objectives\nAt the end of this session\, participants will understand what the flipped classroom looks like in an online real. Participants will discuss how they can adjust their classroom to reflect the flipped classroom basics and participants will assess the benefits of the flipped classroom. \nBiography\nCailyn Green\, MS\, Ph.D.\, CASAC is the Assistant Professor of Addiction Studies at the State University of New York\, Empire State College. She has been a part of the SUNY academic team since 2014 teaching online courses. Dr. Green is responsible for mentoring students\, developing courses in the addiction studies field and maintain a strict research and community service agenda. \nShe earned her bachelors of arts degree in psychology from Wester New England University\, her masters of science degree in forensic mental health from Sage Graduate School and her Ph.D. in criminal justice with a specialization in addiction science from Walden University. Dr. Green is also a Credentialed Alcoholism and Substance Abuse Counselor in New York State. \nDr. Greens area of expertise is supporting clinicians who work in the addiction field to best serve their clients. She spent her hands on clinical time working directly with the recently incarcerated population. She has taught online classes for over 9 years in a variety of methods. \nSpeaker 5 \nDr. Melissa Wells\nAssistant Professor \nSupporting Higher Education Students with Attention Deficit Hyperactivity Disorder through Universal Design for Learning \nBrief Description\nStrategies to support neurodiverse students with ADHD in Higher Education. \nFull Abstract\nStudents with diverse learning needs are becoming more prevalent in higher education institutions. There has been a substantial rise in the number of adult learners with ADHD (American College Health Association\, 2020). To ensure the support and achievement of neurodiverse learners\, especially higher education students with AHDH\, higher education faculty should implement strategies within their courses to support all learners. One framework frequently utilized in K-12 settings is Universal Design for Learning (UDL). UDL provides access to content by focusing strategies on engagement\, various means of displaying content\, and supporting learners in demonstrating their learning in a way that best supports their learning needs (CAST\, 2018). Specific UDL strategies that would have a positive impact on learners with ADHD are discussed. \nSession Objectives\nIn this session participants will \n\nlearn characteristics of ADHD in adult learners\nlearn strategies for teaching neurodiverse adults in higher education.\n\nBiography\nMelissa Wells is an Assistant Professor at Empire State College in the Educational Studies Department. Her passion is inclusionary educational practices of neurodiverse students and students with disabilities from birth through adulthood. Prior to teaching in higher education\, Melissa was a Special Educator in the New York City Department of Education. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/ignite-session-morris-130/
LOCATION:Morris Hall – Room 130
CATEGORIES:Ignite
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T110000
DTEND;TZID=America/New_York:20221104T115000
DTSTAMP:20221102T181852Z
CREATED:20221028T164317Z
LAST-MODIFIED:20221102T181852Z
UID:169-1667559600-1667562600@diglearning.sunycreate.cloud
SUMMARY:Ignite Session Morris 104
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeaker 1\nDr. Travis Matteson\nAssistant Professor \nBrief Description\nThis presentation discusses digital tools to help students engage with Indigenous histories and communities\, with the goal of exploring the cultural importance of land\, disrupting the myth of the “vanishing Indian\,” and developing a digital advocacy mapping project. \nFull Abstract\n“Firsting and lasting\,” according to Jean O’Brien\, is a narrative construct used by New England colonists to write American Indians out of local histories. By honoring the “firsts” of the colonists (schools\, founders) and elegizing Indian “lasts\,” local historians effectively narrated the myth of Indian “extinction” despite the persistence of local Indigenous populations. \nThis presentation discusses tools to help students identify and respond to examples of “firsting and lasting” in their local communities. Though O’Brien’s research focus is southern New England\, students find that there is ample evidence of this narrative construct in New York’s local histories. In a class called “Global Perspectives\,” I first introduce the context of Land Acknowledgments using a variety of print and video examples. From this foundation\, I ask students use the Native Land digital map to identify and discuss the Indigenous territories on which they live\, study\, and work. Then\, students search a database of New York State historical markers for their hometown using search terms like “first” and “Indian” and reflect on their findings. Finally\, students work together to develop infographic maps that acknowledge the history of “firsting and lasting” and advocate for engagement with their local Indigenous histories\, cultures\, and communities. \nObjectives\nAt the end of this session\, participants will learn how to access digital tools for mapping Indigenous history in their local communities. \nBiography\nTravis Matteson is an Assistant Professor of English & Humanities at SUNY Alfred State College. He teaches courses writing\, literature\, and global awareness with a focus on using digital tools for civic engagement. \nSpeaker 2\nMr. Taylor Jadin and Amanda Schmidt\nReclaim Hosting \nTeach Your Students to Fish: Open-Source in the Classroom \nBrief Description\nWhere do open-source tools fit in a classroom? This session explores the balance between open-source tools and closed platforms\, and how the impact they have on the learning environments we create for students. \nFull Abstract\nWhere do open-source tools fit in a classroom? Closed platforms and tools are typically designed to be easy to use above all else\, while open-source tools often require students to dig into the details and learn new skills to make the most of them. The costs of these tradeoffs are not always immediately obvious\, and striking an appropriate balance can be difficult to do. This session will focus on how those tradeoffs often play out in the classroom\, and offer strategies to encourage the adoption of open-source tools that can empower your students. \nObjectives\nThroughout this session\, participants will: 1. Reflect on the tools students are asked to use 2. Examine the relationship they have with those tools\, and what effect that relationship has on student learning \nBiography\nTaylor is Reclaim Hosting’s Community Instructional Technologist\, as well as a proud husband and father\, teacher\, musician\, avid camper\, and unashamed nerd. He is passionate about educating and empowering people who want to make cool stuff on the web! Before joining the team at Reclaim\, Taylor graduated from St. Norbert College with a Bachelor of Music in Music Education\, and went on to teach K-12 Instrumental and General Music before returning to his alma mater to support faculty\, staff\, and students in their use of technology to elevate teaching and learning. \nCo-Presenter Bio\nAmanda is Reclaim Hosting’s Instructional Support Specialist with a background in digital humanities support and instruction at the State University of New York (SUNY) at Geneseo\, Open Educational publishing with SUNY OER Services\, and a Bachelor of Arts in English\, focusing on Old and Middle English dialects. Building her lifelong learning path and career around digital and informational literacy and access\, she is completing her Masters in Library and Information Science at the Texas Woman’s University to better understand service and research structures surrounding the present information landscape\, specifically in higher education institutions. \nSpeaker 3\nColleen Kaminski\nInstructional Designer \nTop 10 List: Personalizing Your Brightspace Environment to Your Students \nBrief Description\nFaculty will learn quick ways they can develop and maintain regular and substantive interaction with students in the Brightspace environment. \nThis fun session will be presented using the “David Letterman’s top ten list” format. These 10 tips will assist faculty in personalizing their course to their students in Brightspace. The tips are easy to implement and help students feel connected. \nFull Abstract\nAs SUNY continues to transition to the Brightspace environment\, this ignite session will help faculty personalize their courses to each student. Research shows that students who feel connected to the instructor and classmates are more persistent and successful in online courses. Faculty will learn quick ways to personalize their course in Brightspace so they can develop and maintain regular and substantive interaction with students. \nThis fun session will be presented using the “David Letterman’s top ten list” format. These 10 tips are easy to do and faculty can begin implementing them in Brightspace immediately. This will enhance the engagement with students in their course. The personalization students will feel as a connection with the instructor and classmates increases can enhance retention and success. \nObjectives\nAt the end of this session\, participants will: ∷ Learn new features/functions in Brightspace ∷ Know how to include students voices in Brightspace ∷ Understand the value of new tools in Brightspace \nBiography\nColleen Kaminski is an instructional designer at SUNY Broome. She has more than 20 years of experience in higher education working in academic affairs and student affairs. As an adjunct instructor and instructional designer she has taught online for four institutions and has created a community among her students in the virtual learning environment. \nSpeaker 4\nMr. Michael Panetta\nEducational Technologist \nStories from the Front: Empire State College’s Experience with the LMS Transition \nBrief Description\nThis session is a partial deconstruction of the processes that Empire State College developed and executed as part of the LMS transition\, with respect to the pedagogical and practical implications of such a move. It is an unvarnished view into the high points and low of the transitional period as a member of Cohort One. \nFull Abstract\nCohort One is in the middle of its first term with Brightspace as its new learning management system. Though the transition has been successful in some ways\, in other ways Empire State College has seen a great level of pushback from all user groups\, from faculty and adjuncts to professional staff to the students whose experience in the LMS is formative for their education. The purpose of this presentation is to present to the SUNY community Empire’s experiences with the transition and\, in doing so\, provide the campuses that are to start their transition as part of the next cohorts as well as organizations outside the SUNY aegis with a clear view of what to expect\, what mistakes we made while doing so\, and what we did to remediate them. It is our goal to also provide similar feedback to the SUNY administration as well\, for the purposes of streamlining the administrative process as well as provide potential solutions to problems in the process that we\, at Empire State College\, discovered along the way. \nThis presentation combines observations made by the various technology and instructional design departments represented in Empire State College along with user anecdotes about their use and experiences within Brightspace. It is an unvarnished view into our campus’s world after transition to assist and provide context for campuses awaiting the start of the transition process. Processes to follow through on\, processes to avoid\, and so on. \nObjectives\nAt the end of this session\, participants will: – Understand the processes developed by Empire State College to transition the campus to a new LMS. – Make connections between policies developed by their home campuses and Empire State College to determine best practices for LMS transition. – Develop best practices for the transition of student and instructor data to a new system. \nBiography\nMichael Panetta\, an educational technologist from Empire State College. In my role\, I have developed relationships across the college spectrum\, with faculty\, staff\, and students\, throughout our work as part of Cohort One of the SUNY LMS Transition effort. I primarily work with faculty in the remediation of courses from our previous LMS\, Moodle\, to Brightspace and\, in doing so\, help inform policy as it relates to the technical aspects of the transition. \nSpeaker 5\nDr. Lisa Berardino\nAssociate Professor SUNY POLY \nAsking Asynchronous Students: What more would you like in your courses? Investigating learning preferences in the online asynchronous classroom \nBrief Description\nTwo professors serving on an assessment team explore these questions: How to offer more to asynchronous students\, to ensure their full learning experience? What is recommended to faculty seeking to increase interaction? What do asynchronous students seek in terms of live (synchronous) sessions\, professor recordings\, and live face-to-face meetings? From the viewpoint of assessment\, what faculty offerings provide assessment gains? \nFull Abstract\nAsking Asynchronous Students: What more would you like to see in your courses? Investigating student learning experiences and preferences in the asynchronous classroom \nThe evolution of education in the digital age provides newly developed modes of teaching that must be assessed to facilitate an environment that is conducive to learning. Not only must we prepare students for the field we are teaching\, but we must also have knowledge of what students expect from their classes. \nUnderstanding classroom modality preferences\, including student needs in synchronous online classroom is critical in providing the tools necessary for student success. This incorporates the opportunities of synchronous lectures\, recordings\, one-to-one meetings with their Professor. This study investigates both online and traditional classroom student preferences for lectures and classroom meetings. \nWhat do asynchronous students really want for their learning experiences? How can dedicated professors deliver the content that asynchronous students value. Do students really watch the videos offered? Some professors report adding optional synchronous sessions. These are not scheduled during registration\, but are delivered at a mutually convenient time. One issue is what to call these class meeting sessions in the async environment: drop-ins\, meet and greets\, group study sessions\, bonus material ? \nThe College of Business at SUNY POLY offers MBA and MS Accounting degrees in the asynchronous (all online) format. A promise is made to the student that no meetings at a certain time will be required. In contrast\, undergraduate business and accounting degrees classes are offered in two distinct formats: traditional in-class and online asynchronous. Students select a format and are to stay with that format. \nFaculty assessment discussions have asked these questions: How to offer more to asynchronous\, to ensure a full learning experience? \nOne specific recommendation is for each professor to include a course COMMUNICATION plan in the syllabus along with the typical office hours. This lists and offers to students a range of ways to receive substantive engagement and feedback. Here\, the optional synchronous offerings can be listed. \nIn conclusion\, what do asynchronous students seek in terms of live (synchronous) sessions\, professor recordings\, and live face-to-face meetings? From the viewpoint of assessment\, what faculty offerings provide assessment gains? This presentation will offer our questions\, our exploration and conversations with our students\, and make recommendations to those interested in student-centered learning. \nObjectives\nConsider student preferences for increased interaction with faculty. Co-Presenter Bio Katie Matt is an assistant professor in the SUNY POLY accounting program. Katie currently serves on the College of Business assessment committee. Her areas of research focus on accounting education\, online learning\, valuation\, and forensic accounting. \nBiography\nLisa Berardino\, Associate Professor SUNY POLY\, faculty in the College of Business\, has more than twenty years experience in online teaching. I attend many SUNY ONLINE workshops. I have taken several LUMEN circles teaching development courses. I currently serve on our College of Business assessment committee. I use adaptive learning programs\, create recordings\, and continue to explore innovative teaching methods. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/ignite-session-morris-104/
LOCATION:Morris Hall – Room 104
CATEGORIES:Ignite
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T102000
DTEND;TZID=America/New_York:20221104T105000
DTSTAMP:20221101T190059Z
CREATED:20221101T164546Z
LAST-MODIFIED:20221101T190059Z
UID:230-1667557200-1667559000@diglearning.sunycreate.cloud
SUMMARY:“Treasures that prevail:” A Liberatory Approach to Digital Infrastructures
DESCRIPTION:Attending the presentation? Take shared notes in this Google Doc and view the final notes below. \nSpeaker\nLisa Marie Rhody\nDirector of the Digital Humanities Research Institute and Deputy Director of Digital Initiatives\nThe Graduate Center\, CUNY \n\nFull Abstract\nThis talk will draw connections between the interdisciplinary collaborations and technical innovations in marine biology in the mid-20th century and the contemporary opportunities and affordances of digital infrastructures for learning and research. What deep dives should we take into understanding\, choosing\, and utilizing technologies? How do these choices reflect our pedagogical and disciplinary boundaries? And how might our reckoning with the contexts of digital scholarship help students reconcile tensions between surfaces and depths\, private and public scholarship\, and our academic and professional selves? \n\nBiography\nLisa Marie Rhody\, a scholar of 20th and 21st-century American poetry\, has served as deputy director of Digital Initiatives at The Graduate Center\, CUNY since 2015. She holds faculty appointments in the M.A. in Liberal Studies\, M.A. in Digital Humanities\, M.S. in Data Visualization\, and Interactive Technology and Pedagogy Doctoral Certificate programs. Prior to arriving at The Graduate Center\, she was associate director of research and research assistant professor at the Roy Rosenzweig Center for History and New Media (RRCHNM) at George Mason University and worked on public and digital humanities projects\, including Zotero and Press Forward. Lisa earned her Ph.D. in English Language and Literature from thehttp://umd.edu/where she deposited one of the first “digital dissertations” in the humanities. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc and view the final notes below.
URL:https://diglearning.sunycreate.cloud/event/treasures-that-prevail-a-liberatory-approach-to-digital-infrastructures/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221104T093000
DTEND;TZID=America/New_York:20221104T102000
DTSTAMP:20221102T172526Z
CREATED:20221101T164823Z
LAST-MODIFIED:20221102T172526Z
UID:239-1667554200-1667557200@diglearning.sunycreate.cloud
SUMMARY:Welcome and Committee Presentation
DESCRIPTION:The conference committee will highlight the history of public and open initiatives in SUNY\, connect these efforts to national trends\, and discuss the intention of this conference and future collaborations. \nSession Notes\nAttending the presentation? Take shared notes in this Google Doc.
URL:https://diglearning.sunycreate.cloud/event/welcome-and-committee-presentation/
LOCATION:Morris Hall – Craven Lounge
END:VEVENT
END:VCALENDAR