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DTSTART;TZID=America/New_York:20221104T160000
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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: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: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: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: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: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: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: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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20221105T104500
DTEND;TZID=America/New_York:20221105T121500
DTSTAMP:20221102T175835Z
CREATED:20221102T175509Z
LAST-MODIFIED:20221102T175835Z
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
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