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DTSTART;TZID=America/New_York:20221104T130000
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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
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